Author: ACPAAdmin

Abstract

Students use social media for activism, creative expression, and relationship building. However, an unintended consequence of their increased online lives is the possibility of experiencing online aggression and harassment. In this article, we review the literature on how college students navigate the culture of online harassment and highlight reasons why students do not turn to student affairs and higher education professionals when they are experiencing online victimization. We conclude by proposing recommendations for developing policies and practices to prevent and respond to online harassment on campus – including harassment using AI-generated deepfakes.

Keywords: Online Aggression, Online Harassment, Free Speech, Privacy, Campus Safety

Problem Statement

Online harassment, cyberbullying, and online aggression are major issues facing today’s college students (Byrne, 2020; Myers & Cowie, 2019). Online harassment is a broad term to describe electronic-based aggression via social media platforms, text messaging, emailing, etc. with the intent to cause distress, injury, or misrepresentation, and is often recurrent. It can be either public (e.g., sharing a nonconsensual image of someone) or private (e.g., repeatedly direct messaging someone hateful slurs). The majority of 18-25 year olds in the United States have experienced some form of online harassment both as a victim and as a witness (Byrne, 2020; Byrne & Hollingsworth, 2021; Jenaro et al., 2018). In a pre-COVID-19 pandemic study, we found that, among a sample of 459 undergraduates at a MidAtlantic Predominantly White Institution, most participants had been the victim of (58.39%) or witnessed (63.5%) online harassment in their lifetimes (Byrne, 2020). We expect those numbers have increased for two reasons: the COVID-19 pandemic caused students’ social lives to move increasingly online (Gottfried, 2024) and it became increasingly cheap and easy for students to generate deepfakes (i.e., realistic artificial intelligence (AI) generated images, videos, and audio clips) of other people with or without their awareness or consent.

When students experience online harassment, they are reluctant to report their experience to a student affairs professional or faculty member despite wanting guidance and support in stopping the harassment (e.g., Byrne et al., 2023; Hollingsworth & Byrne, 2022; Lai & Kao, 2018). Students from our prior studies have shared that they would not tell university staff because they do not “know what resources are already on campus” or are “confused on who I would reach out to” (Byrne et al., 2023; Hollingsworth & Byrne, 2022). Students are also reluctant to report online harassment if they think the University’s only response will be to punish the perpetrator without supporting the victim (Hollingsworth & Byrne, 2022). This gap in student knowledge about responding to and reporting online harassment is generally reflected in the literature (e.g., Bauman & Baldasare 2015; Myers & Cowie, 2019; O’Connor et al., 2018). While curriculum and research exist on formal online harassment prevention programs (e.g., Bauman & Baldasare, 2015; RightToBe, 2022) it is still unclear how a student affairs and higher education professional outside of the counseling center or student conduct office might appropriately support a student who is navigating an online harassment situation. Additionally, while considerable research has focused on K-12 reporting processes (e.g., Patchin & Hinjuda, 2015), higher education does not yet have clearly established reporting structures or policies for undergraduates experiencing online aggression – unless there is a threat of physical violence (DuMont, 2016; Byrne et al., 2023). As a result, many undergraduate students are navigating potentially traumatic online aggression and harassment situations that can have psychological, social, and academic consequences. Unfortunately, higher education professionals are largely unaware when such situations arise, and when they are informed, many are unprepared for how to respond. . This gap has significant legal implications for higher education institutions (DuMont, 2016; Byrne et al., 2023). For example, institutions have a legal responsibility to take reasonable care to minimize the risk of injury to students, foster a learning environment free from harassment, and offer reporting processes (Bickel & Lake, 1994). By failing to create and educate campus professionals on policies and procedures for supporting students experiencing online harassment, institutions are negligent in upholding their duty to take reasonable care to support their students.

To close this gap, we offer a concise review of the literature on how college students navigate online harassment situations and highlight why they do not turn to student affairs and higher education professionals. We then pose a series of recommendations below for higher education administrators, practitioners, and policymakers to develop policies and practices to prevent and respond to online harassment. We demonstrate the value of these recommendations by presenting how they can be used to resolve an common online harassment case study. Readers can use this case study to prompt a discussion either in a higher education and student affairs graduate classroom or professional development session about one’s Technology competency (ACPA & NASPA, 2015).

Key Terms

• Online Harassment, Cyberbullying, and Online Aggression: Electronic-based aggression via social media platforms, text messaging, emailing, etc. with the intent to cause distress, injury, or misrepresentation, and is often recurrent. It can be either public (e.g., sharing a nonconsensual image of someone) or private (e.g., repeatedly direct messaging someone hateful slurs)
• Forms of Online Harassment:
  • Mean Statements and Rumors: Degrading or false information spread online
  • Image Appropriation: Images or videos posted online without consent including deepfakes and synthetic media
  • Threats and Intimidation: Threatening violence via an online medium
  • Cyberstalking: The surveillance of someone online without their permission
• Deepfake: Realistic artificial intelligence (AI) generated images, videos, and audio clips) of other people with or without their awareness or consent
• Synthetic Media: Artificial intelligence (AI) generated images, videos, and audio clips)

Online Harassment

Most US college students use some form of social media – with the average hourly use increasing since the onset of the COVID-19 pandemic when students became fully reliant on social media for peer connections (e.g., Auxier & Monica, 2021; Gottfried, 2024). While social media provides community building and activism opportunities, it also introduces a new avenue for students to experience harassment, bullying, and victimization. In our prior research (Byrne, 2020; Hollingsworth & Byrne, 2022), we found that the majority of traditionally-aged college students have directly experienced or witnessed at least one form of online harassment. There are four primary types of online harassment (Byrne, 2021; Hayes, 2019):

• Mean Statements and Rumors (g., degrading or false information spread online)
• Image Appropriation (g., images or videos posted online without consent including deepfakes and synthetic media)
• Threats and Intimidation (g., threatening violence online)
• Cyberstalking (g., the surveillance of someone online without their permission)

Notably, at least a third of the participants in our previous study reported experiencing online victimization after starting college, which is a key consideration for this paper. Online harassment is a common experience for undergraduate students yet is understudied in higher education and often labeled as a K-12 issue.

Experiencing online harassment either directly or indirectly can have a negative impact on students’ mental health, social lives, and academic success (Crosslin & Golman, 2014; Schenk & Fremouw, 2012; Selkie et al., 2015). Students who have experienced online harassment report anxiety, depression, suicidal ideation, and symptoms of post-traumatic stress such as irritability and social isolation (Varghese & Pistole, 2017). Online harassment can cause students to deactivate their online accounts, withdraw from social media platforms, increase their privacy settings, and withdraw from school (Byrne, 2020; Goodboy et al., 2016). Noteworthy, is that the follow-up actions and behaviors of someone who has experienced online harassment are not confined to their online lives. Online  harassment can cause someone to retreat from their in-person social lives, too (Byrne, 2020).

While any person can be the victim of online harassment, individuals belonging to marginalized groups are more likely to be targeted. Like traditional bullying, online harassment is rooted in maintaining power and control for perpetrators, and thus those with less power often become targets (Patchin & Hinjuda, 2015). Research conducted by Francisco and Felmlee (2022), Kowalski et al., (2016), and Moran et al., (2018) found that people with minoritized sexual orientation, racial, or disability identities have reported distinct instance of online aggression related to their identities. Online harassment is a modern form of controlling and instilling fear in people with marginalized identities.

How do Students Want to be Supported? 

As stated earlier, the cyberbullying and online harassment literature has largely been situated within the K-12 context. Therefore, much of what is known about how students are taught to respond and intervene during instances of online harassment is informed by their K-12 experience. For example, in secondary education settings, students are taught to report  incidents to a teacher and document the harassment to share with the school administration. In response, school administrators would likely review the documentation, conduct an investigation and disciplinary process, inform the students’ parents and teachers, encourage the student to avoid using electronic communication, and possibly attempt to block or ban certain social media sites. Today’s younger college students have grown up in a secondary learning environment in which their teachers and administrators have experience with online harassment, have policy and procedure for navigating students support and discipline, and have normalized talking about it. These same students then come to college and find their faculty and staff wholly unprepared to support them and their campus culture is increasingly resistant to carceral policies.

Indeed, we have found that higher education faculty and staff (outside of conduct, counseling, and the Vice President’s or Dean’s office) are untrained and underprepared for how to formally support a student navigating online harassment (Byrne et al., 2023). Instead, faculty and staff are confused about the extent to which they should involve themselves in the online lives of college students and if their campus has a policy or procedure for responding to such events. They then fail to get involved unless there is an immediate threat of violence (Byrne et al., 2023). This is particularly true among early career student affairs professionals and paraprofessionals who are regularly hearing about online conflicts among students, but do not know how to respond (Byrne et al., 2023).

Undergraduate students are aware that their faculty and staff are unprepared to support them, and so they do not bother to report it (Byrne, 2020; Byrne et al., 2023; Cowie & Myers, 2015; Meter et al., 2021). Alternative reasons for this underreporting is that students do not want to report their experiences to faculty and staff out of fear of being judged or viewed as “childish”, they do not want to retell their story repeatedly, or they do not want the perpetrator to face sanctions (Byrne, 2020; Byrne et al., 2023).

Instead, students rely on their existing knowledge and network to attempt to resolve the conflict on their own, document and report the harassment to the social media platform and seek support from family and friends. However, considering that online harassment is quite pervasive, we argue that this approach is insufficient and that universities should be more involved in providing support and care. We pose the following recommendations to help university administrators brainstorm how to make a ‘good faith effort’ to prevent online harassment and address the effects of the incident on the individual or community. We hope readers will consider these recommendations in conjunction with those of Linder, Karunaratne, and Grimes in their 2024 book Thinking Like an Abolitionist to End Sexual Violence in Higher Education.

Recommendations for Preventing and Responding To Online Harassment

Recognize Harm Caused by Online Harassment and Normalize Discussing it on Campus

When approached by a student navigating online harassment, staff should validate students’ experiences and explain how they can be supportive. To do this, the staff need leadership in (1) gaining awareness on issues and trends in online harassment (including developing the Artificial Intelligence (AI) literacy to confidently discuss deepfakes) and (2) recognizing that online interactions are an extension of campus culture that impact students’ mental health, development, and academic success. Example statements include: “Online harassment is unfortunately common. You are not alone. This isn’t your fault.”; “My job is to ensure you have a supportive learning environment free from discrimination and harassment. Help me help you.” These examples clearly communicate the expectations and culture the institution has set against instances of harassment.

Develop and Distribute Policies About In-Person and Online Harassment

All colleges in the US should have a student handbook (i.e., student code of conduct and Title IX policies and procedures) that outlines student expectations, various institution violations, and procedures on how alleged violations will be addressed. Adding new violations to the student handbook often requires consultation with the institution’s legal counsel and/or risk management team to comply with federal, state, and local laws (Kalagher & Curran, 2020). Revising the student handbook to add new violations within the student handbook is usually reactive and implemented due to a previous incident (Kalagher & Curran, 2020), however we encourage university administrations not to wait and  instead to proactively develop these policies. Posting the student handbook online allows students to refer to their respective institution’s regulations.

Develop Consolidated Campus Response Efforts and Staffing

In 2011, President Obama’s Department of Education administration released the Dear Colleague Letter (since rescinded) to ensure that sexual misconduct and harassment are appropriately addressed in educational settings (Lhamon, 2014). Institutions must comply with the letter to continue receiving federal funding. Institutions use federal funding for student financial assistance, covering federal loans, scholarships, and work-study. The letter discusses the difference between responsible and confidential employees. Responsible employees are required to report and act in response to sexual misconduct incidents. Confidential employees (mental health professionals, health center staff, clergy, and – in some cases – victim services advocates), on the other hand, do not have to report misconduct concerns if they become aware of an incident unless the student poses a threat to themselves or others (Ali, 2011). Even though the Title IX process has changed since the Obama administration, the designation of a responsible and confidential employee has remained the same and may be used in non-Title IX matters if the harassment does not fall to the level of a Title IX report. Institutions must educate students on reporting structures and each employee’s role. As Linder et al. (2024) discuss, institutions must interrogate the carceral- and punishment-central nature of these response procedures to ensure they are in the best interest of the victim/survivor and the community.

Develop Reporting Mechanisms for Students, Staff, and Faculty

“Just as they do in physical spaces, universities should position themselves to respond to reports rather than assuming the position of a ‘watchdog’” (DuMont, 2016, p. 9). All staff should be trained on the appropriate reporting procedure for online harassment incidents and to capture all possible documentation, – particularly incidents without a threat of immediate violence. University leaders should identify and publicize the contact information of the point person for this reporting. We strongly recommend that this not be campus police, as their primary duty is law enforcement, and the incident may not meet the threshold of being a criminal offense. Then, students, faculty, and staff should be clearly informed of how to report these instances and how the university intends to support those involved. Information can come from campus-wide emails and posting flyers around campus.

Develop Investigation and Response Plans

Behavioral Intervention Teams have emerged on K-12 and college campuses to aid students experiencing mental health concerns (Van Brunt et al., 2018). The National Association for Behavioral Intervention and Threat Assessment (NABITA; 2021) recommends institutions assemble a diverse team of student affairs professionals, mental health counselors, student conduct staff, and campus safety officers. Having various positions with different expertise come together to create a plan to support a student’s well-being can yield positive results. We challenge these staff to reconsider traditional forms of control and discipline and to prioritize supporting the impacted individual instead of punishing the perpetrator (Linder et al., 2024).

Develop Safety Communication Plans and Remedies for Harm

The institution should make a good faith effort to investigate online harassment and other online speech that violates campus policies. For example, most institutions’ student conduct offices have a procedure for contacting social media websites. With that, institutions should create a public-facing response procedure that shows care and concern for victims/survivors, reiterates the community behavior standards, and communicates that campus policies extend to all areas of campus life (including online). We encourage institution leaders to evaluate their response by reflecting on the following questions: What actions would be taken if the harassment had been made in a physical space? Why should the response be different in an online space?

Additionally, institutions should evaluate their existing processes to adopt trauma-informed approaches (e.g., Fallot & Harris, 2009; Shalka, 2023). To do so, administrators should reflect on how their policies and procedures are promoting safety, establishing trust between the individual harmed and the staff member, allowing the impacted individual to choose how they want to proceed with this incident, working with the affected individual throughout the process, and promoting empowerment for them. (Fallot & Harris, 2009). A trauma-informed approach can aid the student’s well-being (Henshaw, 2022) and allow the victim/survivor to regain power after a traumatic event.

Develop Prevention and Education Efforts  

We recommend that university leaders develop strategies targeting students, staff, faculty, and families. Each population requires increased awareness through targeted information campaigns and shifted culture through repeated messaging. When possible, stakeholders should receive awareness-raising and skill-development programming, such as incorporating a bystander intervention program into new student orientation or the annual faculty/staff retreat. Other hhelpful prevention methods include educating the campus on the difference between free speech and online harassment, specifying positive online norms, designing policies that designate and define online harassment while also prohibiting such behavior, and lastly, preparing students and staff on how to respond in the moment to instances of online harassment. Teaching and providing students and staff with a toolkit and the relevant resources to recognize the signs of online harassment, intervention strategies, and empowering them with the confidence to intervene could all lend to an effective response plan for colleges and universities.

These strategies could be implemented through a bystander intervention program that centers on online bullying experiences (e.g., Hayes, 2019). Bystander intervention programs are reported to effectively limit the number of incidents on college campuses (Bell et al., 2019). Continuing such programs, campaigns, and robust marketing can help raise awareness of online harassment and hopefully lower the number of incidents. College traditions are also important and vital in maintaining and creating campus culture (Trudeau et al., 2019). Creating an annual hallmark event can raise awareness and educate students on a serious topic. Finally, we suggest that institutions collect data on awareness and self-efficacy to intervene regularly.

Advocate for Social Media Outlets to Bolster Moderation

We recommend that individuals and institutions become more vocal about the importance of social media moderation to flag online harassment. Students turn to the social media platforms themselves to report hateful, harmful, and hurtful content (Byrne, 2020; Hollingsworth & Byrne, 2022). However, increasingly, these services are only performative and are not effective at removing the content. Over the last two years, Meta (Instagram and Facebook’s parent company), Alphabet (Google’s parent company), and Twitter (or X) are broadly firing their content moderation staff and divesting from these services (Field & Vanian, 2023). Additionally, research shows that Twitter’s non-consensual intimate media removal procedures are ineffective (Qiwei et al., 2024) – leaving victims/survivors with no solution to their images being on the platform. Recognizing that content moderation protects the exponential sharing of harmful content (Angwin, 2024), we strongly suggest higher education professionals become more aware and vocal of the service it provides to our students.

Scenario

Brianna is a sophomore living in a campus residence hall with her assigned roommate, Alexis. Brianna and Alexis were cordial at the beginning of the year, but they never developed a deeper friendship. Brianna is intimidated by Alexis and suspects that she gossips about her with her friends. Brianna now avoids Alexis and her friends and tries to stay out of their room as much as possible.

A few weeks ago, Brianna’s friend, Kayla, found an anonymous Instagram account made up entirely of embarrassing photos of Brianna. The photos are of Brianna eating in the student center, walking across campus, in the library, and even at parties. Some of the photos are candid shots, but some are different – like they might not be real. Brianna doesn’t recognize where they were taken or the clothes she’s wearing in them. The first post was made during this school year.

Brianna suspects that her roommate, Alexis, and her roommate’s friends made it. The page is followed by many people she knows, including some of Alexis’s friends. Kayla tells Brianna and reassures her that she will do everything to stop who made this. Kayla and Brianna both report the account to Instagram and encourage their friends to do the same.

Recently, Kayla asked Alexis if she knew who made it. Alexis said she didn’t know it existed, but Kayla knows she’s lying because she saw that Alexis liked one of the recent posts. Kayla worries about Brianna’s mental health and safety. Kayla has noticed that Brianna is stressed and anxious. She spends a lot of time in Kayla’s off-campus apartment and has stopped attending social events. She often talks about how nice it will be next year when she has a new roommate.

Case Discussion and Reflection Questions

Brianna is experiencing Cyberstalking and Image Appropriation with nonconsensual real and AI-generated deepfake images. She is presenting signs of traumatic stress, anxiety, hypervigilance about her image, paranoia, and feeling unsafe on campus. It is possible that she might exhibit other traumatic responses, such as issues with academic performance, executive functioning, depression, and physiological issues. She may continue to retreat from her online and in-person socializing.

If discussing online harassment and deepfake images was normalized on campus, one of the women might tell a staff member, however it’s likely they will not tell any faculty or staff. If they do, they will most likely tell a paraprofessional or teaching assistant (Byrne et al., 2023). For this reason, we need all institution employees to have the appropriate training to respond. Employees also need to have AI literacy to understand what a deepfake is, how easy it is to create a nonconsensual deepfake, and how harmful it can be.

However,  the students will likely only report the situation to Instagram (which will likely not act on the report) and then, if Brianna’s situation becomes more dangerous, Kayla may tell someone in the residence hall who might move her to a new room and report the process to the student conduct office.

• What would you recommend to Brianna and Kayla if this happened at your institution?
• How would you support or respond, if at all, to this situation at your institution?
• What new policies or practices could improve the institution’s response?
• How could this have been prevented?
• What barriers exist to implementing these new measures?
• Whose buy-in do you need to take action?

Author Bios

Virginia L. Byrne, Ph.D., (she/her) is an Associate Professor of Higher Education and Student Affairs at Morgan State University. Her research examines the ethical and equity implications of emerging technologies, including AI and deepfakes, in college classrooms and student affairs practice.

Juana Hollingsworth, Ph.D., (she/her) is an Academic Advisor at Johns Hopkins University. Her research examines the leadership labor of Black women students, racialized campus climates, and the role of Black student organizations at Predominantly White Institutions.

Chris (Alex) Perry, (he/him) is the Director of Student Support and Accountability at Goucher College and a doctoral candidate in Morgan State University’s Higher Education program. His passion areas are researching work in student conduct, mental health, group dynamics, and student basic needs.

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Van Brunt, B., Schiemann, M., Pescara-Kovach, L., Murphy, A., & Halligan-Avery, E. (2018). Standards for behavioral intervention teams. The Journal of Campus Behavioral Intervention, 6, 29-42. https://doi.org/10.17732/JBIT06

Varghese, M. E., & Pistole, M. C. (2017). College student cyberbullying: Self‐esteem, depression, loneliness, and attachment. Journal of College Counseling, 20(1), 7-21.

In an age where most college-aged students have at minimum a slight addiction to social media, we must ask how the content they are viewing is impacting their stress. Additionally as Bahat (2023) explored, how does social media impact student leaders’ attitudes towards their roles?. Based on a review of literature and personal observations, it is clear that student leaders of today are experiencing uncharted circumstances that contribute to increased levels of stress and anxiety, particularly as they navigate the complex reality of public perception and their digital identity. Compounded with fear of judgement and shame from their peers under the microscope of social media creates a complex experience that will likely be even more pronounced as the digital age progresses further into the 21st century.

The literature review I conducted brought forth a major theme of understanding social anxiety in college students; further review illuminated a variety of sub-themes related to social media, perfectionism, and the fear of negative evaluation. This review will delve deeper into the existing body of literature on the aforementioned topics and identify several theoretical frameworks that may prove useful for both research and practice. This article provides an overview of the most current terminology and definitions related to social media use, perfectionism, and mental health in higher education. I will also share information about developing and foundational theories to ground the present research as well as highlight insights into various methodological approaches and measures that have been used or created through recent scholarship. Finally, I will describe my recommendations for student affairs practitioners to adopt when advising and supporting college students and college student leaders through these experiences

Key Terminology and Concepts

The following section will go over key terminology and concepts that are included in this review.

College-Aged Students

The present research intends to focus on college-aged students as the population of interest. When referring to college-aged students throughout this review, the group being referenced specifically are traditionally aged college students which are defined as ages 18-24 years old (Postsecondary National Policy Institute, 2023).

Perfectionism

As one of the primary focuses of the present research, perfectionism will appear often throughout this review. Perfectionism – specifically unhealthy perfectionism is the concept of setting unrealistic and unattainable goals related to one’s performance and behaviors (Hewitt et al., 1990).

Rumination

Rumination, according to the American Psychological Association (2020) is the cycle of repetitively thinking and dwelling about negative feelings or stressful and unpleasant events, that often contributes to the development of depression and anxiety.

Social Anxiety

Much of what the concepts discussed throughout this review circle around is student mental health, specifically social anxiety. Social anxiety is a form of anxiety disorder that can cause fear and distress for individuals in situations where they might be shamed, negatively evaluated, or judged by others even when that fear may not be rational (National Institute of Mental Health, 2022).

Student Leaders

While leadership as a quality is not defined by whether one holds a position or a title, in the present research, student leaders refers to when college-aged students take advantage of opportunities to take on formal roles within student organizations on a college campus (Haber, 2011).

Foundational Theories and Models

Many of the theoretical frameworks related to this issue are derived from the field of psychology. When looking into issues surrounding the way that people think and behave in response to stimuli, psychology – particularly social psychology – is where the expertise lies. While there have been countless contributors to psychological research throughout history, as the field itself can be dated back to Plato and Socrates in 400 BCE, the concept of social psychology is much newer in comparison, and there is a plethora of work to consider as a foundation to the theoretical approach of this research (Summers, 2017). Further, using previous works as a guide can assist in determining methodology and approach to the present research design.

Bandura’s Work on Self-Efficacy and Social Cognitive Theory

A key foundational work related to how college students experience perfectionism and mistake making, Bandura’s (1977, 1986) works on self-efficacy and social cognitive theory come to the forefront. In the 1970s, Albert Bandura introduced the concept of what is widely known as ‘self-efficacy’ or ‘efficacy expectation’ which he defined as, “the conviction that one can successfully execute the behavior required to produce the desired outcomes” (Bandura, 1977, p. 193). More plainly, self-efficacy is believing that you can accomplish what you aim to do.

Since its first introduction, self-efficacy has been widely researched and applied to various contexts, however, the original work remains sound under the test of time. More than

simply coining the idea itself, Bandura (1977), also spent time elaborating on how self-efficacy impacts behavior. These impacts can be seen both in regard to feelings and coping skills as well as tangible skills related to tasks or accomplishment (Bandura, 1977). Due to general desire to avoid situations in which one feels out of their depth in either of the aforementioned skill sets, self-efficacy can often directly influence whether or not one chooses to participate in certain activities or put themselves in particular situations, all ultimately due to their belief that they cannot succeed in said activity or cope with said situation (Bandura, 1977).

Bandura (1986) also contributed greatly to today’s body of knowledge with his work on Social Cognitive Theory. Originally the ‘Social Learning Theory’ which he coined in the 1960s, Bandura later revised his work and it evolved into what we know today as Social Cognitive Theory (LaMorte, 2022). Bandura changed from Social Learning Theory to Social Cognitive Theory when he published on self-efficacy and incorporated Social Cognitive Theory into his previous work (LaMorte, 2022). Social Cognitive Theory is the notion that social contexts prompt learning and is encompassed by the context of social dynamics, environments, and behaviors (LaMorte, 2022). In other words, individuals learn new things from social settings and environments and those lessons often convert into behavioral changes in the future.

Both of these theories can be widely applied to contexts in higher education and have been many times before. In regard to the present topic, these theories are also commonly used in discussions of college student development, particularly in conversations about students taking on leadership roles and their experiences in them. In other words, if a student feels they will not do well in a leadership role, then they may not attempt to take it on at all. This hesitation is often rooted in concerns over their abilities and the potential for failure (Bandura, 1977) both of which can be amplified by social media and peer comparisons.

However, for educators in higher education, the goal of leadership opportunities is not perfection, but growth and transformative learning (Hodge et al., 2009). Bandura’s works provide grounding understanding of social behaviors in our students, but their broad scope does not address specific factors that may contribute to one’s sense of self-efficacy or social cognition. This means that all of this information can inform practitioner action in terms of supporting students through self-doubt to persist in their leadership experiences.

Perfectionism, Social Comparison, and Mistake Rumination

Delving into the more specific phenomena that pertain to the topics of the present research, an emerging line of scholarship has dominated the field in these particular areas for the past several decades. Hewitt et al., (1990) built off of Adler’s (1956) work about how striving for perfection is an innate, human, developmental need. This work distinguished between how perfectionism is experienced by individuals who set challenging yet realistic goals, versus individuals who set unattainably high goals of superiority in all aspects of their lives (Hewitt et al., 1990). Further, Flett and Hewitt (1990) assert that perfectionism is multidimensional in nature, specifically categorizing types of perfectionism into being self-oriented, other-oriented, or socially-prescribed.

Socially-Prescribed Perfectionism. Any of these three facets of perfectionism can damage one’s mental health and wellbeing. Socially-prescribed perfectionism is a trait in which an individual believes that others around them demand perfection of themselves and thus feel pressured to meet these perceived expectations (Flett et al., 2022). Researchers have gradually expanded their scope into both the contributing factors that create these thoughts in individuals as well as the impacts they have. Scholars have followed a thread through various phenomena and worked to discover how they are connected, the effects of all of them compounded on the mind and health of individuals (Flett et al., 2022). Specifically relevant to the experience of student leaders and social media is scholarship outlining the connections between multidimensional perfectionism and individuals experiencing rumination of interpersonal interactions or mistakes, fear and stress of negative social feedback or evaluation, and maladaptive appraisal of various scenarios (Nepon et al., 2011).

Social Comparison Rumination. In a more recent study, Flett et al. (2024) referenced Festinger’s (1954) theory of social comparison. Festinger (1954) defined social comparison as the process of evaluating the self in the face of feelings of inadequacy about one’s performance or intelligence by comparing these against others. Flett et al., 2024 aimed to test the reliability and validity of their recently developed Social Comparison Rumination Scale (SCRS) as a means to determine the extent to which one compares themselves to others. In addition, the scholars sought to outline the connections between the scale and previously discussed multidimensional perfectionism and fears of negative evaluation or social feedback (Flett et al., 2024). The authors noted that excessive social media use in younger populations today may serve as the creator of a perfect storm where social comparison rumination can thrive (Flett et al., 2024). That said, while the findings of the study showed positive reliability and validity of the SCRS, a limitation for use is its recent establishment as it has yet to be replicated and further validated.

Mistake Rumination. Another recent in this area is the Mistake Rumination Scale (MRS), also developed and tested by Flett et al. (2020). The authors describe mistake rumination as being dominated by thoughts and images of their past mistakes and constantly reviewing these scenarios as a method of attempting to rectify them (Flett et al., 2020). However, this frequent review of one’s errors can lead to significant distress, negative thoughts about self, and incessant feelings of failure (Flett et al., 2020). Like the previously mentioned SCRS, this study on the development of the Mistake Rumination Scale affirmed the measure’s reliability and validity (Flett et al., 2020). However, the authors did not intend for this scale to be used independently, but as a supplemental measure to other scales of perfectionism and rumination (Flett et al., 2022).

Major Themes and Findings

Social Anxiety and Contributing Factors in College Students

As of two years ago, the rate of U.S. college students reporting feelings of overwhelming anxiety was 66.4% (Catalano, 2022). In students determined to be vulnerable to social anxiety, this manifested as a process that included same day fear of negative evaluation (FNE), which was linked to anticipatory processing and post-event rumination (Campbell et al., 2016). The concept of fearing negative evaluation is one of many key traits of social anxiety and has a significant association with suicidal ideation among college students (Preston et al., 2023).

Student leaders of organizations face constant evaluation from professionals, the university itself, and their peers. In my own experience with student leaders, obsessing over public perception of their performance in their role can be quite consuming; even to the extent of being brought to tears over negative feedback that they have seen posted on social media. This, coupled with standard, expected feedback from fellow student leaders and advisors, student leaders today are experiencing an ongoing stream of evaluation of how they are doing from others. Due to this increased exposure, one might suggest that this population is at a higher risk for anxiety associated with FNE.

Fear of Negative Evaluation

Fear of negative evaluation in college students may often be exhibited through frequent overthinking and avoidance in college students due to worry of being judged by others (Busch et al., 2023). Further, scholars note that this anxiety can be heightened when students are faced with feedback related to their performance given to them in-the-moment (Lipton et al., 2020). Today, feedback – both positive and negative – about campus activities and decisions may be posted online in digital public spaces from anonymous and known accounts (Black et al., 2016). This results in increased FNE for individual leaders and student organizational members.

Impact on Student Leadership

Stress, anxiety, and burnout are not new experiences associated with college students holding leadership roles in organizations (DiPaolo, 2009), but factors contributing to these experiences have evolved alongside the evolution of technology. Obsessive social media use and social media addiction are linked positively to the development of generalized anxiety disorder (GAD) (Farid et al., 2022). Taking into account platforms like Sidechat and the relaunched Yik Yak, freedom of anonymity provides room for dangerous rhetoric that impacts student perception of campus climates (Armstrong et al., 2017). If this is the norm, how might posts of this nature regarding campus activities impact anxiety felt by student organization leaders?

Gaps in Literature

With each generation come more students dealing with issues like anxiety and depression, it is important to stay on top of research on this in order to best care for and approach how we manage and advise student populations (Catalano, 2022).

What the literature lacks, are connections made between these experiences, and the experiences of college-aged student leaders. Based on this review, it is apparent that the impact of social anxiety and perfectionism have the potential to be detrimental to the mental health of college students in general and college student leaders more specifically. Additionally, literature on student leadership in college coupled with independent observations show that student leaders are an at-risk population for social anxiety that may harmfully impact their overall well-being.

Implications for Student Affairs Practice

As an advisor to a prominent student organization on campus, the students I work with are prime examples of leaders who find themselves often in the public eye and experiencing increased pressure to perform perfectly. Further, as a new professional who was in their shoes not long ago, I can relate to the fears that they experience from my own collegiate experience in addition to having some of that stress transfer to my job performance. Observing them and having my own experiences inspired me to seek out answers on whether this concept might be impacting more than just me and the students I work with. If so, what can we do about it? While I have yet to reach the finish line with this research, the following are my current recommendations for student affairs practitioners with students facing these challenges.

Facing Fears

There is power in naming instigators of fear and stress. A critical method of support is to facilitate open discussions about fears that student leaders are facing and maintain an open and ongoing dialogue. At an officer retreat, ask them what apprehensions they may have about taking on their new role and walk them through what might happen in a ‘worst-case scenario’. Be open about what failure looks like and be clear about steps taken to remedy mistakes. By calling out these fears and explaining processes and support measures, the uncertainty surrounding fear fades. While talking may not eliminate their fear entirely, it can help students avoid snowballing anxiety and panic. Throughout the year, take time to check in one on one and re-open the discussion when needed.

Modeling the Way

No one is immune from mistakes whether it be a student or an advisor. What is important for everyone is how we react to others’ mistakes and our own. Modeling the way as an advisor means exhibiting healthy work-life balance, prioritizing self-care, and setting boundaries (like refusing to download Yik Yak). However, it is also modeling personal accountability. For students to feel safe making mistakes in their learning environment, advisors must show them what it looks like to fail, what it looks like to own up to a mistake, and what it looks like to learn from it and move on. Student leaders today can be paralyzed by the fear of messing up, and they often hold themselves to impossible standards. Advisors are in a position where students look to them for guidance so it is imperative that staff exhibit healthy processes of failure and learning, so students can follow their lead when they too make a mistake.

Conclusion

Students entering college today experience a heightened demand for perfection from others and from themselves (Curran & Hill, 2019). Perfectionism, often considered a strength, is often detrimental to one’s mental health and wellbeing, especially when it is related to social settings (Flett et al., 2022). Students may experience socially prescribed perfectionism (SPP) which may ultimately lead to frequent maladaptive appraisal of social interactions (Laurenti et al., 2008). This pattern of cognition is not unique to college-aged students, as this irrational thinking is exhibited among adolescents as well (Molnar et al., 2023). These adolescents will be attending higher education institutions. Additional stress and anxiety may be perpetuated through patterns like mistake rumination (finding oneself overthinking the same instance constantly) in fear of imperfection (Flett et al., 2020). The aforementioned factors alone are enough to create significant psychological distress for students, not taking into account other external

contributors. Student affairs practitioners are uniquely positioned to provide direct support to college students as a whole but specifically to college student leaders. By deepening understanding of these experiences, practitioners will be equipped to provide targeted support on these topics and adapt leadership development strategies in response to evolving student environments and experiences.

Author Bio

Allison Weihe (she/her/hers) is a new student affairs professional serving as the Assistant Director for Student Activities and Traditions at the University of Southern Indiana (USI) where her primary role is advising the student-run programming board. She is a current doctoral student in the USI Educational Leadership program and holds a Master of Education in Student Affairs from Clemson University (2023).

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Introduction

This article is designed as a guide through a specific scenario related to identity education and training. Student affairs practitioners are educators in many forms—facilitating conversations, leading programs, and creating space for learning beyond the classroom. Often, we are asked to lead discussions on identity—sometimes identities we personally hold, and sometimes ones we do not. This work raises important questions: What does it mean to facilitate learning about identities we do not embody? How do we do that work responsibly, without avoiding it or centering ourselves? How do we honor the diversity of individual members of identity groups rather than describing those who share identities as being homogeneous?

This article walks through a scenario that explores those questions, offering reflection prompts along the way. I was especially influenced by Dale Hunter’s The Art of Facilitation, which emphasizes the role of the facilitator as a guide—someone who creates the conditions for honest, inclusive learning, rather than positioning themselves as the sole authority. That perspective clicked for me. Too often, I have seen (or been) the person asked to present on a marginalized identity simply because others were afraid to “get it wrong.” But being afraid is not a reason to step back—it is a reason to prepare more intentionally. This article is about what that preparation can look like, and how we can show up with care and courage when facilitating identity-based learning.

Jordan’s Experience

As a straight, cis-gender, man-presenting student affairs practitioner working in , Jordan had done a lot of presentations and had taught a variety of college transition courses. When drawing on their own experiences – Jordan used the pronouns they/them which often required them to help their students and colleagues understand who Jordan was – the work was relatively easy if not always 100% comfortable. However, because of some of the experiences Jordan had, they realized how important it was to be sensitive to the needs of other populations when educating about identity. Today was one of those times when care and sensitivity were essential.

Jordan stood before the room, glancing at the anticipatory faces before them. Jordan had led many discussions as a facilitator before, but this one felt different. They were about to present on the experiences of transgender individuals—an identity Jordan did not hold. The weight of responsibility pressed on their shoulders.

Prompt 1:  How could they ensure the conversation remained respectful, educational, and engaging without placing the burden of education on those whose identities were being discussed?

Understanding the Complexity of Identity Representation

Before stepping into the room, Jordan had spent weeks preparing. They knew that identity is multifaceted, shaped by race, gender, ethnicity, sexual orientation, religion, ability, and other intersecting factors. They also understood the importance of avoiding oversimplification. Rather than presenting one perspective as the definitive experience of a community, Jordan gathered insights from multiple sources. This way, the conversation would represent a diversity of experiences rather than reducing identity to a single story.

Jordan recalled a mistake they had seen in past discussions—facilitators assuming that those with the identity in question should take the lead. This expectation placed an unfair burden on marginalized individuals, often leading to frustration and burnout. Determined not to make this mistake, Jordan ensured they came prepared, engaging deeply with the topic through research, personal reflection, and active listening to those who voluntarily shared their experiences.

Prompt 2: Consider a time in your own experience where the bulk of education was put on a marginalized person or group of people in a learning context. In what ways did this work and what issues did it create? How could things have been done differently? What are the pros and cons of someone who does not hold a particular identity leading an educational experience about that identity?

Facilitating Self-Introspection

Before structuring the discussion, Jordan took time for self-introspection, a foundational skill (Hunter et al., 2007). They asked themselves: What biases might I bring into this conversation? How do my privileges or disadvantages shape the way I see and present this topic?

As a cisgender person, Jordan recognized that their understanding of gender identity came from an outsider’s perspective. They reflected on their past assumptions, challenged their preconceived notions, and sought out knowledge that would help them speak with humility and accuracy. Self-introspection, they realized, was not a one-time process but an ongoing commitment to learning and unlearning.

Prompt 3: What does reflection or self-introspection look like for you (inner dialogue, written reflection, something different)? In what situations have you used these strategies in the past?

Facilitating Others: Skills Practice

Jordan knew that simply delivering information was not enough. According to Hunter et al. (2007), true facilitation requires engaging participants in skills practice—allowing them to interact with the material in a meaningful way. To accomplish this, Jordan designed an exercise where participants would engage in role-playing scenarios. One scenario involved confronting a microaggression, while another asked participants to consider how to support a friend questioning their gender identity. These exercises encouraged participants to actively engage rather than passively absorb information.

During the discussion, a participant hesitated, worried about saying the wrong thing. Jordan reassured them, explaining that mistakes were part of the learning process. By creating a space where participants could practice without fear of shame, Jordan helped participants grow more confident in their ability to engage thoughtfully in conversations about identity.

Prompt 4: What are some strategies you have used or seen used to encourage a group to engage in conversation? What works well in your experience? What types of activities are you most comfortable facilitating? How might others assist you if a topic requires practices you are not adept at using? What strategies have you seen that were problematic or caused harm? What follow-up needs to happen following mistakes in facilitation or dialogue?

Facilitating Group Dynamics

As the discussion progressed, Jordan noticed certain group dynamics emerging. A few people began dominating the conversation, while others remained silent. This was another crucial element of facilitation—ensuring balanced participation.

Drawing on Hunter et al.’s (2007) work on group facilitation, Jordan gently encouraged quieter participants to share, reminding the group that everyone’s perspectives were valuable. At the same time, they established guidelines that fostered respectful dialogue, preventing debates from turning into arguments and ensuring that no one felt pressured to educate others simply because they held a particular identity. Recognizing that dominant voices can unintentionally silence others, Jordan also made space by tactfully interrupting when necessary and redirecting the conversation to ensure balance. Rather than framing introversion as something to “overcome,” they validated the different ways people contribute—acknowledging that thoughtful listening is as important as speaking—and emphasized the value of pauses, reflection, and a range of communication styles in building an inclusive group dynamic.

Prompt 5: How can you affirm that listening, reflection, and nonverbal engagement are also valuable forms of participation?  How can you encourage space-sharing without making introverts feel like they need to “speak up” to be heard?

Conclusion

As the session wrapped up, Jordan reflected on what they had learned. Presenting on someone else’s identity required more than just knowledge—it required intentional facilitation. By engaging in self-introspection, guiding others in skills practice, and carefully managing group dynamics, Jordan had created a discussion that was both educational and respectful.

The experience reaffirmed their belief that we all share the responsibility of fostering inclusive spaces. No single person should bear the burden of educating others about their identity. By approaching these conversations with care, anyone can contribute to a more thoughtful and equitable dialogue.

Prompt 6: What other skills or approaches have you seen facilitators use effectively? What skills or approaches have not worked as well? Why?

Prompt 7: While this scenario focused on a discussion about identity, being a prepared facilitator is important in any situation. What other topics can you think of that may be uncomfortable, tense, or challenging for groups? How might the strategies discussed in this article be used or adapted for those situations?

Reference

Hunter, D., (2007). The Art of Facilitation. Random House.

Author Biography

Kaleb Scott (he/him) currently serves as a Resident Director at Northwestern University, working with a diverse student population, including athletes, first-generation/low-income (FGLI) students, and international students. Passionate about equity and inclusion, he is focused on expanding his research and publications before applying to doctoral programs. His work centers on identity, justice, and creating more equitable experiences in higher education.

It’s just different, but different is really f**king hard.

This became my quiet mantra during the onboarding in my first full-time role. It was the response I gave everyone that asked how my transition was going. It’s just different, but different is really f**king hard.

In the month before I started my new job out of graduate school, I realized all of my conversations were about how to get a job, not what to do when you get there. Granted the “what to do when you get there” part was the entire masters program, but I was panicking. I wanted a rule book that didn’t exist.

I started collecting wisdom from everyone I came across. Here are the sentiments that helped frame how I showed up on my first day:

• “Up until now, your sole responsibility was to learn, now it is time to do. Learning will be inherently part of it. Once you learn how to do your job, that doesn’t mean your job is complete, that’s where you get to make it your own”
• “Remember that differences between institutions are not faults, but simply differences.”
• “Use the language ‘at my previous institution’ when you want to pull in past experience, innovations, and ideas rather than naming the institution it came from”
• “Be a sponge your first year, observe the politics and historical context. Things will start to make more sense. Innovation will become easier when you understand why structures and programs were created in the first place”
• “You may not be inherently trusted when you walk in on your first day. Trust can be gained by following through, remember this before making empty promises to new colleagues”
• “Ask questions, being the newbie comes with some privilege of being able to ask hard questions, that might feel taboo later”

I made it a point to journal through my transition. My journaling not only serves as a coping mechanism for the current me, but it is quite the gift for the future me to find wisdom in.  This piece is a candid reflection based on journal entries kept during my first six months.  I am so excited to share them with you.

Whether they were expected or not, the experiences and feelings through transition weren’t any less jarring.

Grief

I left a graduate experience I loved, filled with people I deeply care about. I am still grieving that. Similar to other types of grief, time and new memories made the longing for what once was, less intrusive. The nuanced part was, I thought I wasn’t allowed to feel this and certainly not allowed to express it. I felt like I owed it to my new role to get over it and just be happy to be there (which was also true). Similarly, I felt like I had to give my old office the space to exist in the norm without me. I suppose this experience is similar to how I would feel mourning an ex with a new lover. This made for an incredibly lonely experience. Grief is love with nowhere to go, so with time, I found new jars to pour into, and new ways to pour into old jars.

“At My Previous Institution”

Something about this phrase feels so odd as a part of my vocabulary, but somehow I appreciate when others use it. I think the use of the phrase is encouraged to prevent the perception that we are saying our past institutions are superior? Maybe? I am still not too sure.

I knew I did not want to be the “know-it-all” new hire that didn’t stop talking about their last institution. However, it kept happening. I would get frustrated with myself until a conversation revealed the root of why I was doing this. I was craving being known. I had established strong relationships and a reputation on my previous campus. It felt like all I was ever proud of was now irrelevant. My ego was so desperately grasping for someone to sit with me in the grief of that.

I had to constantly remind myself that I was no longer interviewing. I had the job. Learning that the inclination to bring up past experience was just me wanting to be known, allowed me to hold myself with more grace. I had to accept that I had an ego just like everyone else, rather than be ashamed of it. With this acceptance, it became more obvious when past experience was relevant to bring to the table and when it’s just noise. You apparently don’t have to cite the source of every idea you have. At the same time, there are also people that would love to hear about your journey. The dance between the noise and genuine connection was messy. Holding my grief with grace and accepting my ego were the crucial first step to be able to show up in this new environment how I wanted to.

Hesitancy 

I saw hesitance, self-doubt, and a reluctance to commit to new experiences play out in different ways with different members of my cohort. For me and some of my peers, there was a hesitancy to admit to ourselves and others that we were having a hard time in a new place, because we each made the choice to be in these new positions. It took months until I was on the phone with my dad after my toilet overflowed all over my apartment for me to crack. In my emotional state, my dad had the wisdom to ask, “Mandy, is this really about the toilet?”  I didn’t want to tell my family that I missed home because I made the decision not to move home. Two things can exist at once. You can know you are where you want to be AND being where you want to can be hard. If you don’t share the struggle as you make the transition, you aren’t giving others the chance to support you through it.

Taking Notes and Creating My Own Guidebook

Without a rule book, I am here to write this one year into my new position with overwhelming pride. In my journal, I kept notes of the things that helped me along the way:

Affirmations

Words of affirmation rise to the top of my love language ranking when I am in a new place. Once I settle in, it drops, but I absolutely need these words in the beginning. I keep two journals: my personal one at home and my professional one at work. My tone is consistent in both, but my professional journal is an outlet for me to process professional experiences. In this journal I keep a list of affirmations others have given me or moments where I felt affirmed. I have simple statements like “I am so glad they hired you” and then moments like when I heard giggling outside my office from people enjoying my Halloween display. My magic was starting to seep into the framework of the office suite. This list made me feel seen.

Mundane

Starting in the summer made the days feel quite mundane. Transitioning to having a whole 40 hours a week to get my work done was mundane. Being a graduate student forced me to manage not just the workload of a full time job within the hours of a part time graduate assistantship, but classes, homework, internships, and a pretty healthy social life. While sitting at my new desk, I found myself with an abundance of time I was unfamiliar with. I accepted the privilege of having extra time by following through on all the times I sighed to myself “when I have more time I can…” as a grad student.  I leaned into all of the professional development opportunities on my new campus. I read articles and new books related to my role, grad school books I regretted not diving into more, and listened to podcasts.  Listening to podcasts created by my mentors was a bonus. I got to hear their voices and bring them with me into my new space.

Mentors

You know the sentiment people share with first year students about not going home too quickly into their first semester because it makes the homesickness worse? This was how I felt with reaching out to my mentors. But while you shouldn’t “go home every weekend,” calling home is something different. Don’t stop making calls to the people you miss. I misinterpreted the idea of “going home” and reached out much later than I wish I had. I have never regretted reaching out to a mentor. They remind you who you are and what you are capable of when you feel so unknown. Continuing these relationships out of graduate school allows you to grow into mutually beneficial colleagues. These relationships are special, nourish them.

Simplify

In the beginning, I was taking in all of what my job could look like. It was overwhelming to think about all of the moving pieces and grab hold of the impact I hoped to make. I had to simplify my job description in a way that grounded me. My job is the students. Primarily, my job is to supervise my students and help them leverage their strengths to further our office mission. This made it a whole lot easier to feel driven and accomplished.

Comparison

While I was able to do a good job at not comparing my experience to anyone else’s, I had a harder time not comparing my current self to my past self. The way I felt, the relationships I had, and the accomplishments that I am proud of, took two full years of developing. It’s just not a fair comparison. A more accurate comparison was thinking about all of my beginnings. I found comfort and wisdom in my journal entries from my transition into grad school. It grounded me in hope through the raw reflections of the last time I had to build community and navigate a new place.

Laughter

As someone who grew up in the student-leadership and team-building corner of the world, it takes a lot of vulnerability for me to feel truly connected to someone. Upon arrival on my new campus, I knew that I was in no place to turn down a chance to build relationships- so I said yes to everything. I often shared with my parents that I was excited to build a foundation so I could stop cosplaying as an extrovert. Saying yes to everything took energy, but it earned me a standing invitation on Thursday nights playing trivia at the local Lowes Foods. From the first week I arrived, I had people to laugh with. Thursday night trivia became an energy refill. I didn’t know how desperately I needed that.  I released the pressure of the hyper-focus on finding my next soul-tie friendships- and just enjoyed laughing with my new people. This circle expanded into help during a stressful move, office door way chats, dog sitting gigs,  innovative cross-campus collaborations, concert buddies, advice on when to cut into my pineapple, a downtown apartment to run into when I needed to use the bathroom, homemade bagels, and of course, Genovian Independence Day celebrations. With the group’s flow between breadth and depth, they have truly become my root community in Wilmington this year.

Different was really f**king hard, AND I found a lot of joy through my transition. I got to step into my new phase of life with a pretty solid starting point. I got to experience meeting new people I instantly knew were going to mean a lot to me. I developed self-efficacy with every new solo endeavor, from furniture building to walking into rooms where I didn’t know anybody. I got to build new habits and renegotiate who I wanted to become. I got to decorate a new apartment as a physical representation of my warmth. I got to open up my home and live out my dream of being a connection builder over a carefully curated event. I got to meet new students who continue to give me hope and a deep knowing that this is what I am meant to do. I was inspired by the people that create the Wilmington community with each volunteer experience. I got to find a new place to bask in it all while watching the sunset.

It was a weird experience that mirrored what I remember feeling like as a first-year student. In essence, this was my first year of true adulthood. Merely existing in a new place was already outside of my comfort zone, therefore nothing else felt impossible. I signed up for random events on Instagram, I joined a book club with people I didn’t know, I took yoga classes for the first time, I attended writing workshops, I joined a kickball team, and I have introduced myself to many strangers.  The wise words my first supervisor often shared, “Easy robs you of proud” rang through my first year, and I got the gift of yet again proving to myself that I can do hard things.

Reflection Prompts:

• Transition is inevitable and having reminders of what has helped in the past can provide hope in the middle of the storm. Recall the last time you experienced transition. What did you do, intentionally or unintentionally, to help you through that process? What did you find helpful from others?
• We don’t enter new spaces as a blank slate, we enter with experiences, emotions, and trauma. If you are in a state of transition or supporting someone through transition, how can you hold space for both the transition into the new, and the transition out of the old?
• It is hard to feel known in a new environment which can trick us into thinking that we are all alone. Make a list of people in your support system. This is your sign to reach out to one of them 🙂

Author Biography

Mandy Vitale (she/her) currently serves as the Coordinator for Student Community Engagement at University of North Carolina Wilmington. Wilmington has become her home over the past year where she has the honor of serving alongside incredibly bright, driven, and joyful students, colleagues, and community partners. She graduated from Clemson’s Masters of Student Affairs Program in 2024 and is a James Madison University alum. You can view her previous publication with Developments here, Volume 20, Issue 3.

At this point, I don’t envision a long-term future in Student Affairs, and I certainly don’t see myself retiring from the field. After accepting a promotion two years ago, I’ve experienced heightened stress and anxiety, often carrying the weight of work home with me. While I’m committed to making a meaningful impact, I’m increasingly seeking roles that allow me to grow and advance without compromising my well-being. I’m looking for spaces with healthier margins, where leadership doesn’t come at the cost of my peace or personal fulfillment.

 

The above quote is from a mid-level professional who participated in the Mid-Managers Institute and a survey assessing the experiences of this group of professionals. These types of comments are not uncommon and are being heard with greater frequency.  The role of the mid-level professional has always involved challenges. Some examples include navigating supervisor differences amongst colleagues, timeliness with information sharing, varying levels of confidence to manage conflict, not always being the final decision maker, managing the stress of progressive leadership, and an on again/off again confidence that their work is making a difference.  However, in the current context, the work of these professionals has become even more challenging. In student affairs, we continuously seek to improve ourselves and our profession. This article is meant to provide a voice to these administrators and share insight with supervisors, managers, and senior leaders who have the ability to shape the culture in our profession and provide improvements to the experiences of mid-level managers.

Higher Education and Student Affairs in Today’s Context

Criticisms and challenges facing higher education have a history almost as long as the founding of higher education itself. Complaints include concerns about college access: the ability to access the university is too narrow, only the elite are being granted the ability to pursue collegiate study, colleges are not serving students with enough services, enrollments are not diverse enough. Those not only in, but outside of higher education have historically been quick to offer critique of colleges and universities.

Other concerns related to working in higher education center a lack of work/life balance is causing an increasing number of employees to consider a different field and the cost of education has skyrocketed.  With all criticisms and challenges, several sources can be identified that include parents, alumni, employers, students and also employees from within the colleges and universities themselves. individuals employed in those institutions. Deloitte’s Center for Government Insights (2025) reported that trust in higher education continues to decline. Consumers of higher education have expressed concerns with the career preparedness of college graduates and the rising cost of tuition (Hua et al., 2022). A recent study showed 60% of families and students have concerns about student costs and 40% about indebtedness (Elfman, 2024).  Being able to meet the challenges of the day and for the improvement of society goes back to the roots of why colleges and universities were first created.

Public pressure, donor expectations, and accrediting bodies have expectations regarding value and outcomes. There is increasing pressure on institutions to provide increased student support, programs, mentoring, tutoring, and intentionality to impact the student experience. State governments are also demanding more accountability from colleges and universities related to graduation rates. 

The Demographic Cliff and Increased Demands on Higher Education

The anticipated decrease in the number of direct-from-high-school college students in the United States or “demographic cliff” is expected to begin in 2026 (Knox, 2024). This shift is pushing colleges and universities to plan and prepare for what enrollments might look like in the future. Preparing for this change is not just the work of the university president and executive leadership, but requires dedicated efforts from many across the institution, including mid-level managers.

This need for increased student support has increased the workload for student affairs professionals. Part of this increased workload has included constantly evolving challenges supporting the students’ increased needs related to mental health, campus safety, and campus unrest (Walker et al., 2023).

This expanded workload has impacted the satisfaction and retention of many mid-level professionals in student affairs. Since 2020, the voices and departures of mid-level administrators have become very visible due to Covid burnout, social media, and the “Great Resignation” (Ellis, L., 2021). The voices from this group and others are prioritizing, maybe demanding, a new construct in the workplace and these challenges have impacted mid-manager in a variety of ways. Workload and role-ambiguity has increased, staff well-being has decreased, as well as a lack of alignment between mid-manager expectations and training (Walker et al., 2023, Lemmons, A.A., 2024). These factors combined create a challenging environment for all student affairs practitioners with specific challenges for those in mid-level positions.

The Mid-Level Manager

Mid-managers are defined as student affairs professionals with five or more years of experience, not serving in a senior leadership role  such as Dean of Students, Assistant/Associate/VP, or Vice President. Many of the day-to-day student interactions in student affairs are overseen by mid-level administrators. When mid-level professionals leave an institution, the impact of these departures are quickly felt by the students served and the colleagues who remain.  Senior-level administrators have expressed concern about the decreasing pipeline of professionals to fill future leadership roles (NASPA, 2024).  The complex issue of frequent staff turnover has made the recruitment and retention of dedicated employees an important factor in the continued success of student affairs.  While departures occur in all areas of student affairs, a 2023 study by the College and University Professional Association for Human Resources showed that admissions and residence life are two areas with especially large turnover (Ferraino, 2024). The increased departures and satisfaction of employees in student affairs are areas that need attention. 

Mid-Managers Institute Survey

To gain a clearer understanding of the mid-level manager experience, participants from the SACSA/NASPA Region III Mid-Managers Institute (MMI) from 2023-2025 were surveyed in June 2025 to learn more about the factors impacting their retention and the departures of their counterparts. 96 MMI participants completed the survey, which consisted of eight core questions as well as demographic information.

When asked “What are the top three challenges you currently face as a mid-level manager in Student Affairs?” We identified five core challenges: resource constraints and budget issues, navigating institutional and political challenges, staffing and retention struggles, balancing leadership and operational demands, and professional development and mobility. One survey participant said, “(A challenge for me is) not being part of the decision-making that matters. Being the middleman and having to determine what should/shouldn’t be shared with staff. Salary (is another challenge), my own and not being able to reward the good work of my staff.”  Another participant wrote that a challenge for them was, “Feeling stuck in my role with no growth opportunities.”

Another question focused on the support structures or resources mid-managers felt would help them thrive and engage more/most in their current role. Professional development and mentorship were top responses, followed by compensation, work-place flexibility and well-being, cross-departmental collaboration and communication, and opportunities for career advancement and recognition. One participant wrote of cross-functional collaboration, “Our university is siloed, and we are not making enough progress for me to remain invested” and another said, “(My university needs) adequate staffing and resource allocation. The university has high expectations, but low investments.”  Mid-level managers are yearning for a number of support structures that stretch what higher ed. is accustomed to.  When looking at the themes that emerged from survey responses, 4 out of the 5 themes involve little to no financial investment.  Mentoring, workplace flexibility, collaboration/communication, and recognition are all achievable outcomes that leadership can thoughtfully and intentionally incorporate into the workplace.  Retention and strong employee engagement are dependent on it.

When asked ways that their institutions or supervisors could better support professional growth and well-being, the themes mirrored those of question two. The only additional theme was having more supportive leadership. One participant said, “(Providing) more flexible schedules, funds for professional development, and succession/gap planning to ensure reasonable workload is so important.”  Financial investments might be needed now more than ever when it comes to employee retention and engagement.  Salaries, work from home flexibility, and the perception of less stress have become highly valued criteria for where an employee calls home.  These types of investments can potentially be isolated to certain divisions across the university, but a perhaps fairer way to approach meaningful financial investment into professional growth and well-being of mid-level managers (and all employees) should come from executive leadership at the institution.  Leadership development programs can be created or enhanced for mid-level manager staff and open to those across the university so that the content is relevant and seen as worthy by the employee.  Divisions can create customized opportunities or new programs that do not compete with university-wide initiatives, but complement the offerings, so professional growth and well-being feels value added and prioritized.

Beyond simply identifying challenges, the survey also asked those who responded to provide suggestions and guidance. Participants shared what would motivate them to remain in student affairs for ten or more years. The responses included fair compensation, clearer professional career trajectory in higher education, work-place cultures prioritizing employee well-being, and supportive leadership that fosters trust in times of systemic challenges in the field. While another felt that “Sponsorship over mentorship; opportunities for professional development outside of the traditional “student affairs” development.”

Putting the Data into Practice

Supervisors of mid-level professionals should not find these survey responses surprising due to the alignment with current national research and personal commentary seen on social media. We need to have additional and ongoing conversations to mitigate and address current challenges. Student Affairs leadership needs to actively engage with mid-level professionals to provide support. Their retention has a direct impact on both student and staff retention, satisfaction, and continued improvement and succession in the field.

Based on the survey, below are a few suggestions that can be included in the conversations supporting mid-level professionals:

• Structured campus mentoring can be offered to mid-level professionals from senior level professionals. This experience would not only provide mentoring, but networking is an opportunity for senior leaders to have more one-on-one engagement with mid-managers.
• If budgeting or staff size is a barrier, consider working with nearby institutions to create a community of mid-level professionals, mentors, and professional development opportunities.
• While salary increases are not feasible for all universities, “professional packages” can offer opportunities to increase professional development, offer flexible work schedules, provide additional vacation during student breaks, or by offering cross-functional training via professional internships or practicums in other functional areas.
• Some positions can be intentionally designed as two- to four-year roles that include opportunities for mentorship and career advancement. This keeps newer employees in the field with structured guidance. These growth-focused positions allow the supervisors and mid-managers to enter the experience with clear expectations of professional commitment and professional growth opportunities.
• Providing safe opportunities for mid-managers to engage in open dialogue with supervisors and senior leaders can help leaders create policies and practices that support a positive culture and work environment.

Renewed Focus on Continuous Improvement  

Continuous improvement is a term frequently used in student affairs and across other growth minded organizations when seeking progress in various facets of student engagement and support units. This same focus should be used when addressing the trends and practices that impact the retention, succession, and well-being of student affairs professionals. It simply needs to be more verbally spoken about and integrated into employee development and organization mantras.  Continuous improvement in organizations has a positive impact on employee engagement, sense of ownership, and encourages innovative thinking (Jerab, 2024). Similar processes and procedures of assessment should be used to assess the experiences of mid-managers, such as those used to conduct external reviews.

Conclusion

Values and social identities shaped the initial interest of many professionals who’ve entered student affairs, but over time, conflicts such as work-life balance, salary and compensation, student behavior and mental health trends, and limited opportunities for advancement are causing many to leave, or consider leaving, the field and have major dissatisfaction with student affairs as a career direction (Nyunt, Pridgen, & Thomas, 2024). When focusing on the challenges of mid-managers, supervisors and senior leadership should consider using various methods of support to find what best fits the professionals at their institutions. The same energy and mindsets used to improve the student experience should also be used to improve the experiences of mid-level managers in student affairs. To gain a greater understanding of the experiences of mid-level managers and to learn ways to support their growth and development, supervisors are encouraged to review the linked report. 

Author Biographies

Dr. Adrienne Michele Craig (she, her) is the Associate Vice Chancellor for Student Affairs at the University of North Carolina Greensboro.  She has 20 years of experience in Student Affairs working at universities in North Carolina, Florida, Pennsylvania, and Georgia. Dr. Craig is an active member of the National Association of Student Personnel Administrators and Southern Association for College Student Affairs. She currently serves as the Director for the Mid-Manager Institute (2025-2026).  Dr. Craig earned a bachelor’s degree in biology from Old Dominion University, a master’s degree from Virginia Tech, and a doctorate in Leadership & Innovation from Wilmington University. She is also a proud mom to her goldendoodle, Hercules Lamont JaBarkus Craig.

Dr. Ken Gassiot (he, him) is the Associate Vice President for Student Affairs at Georgia Southern University. With over 26 years of experience, Dr. Gassiot has worked in public and private institutions in Georgia, Tennessee, Florida, and Texas.  He has served in nationally elected and nationally/regionally appointed positions in NASPA with currently serving as the Chair of the AVP Steering Committee (2025-2027) and Co-chair of the 2026 AVP Symposium. He serves as an on-site accreditation evaluator for SACSCOC and holds undergraduate and graduate teaching experience.  Fun facts about Dr. Gassiot is that he is the proud father to Jonah, Sydney, Ian, and Ainsley as well as being a background actor in various television/movie productions filmed in/around Savannah, GA including Lady and the Tramp (2019), Fear the Walking Dead (2023), Manhunt (2024), Origin (2024), Juror #2 (202), and Peacemaker (2025).

  

References

Deloitte Center for Government Insights. (2025, April 7). 2025 higher education trends: A look at the challenges and opportunities shaping America’s higher education sector. Deloitte Insights. https://www.deloitte.com/us/en/insights/industry/articles-on-higher-education/2025-us-higher-education-trends.html

Elfman, L. Diverse Education. (2024, August). Report: Parents of prospective college students worry about cost and safety. Diverse Education. https://www.diverseeducation.com/students/article/15682039/report-parents-of-prospective-college-students-worry-about-cost-and-safety

Ferraino, M. (2024, May 1). Understanding turnover in higher education: Causes, consequences, and solutions. NASPA – Student Affairs Administrators in Higher Education. https://www.naspa.org/blog/understanding-turnover-in-higher-education-causes-consequences-and-solutions

Higher Education Publications, Inc. (2023, February 6). College administrator data/turnover rates through 2022. Higher Education Publications, Inc. https://hepinc.com/newsroom/college-administrator-data-turnover-rates-through-2022/

Hua, D. M., Davison, C. B., & Gondi, V. K. (2022). Enhancing student career readiness through skills infusion. Information Systems Education Journal, 20(5), 16–26.

Jerab, D. (2024, April 27). The role of continuous improvement in organizational performance: A comprehensive analysis. SSRN. https://doi.org/10.2139/ssrn.4809823

Knox, L. (2024, December 11). A Long Way Down the Demographic Cliff.  Inside Higher Ed.

https://www.insidehighered.com/news/admissions/traditional-age/2024/12/11/college-age-demographics-begin-steady-projected-decline

Lemmons, A. A. (2024). Midlevel leaders’ meaning making of supervision in student affairs: An interpretative phenomenological analysis (Doctoral dissertation, Northeastern University).

NASPA. (2024). The Compass Report: Charting the future of student affairs. NASPA. https://www.naspa.org/about/future-of-student-affairs-report/the-compass-report-charting-the-future-of-student-affairs

Nyunt, G., Pridgen, R., & Thomas, I. (2024). Disrupting student affairs staff departure: Examining needed changes to the field of student affairs to attract and retain a diverse workforce. Journal of College Student Development, 65(2), 183–200. https://doi.org/10.1353/csd.2024.a923528

Walker, W. B., Jr., Riley, A., Tobin, M., & Ada, J. (2023). Overworked and underpaid: Manifestations of burnout among student affairs professionals at Midwestern University. Journal of the Student Personnel Association at Indiana University, 51, 104–121. https://scholarworks.iu.edu/journals/index.php/jiuspa/article/view/36189

Ellis, L. (2021, August 25). The Great Disillusionment. The Chronicle of Higher Education. https://www.chronicle.com/article/the-great-disillusionment

This is the third in a three-part series about the experiences in, transitions from, and connections sustained by graduate students.

Part 1   |   Part 2

This is the third article in a three-part series exploring our graduate school experience. Our specific experience includes a cohort program model, mandatory graduate assistantships, a theory to practice curriculum, and faculty advisor mentorship. The first article explored our relationship with ourselves during the experience. The second article focused on our relationship with the overall graduate experience. This article centers our relational experiences beyond graduation. We will begin by sharing personal anecdotes and conclude with prompts to guide your reflections.

When choosing a graduate school, there are many factors informing why students end up where they do. Some choose programs based on financial aid (scholarships, stipends, and tuition remission). Others forefront curriculum and the utility of classes in our future careers. Some choose based on the assistantships. Still others pick programs for school or program reputation, cost, and the ability to put Master’s of Higher Education on our business cards.

However, what if the decision process were centered around intangible experiences and potential relationships on the grad school journey? It makes sense that we would value our relationships across campus in higher education, where we continuously interact with campus students, staff, and faculty. Do we value how much these relationships change our perspectives and inform our work in graduate school?

As new professionals, the intangible elements of relationships we made in graduate school are the most influential factors in our personal and professional development. Although we appreciate the theoretical frameworks we learned in class, we attribute our professional advancement, self-growth, and practical and philosophical approaches in student affairs to the people we met along our journey. We will examine multiple anecdotes about how different relationships affected our graduate journey and translated into our lives as new professionals. We will specifically examine how our relationships with our cohort, the graduate school experience, and our support systems have been built, evolved, maintained, or lost while pursuing our master’s degrees. We are grateful for the support and challenges these relationships have brought us, as they have made us stronger professionals and people.

Gabi

Since leaving grad school and beginning my first full time professional role in student affairs, I have realized the various levels of impact one’s support system can have. This comes through two main levels, in one’s personal life and professional life. While the majority of my life has been focused on purely personal connections, the field of higher education emphasizes the importance of a support system not only to sustain oneself within this profession, but to create deep connections with others in order to be more effective and successful in this work. My professional support system, both outside my current institution and within, has been the key to my successful transition into a full time role at a new institution and a new state.

Prior to grad school, my support system largely consisted of close family. While I had friends from childhood and undergrad I maintained connections with, I always felt the most easily maintained relationships were with my direct family members. This likely comes out of my childhood as a military kid, where sustaining connections with others was often impossible due to the frequency of moving from community to community. It wasn’t until high school that I was able to experience attending school without moving and starting over. Because I had always heavily relied on my family, I was not expecting to enter grad school with any other expectations, but my connections in grad school helped me discover what it meant to have a reliable support system. What drove this was the inherent support system built into the program – the cohort! This structure was phenomenal in allowing for maintained connections throughout learning and growing within our graduate assistantship roles, but it also began the shift in my understanding of how crucial support systems are. While every individual in our cohort made the experience special, the cohort system at its foundation allowed me to discover what it meant to be surrounded by a group of individuals with a shared sense of purpose and passion.

I have taken what I learned from this program and continued to apply it to my professional role through continuing to prioritize connections in the workplace. Due to the amazing experience I had in the cohort model during grad school, I aimed to center networking in my full time professional role. Before I even accepted the role, I was proactive in reaching out to two different professionals currently working at the university. In talking to these two professionals who were far removed from the search committee, I was able to both get an honest and transparent perspective of the role while also beginning to build connections before even stepping foot on campus. These meetings were crucial in shaping my understanding of the university culture, and were encouraging in what the future would look like if I were to be offered the opportunity to work there. Now that I am within this role, I have continued to center support systems in leading an initiative to form a new professional community on campus. Importantly, while developing a new support system at my new role, I was surprised how my master’s cohort support system continues to remain strong even a year after graduating. I still rely on the friends and mentors I made throughout my grad school experience to help me understand and compartmentalize situations at work, even if we’re communicating from hundreds of miles away from each other.

The importance of support systems in life cannot be overstated, and my experience in grad school helped me learn the importance of intentionally forming and sustaining these relationships in my professional life as well as personal. My support system now is much more layered, purposeful, and impactful in all areas of my life. The cohort experience allowed me to see the long-term positive impact of having a variety of connections to support your personal and professional well-being, and this support system has helped me through some of the most demanding moments of being a young adult in a brand new area of the US. Even though higher education is the path I’ve chosen as my career, I never would have expected how this program prepared me for life.

Josh

My relationships before graduate school changed dramatically throughout my two years in the program. Within the first semester, a three-year relationship I had been in had ended, and I was left feeling like I didn’t have a strong support system. My family stayed in touch, but being over nine hours away from Tallahassee, their ability to be there for me was limited. At first, it felt like I was starting from scratch. Over time, I began to build my community in Tallahassee by forming friendships within my cohort, at my graduate assistantship site, and starting a new romantic relationship. Looking back now, I realize just how much deeper my relationship with my family became during that time. Distance forced us to be more intentional, and that led to more consistent, meaningful conversations than we’d ever had before.

The master’s cohort quickly became one of the most important support systems I had during graduate school, and I would say my life in general. My 23rd birthday happened within the first month of living in Tallahassee, and as it turns out, three other cohort members have birthdays in the same week. After only knowing each other for a few weeks, we celebrated by going out together and having an incredible time. This bonding would continue throughout our experience as we would spend time together in many spaces: attending conferences, spontaneous beach trips, working on classwork at coffee shops, and more. I’d been worried at the start about whether I’d find “my people,” but instead of one or two close friends, I found a unique connection with each person in the group.

Graduating and moving away from Tallahassee presented a new challenge: exploring what my support system looks like again. My connection to people I met in Tallahassee is still strong, but the physical separation requires more intentionality to stay in each other’s lives. Transparently, I have struggled to find new friends in my new home. This is the first time I have had to build a community without the structure of programs, cohorts, and an environment where meeting people is “easier.” It’s a process I’m still figuring out, but the lessons from graduate school, about vulnerability, showing up for others, and investing in relationships, are helping me navigate it.

Martin

The best word I can use to describe how my relationships have changed since going to graduate school is “transformative” Before I started my program, I was surrounded by a large support system through my family, friends and surrounding community. My perspective on relationships was that I would have “many” over “few”. I felt that the more people I was surrounded by then the more I felt loved and supported. Graduate school challenged that perspective. In my first year of graduate school, I carried feelings of loneliness and isolation. I separated myself from everyone and convinced myself that I liked it that way. Underneath that, I had this longing feeling of feeling connected. What I didn’t realize is that this point in life made me create one of the most important connections which was with myself.

Over time, I learned to prioritize quality of quantity. I started to practice things like self-love, sit with my feelings, and allow myself to be open again. This shift allowed me to make space for genuine connections. After I overcame this self-isolation, I was able to form meaningful connections with people in my cohort. In a way, graduate school was preparing me to build this foundation of more healthier and authentic relationships. This even opened the door to a romantic relationship, which is something that I had not experienced in a very long time.

The impact of these lessons also extended to my professional life. In my current role, I come across students to navigate feelings of being lost, afraid, and alone. Emotions that I now know too well. Because of my own journey, I am able to receive them with openness. Not long ago a student told me “you made me feel like home”. Today, I carry this mindset with everyone I encounter, especially my students, so that they feel a sense of home that was created for me.

Savanna

It became a running joke in my cohort just how often I would make the drive from Tallahassee to Tampa. What they didn’t know at the time was that this was so I could stay engaged with one of my biggest support systems. I consider myself very lucky to have had easy access to those who supported me throughout undergrad during my graduate experience. On average I would make the four hour drive down to Tampa one or two weekends a month. To many this seemed crazy, but it was just what I needed to keep myself grounded. Most of the time I would stay with my friend Dylan (thanks Dylan!). This allowed me to see and engage with nearly every one of my friends from undergrad (including, but not limited to, members of my fraternity, people I was an RA with, and more) on a regular basis and I would be able to forget about the stressors of grad school. I now live an approximate 40 hour drive from Tampa and have had to find new ways to stay connected with this supportive community, but I will always cherish those moments from grad school.

Another large support system during grad school was a group chat of a few people from home (which is Maine for me) that I was able to feel safe sharing truly anything in. This group chat consisted of my mom, two of my best friends (Kelli and Guen), and Guen’s mom Erin (who happens to be one of my mom’s best friends). Anytime I describe that combination of people and just how much it meant to me I always got a funny look from people. To this day this group chat is one of my most frequented places I go when I need support. I know I can send anything (something good that happened, an annoyance that occurred at work, or a wild story from an adventure) and I will have them there backing me up. The same goes in reverse for any of the people in that chat. I know I will always have them there for me in a moment’s notice.

I found my master’s cohort to be very supportive of myself and others throughout our graduate experience. Everyone had a few people they were really close with within the cohort that would be their core support system with the greater cohort being a larger surrounding support system. The first person who truly became a support system for me was Venus. She was the first person I met in our cohort as we were working the same assistantship and had to get to Tallahassee over a month before the majority of others in our cohort. We connected so fast, I truly don’t know how to begin to describe it. I remember when we had our first HESA social a few days before classes started and we finally met the rest of our cohort that people thought we had known each other for years. We call each other our “Emotional Support Human” to this day. The other person who was a large support system for me (especially year 2) was Martin. We kept each other accountable in nearly all of our work our second year. We had countless co-working nights where we would sit together (at my apartment, the library, random places off campus, etc) and just work. We’d check-in on one another, ideate when one was struggling, and goof off when we needed a brain break. I truly don’t know how I would’ve gotten through many of our projects/assignments without him there to keep me motivated.

For me, now over a year post-grad these support systems are all still there, they just look different. Instead of driving to Tampa every month, I am now frequently texting/calling those people and planning trips with them (visiting me, me visiting them, and us going somewhere completely different). My groupchat is still very active (maybe even more recently) and they find ways to keep me involved in their day-to-day activities even though I am not physically there. I may not have my grad cohort physically present with me but we still find ways to stay engaged. Venus and I send a weekly life update to each other that we call “Waffle Wednesday” while Martin and I reach out to one another when we need someone to hold us accountable. I’ve even formed new forms of support systems with people from my cohort (and the cohort below us) that all moved out west. I may not physically be with any of them now, but I know I have their support.

Sydney

I finally made it. I was at the top of my undergrad experience in my senior year. I had it all, from being involved in multiple organizations, joining my sorority with new line sisters, going to a SEC school experience, and I had a network of friends where there was always someone to hang out with. Three days after my undergrad graduation ceremony in South Carolina, I moved to Florida to start my dream graduate assistantship at my new graduate school. I do not think I expected how much proximity played into that closeness and keeping friendships together. My friends were my strongest support system in undergrad, so going from seeing them every day on campus to them being two states away was difficult. The difficulty continued as not only was there physical distance, but there was also distance in experiences. I had friends in law school, med school, working full-time, or still in undergrad. There were fewer things to talk about and relate to on the phones. Although frequent road trips to South Carolina occurred to sustain relationships six and a half hour drives every month became unsustainable financially and energy-wise. I started to be discouraged as some of these relationships started to dissipate, as there were fewer phone check-ins, text messages, and no visits to Florida. This was the start of me realizing the importance of putting energy into those who give energy back to you. I became more intentional with the people who were in my life. The sustained relationships were the ones that wanted to support me outside the physical. They were there for emotional and mental support and showed consistency.

As friendship tended to be my main support system throughout my life, I wanted to ensure I would have a friendship through a cohort. In my graduate school search process, one of the top criteria for me was the people who could potentially be in my cohort. I constantly asked myself during different school visiting days: “Could I see myself being friends with these people inside and outside of class?” This question ended up being the main reason why I picked the program I did. I connect more with this group of people over Zoom than with any other group of students. My cohort ended up being the strongest support system in my graduate school journey. My cohort would end up being intertwined in multiple areas of my life as it consisted of my two roommates, one of my friends from undergrad, my future long-term partner, a co-worker, and my classmates. We tended to be around each other all the time, as a lot of us lived and worked with each other. At times, it could be frustrating as we would take personal frustrations with each other into class and vice versa. However, I was starting to see my undergraduate friendships change, and I needed people who understood what I was going through. As class, graduate assistantship, and life got harder, I appreciated how my cohort mates would be there to let me vent, and they knew exactly what I was going through because they were also going through it. They served as my personal hype people, travel buddies, study groups, dinner dates, therapists, role models, and listening ears. Classmates can be more than classmates if you let them and if you need them. In my experience, it was harder to find friends without campus involvement or outside my program, so I really relied on them to be my friends. Although this is not the case with everyone’s cohort, I saw a need for relationships beyond the classroom, and I found it.

An unexpected but significant support system in my graduate student experience was my original graduate assistantship staff members. These were the people who grew me as a professional. I always say, even to this day, that they were my Tallahassee family. When I came to work every day, I felt comfort and joy. I felt that my opinion was valued even as a graduate student. Most importantly, they invested their time and energy into me to ensure I was learning and enjoying my time. We ate lunch together, we laughed we cried, and sat in each other’s offices just to hold space. When applying for a job, many people’s first criterion is not a work environment that would double as a support system, personally and professionally. However, in all of the chaos of transitions, I needed a place with good people and good intentions who would provide the care I needed. To me, that was my first graduate assistantship.

Graduate school gave me some of the most important connections I still rely on today. Meeting some of my closest friends, my partner of 3 years, and my life mentors, my graduate program introduced me to the intentionality of relationships. Although only two years, the people I have met have positively impacted my life and continue to show up as much as they can. From facetimes to impromptu visits to conference meet-ups, our relationships continue to strengthen as we branch out to our different universities. It is okay to grieve the relationship you have lost in life transition. However, there are new relationships that may better serve who you are now. 

Venus

Before graduate school, my best friend Taylor was at the center of my support system. We became friends during undergrad and grew alongside each other through late-night study sessions, roommate bonding, and the general chaos of figuring out who we wanted to become. She’s been the kind of friend who has stuck around through every transition since. When I started my master’s program, she became a constant reminder that my identity wasn’t only tied to being a graduate student. Sometimes this looked like her calling just to check in after a long week, grounding me with conversations about life outside of academics and work. Other times, she was the friend who knew exactly how to make me laugh when the stress felt overwhelming. Our relationship didn’t just sustain through grad school; it strengthened. Having someone who had witnessed my growth over so many stages of life gave me a sense of stability and perspective, especially when I felt unsure of myself in new environments.

During my master’s program, I found a new kind of support system in my cohort, people who were in the trenches with me every day. Within that group, Savanna quickly became one of my closest people. I jokingly called her my “emotional support human,” but the truth is, she filled that role in more ways than one. She was the person I could process with after class, vent to after long days juggling our assistantships, or simply sit beside in comfortable silence when neither of us had the energy to talk. Having her nearby during grad school gave me a sense of safety and belonging. We celebrated little victories together, picked each other up during low moments, and created routines of care that made the experience feel survivable. Even now, with her living on the opposite side of the country, that support hasn’t disappeared. Instead, it has shifted. We’ve adapted by sending weekly voice memos to check in with each other by sharing our highs, lows, and even the small, ordinary details of our weeks. Those voice notes have become an anchor, reminding me that even across distance and time zones, we’re still walking through life together.

Now, as I continue in my doctoral program, my support system feels like a blend of the old and the new. Taylor remains a steady presence, grounding me with the history and continuity of our friendship. Savanna continues to be a long-distance lifeline, proving that meaningful support can thrive even when geography changes. Alongside them, I’ve begun to build new connections with peers, faculty, and mentors who understand the unique challenges of doctoral work. My support system no longer fits into one neat category, it is layered, evolving, and spread across different parts of my life. Graduate school taught me that support systems don’t fade with distance or time; they adapt. What matters is the intention behind them, the consistent effort to show up, to listen, and to remind one another that none of us are doing this alone.

Conclusion and Looking Ahead

What we have shared here is just a small piece of our two years in the higher ed program. Some of these experiences might sound familiar, or maybe your path is different. That’s okay. Regardless, we hope this gives you a chance to think about people who’ve shaped, or will shape, your growth as a student, a professional, or just as a human navigating the wild ride of grad school.

As you plan, undertake, and/or reflect on your journey, we offer the following prompts:

• How did the relationships before grad school be maintained, sustained, changed, or strengthened?
• What was your individual experience like with the master’s cohort as a support system?
• What was your support system before grad school? What does it look like now?

 

Author Bios

Gabrielle Ulate (she/her/hers) is currently a Student Government Advisor at Oregon State University. Her passions include supporting students through developing their own identities as leaders, alongside being an advocate for those discovering their identities within transracial and multiracial communities.

Joshua Burns (he/him/his) is a Program Coordinator for Student Leadership Development at Kennesaw State University. His passions include serving underrepresented student populations and student leadership development.

Martin Saldana, Jr. (he/him/el) is currently a Program Coordinator and Academic Advisor at the University of California, San Diego. His passions include serving underrepresented student populations and is driven by his work to increase equity and inclusion.

Savanna Perry (she/her/hers) is currently a Resident Director at the University of California, Berkeley. Her passions include recruitment and retention of professional staff members, student leadership and development, and adapting to an ever-changing field.

Sydney Pickett (she/her/hers) is a Coordinator for The Center for Leadership and Service at the University of North Texas – Denton. Her passions include working with students’ leadership and identity development, especially with students of color and other minoritized identities.

Venus Skowronski (she/her/hers) is a Graduate Coordinator for Housing and Residence Life and a Doctoral Student at Florida State University. Her passions include exploring the role of mentorship in career trajectories, supporting women in higher education, and advancing international education initiatives.

Conference season is a big deal in the world of Student Affairs. For many current and aspiring Student Affairs Professionals (SAPs), it’s the time to line up professional development plans, lock in travel details, and make the most of departmental funding. It’s a season full of energy—confirmation emails flying in, hotel and flight bookings made, and shiny new business cards ready to be handed out. But in the excitement of it all, there’s often a group that gets overlooked: the introverts. What about those of us who want to grow and connect, but struggle with a low social battery or social anxiety? Are we just supposed to sit this one out and hope for quieter growth opportunities? Speaking from experience, the answer is a resounding no.

As an introverted SAP myself, I’ve wrestled with this dilemma for a long time. I remember my first in-person conference during the first semester of my master’s program—I was pumped. All my more extroverted peers talked about the amazing connections they’d made, the friends they reconnected with, and how transformative the experience was. As someone who deeply values relationships, I was excited to see what the hype was about. But once I arrived, the reality hit me hard. I was constantly exhausted, overwhelmed, and irritable. I had no space to recharge, and I left feeling more drained than inspired. Despite gaining valuable skills and insights, I walked away thinking, “Never again.”

I held on to that mindset until the following year, when a close friend—also an introverted SAP—asked me to attend a conference with them. All the emotions from my previous experience came rushing back. I wanted to say no, to protect my peace. But I also didn’t want my friend to miss out on the opportunity to learn and connect. So, I got to work. I created what I now call the Conferencing Introvert’s Checklist—a guide including six steps designed to help introverted SAPs prepare for conference season in a way that supports mental wellness, reduces feelings of being overwhelmed, and allows for meaningful engagement on our own terms.

1. Bring Comfort

Whether it’s your first conference or your 50th, bringing a sense of comfort with you can make a huge difference. Conferences often mean new environments, packed schedules, and limited control over what’s happening around you—all of which can be overwhelming. That’s why having something familiar to ground you is so important. For me, that comfort came in the form of a book and my Nintendo Switch. Those two things helped me stay present or offered a welcome escape into a different reality when I needed a break. Just having them nearby gave me a sense of control and calm when things felt overwhelming or I was overstimulated.

But comfort doesn’t always have to be something you pack in your bag. For a close friend of mine, it looked like inviting me to attend the conference with them. Having a “conference buddy” can be an incredible support system—especially if you both understand what it means to navigate the event as introverts. We instinctively knew when the other needed a break, a quiet moment, or just someone to sit with in silence. Being that source of comfort for each other turned what could’ve been an overwhelming experience into something manageable and even enjoyable.

2. Have Your Contact Information Ready

Conference season is all about connection—meeting new people, exchanging ideas, and building your network. But let’s face it, the pressure to share your info on the spot can be stressful if you’re not prepared. Save yourself the worry by planning ahead for how you’ll exchange contact details. There are so many modern, easy ways to do it!

From digital business cards that use Near Field Communication (NFC) for a quick “tap to share” experience, to good old-fashioned printed cards, there’s an option for every comfort level. You can even generate a QR code that links directly to your LinkedIn profile. Whether you’re tech-savvy or prefer something more traditional, having a plan to connect will help you feel more confident and at ease when the networking begins.

Another benefit is that when you take someone else’s info, it sort of relieves you of the responsibility of talking with them in depth in the conference environment. Instead, you can follow up when you get home and manage your interactions from there. But don’t forget to reach back out. There was a reason you shared information to begin with. Don’t miss out on what you can build moving forward.

3. Remember Your Mission

There’s a reason you chose to attend this conference—maybe it’s to build connections, gain new skills for your community, or deepen your understanding of the field. Whatever your purpose, hold on to it. Write it down in the notebook you are using or journal about it throughout the conference. Keeping the rationale for attending front-of-mind can make a huge difference in how much you engage with others and what you bring home from the experience.

It’s easy to feel overwhelmed in the flurry of sessions and conversations, but don’t forget how fortunate you are to be here. This is a unique opportunity to grow, reflect, and spark change—not just for yourself, but for the people and spaces you serve. Not everyone gets to go to every conference or professional development opportunity they would like to. Make the most of the ones you attend and bring some gratitude to your experience. It won’t always take all of the nervous energy away, but it may help.

4. Get Outside of Your Comfort Zone

Since you’re already outside of your comfort zone just by being at the conference, push yourself a little bit more. Seek out sessions that challenge your thinking and introduce you to something completely new! Some of the most rewarding experiences come from sitting in on topics that feel outside your comfort zone. As Student Affairs Professionals, we’ve committed ourselves to lifelong learning—and conferences are one of the best spaces to live out that value. Whether it’s a session you wouldn’t normally choose or a social event that stretches your usual boundaries, stepping into unfamiliar territory can lead to unexpected connections, fresh skills to bring back home, and even surprising self-discoveries along the way.

5. Alone Is Okay

At most conferences, you’ll likely run into familiar faces—whether they’re colleagues from your current organization, former classmates, or connections from past institutions. Seeing people you know can be a comforting way to ease into the busy, social atmosphere of the event. That said, don’t worry if you find yourself walking into a session where you don’t recognize a single person. It’s totally okay to be the only one you know in the room! In fact, it can be a great opportunity to step outside your comfort zone, meet new people, and gain fresh perspectives.

6. TAKE BREAKS

It’s easy to fall into the mindset that you have to attend every single session at a conference—but that’s just not true. Instead, prioritize the sessions that matter most to you, and don’t be afraid to take breaks in between. Giving yourself time to recharge will help you stay focused, energized, and more present when it really counts.

Recharging can take a lot of different forms. You might skip a session to sit outside. Maybe you plan for a dinner on your own (or even room service for even more self-time and space). Some conferences will set aside quiet spaces at the conferences themselves. Whatever works for you, plan so you can get the most out of the experience without taking too much of a toll on yourself.

Student Affairs is filled with a wide variety of personalities—some of us thrive in social settings, while others are more introverted. But being less outgoing doesn’t mean you should miss out on the incredible networking and growth opportunities that conferences offer. You don’t have to fit a certain mold to show up, learn, and connect. That’s why this guidance is intentionally broad—so you can adapt it to fit your own style, needs, and comfort level.

Don’t let fear or discomfort hold you back from experiences that could shape your professional journey. Growth stops when we become stagnant, and you deserve every opportunity to keep moving forward. Use your professional development resources, seek out learning in ways that work best for you—whether that’s attending in-person events, joining virtual sessions, or diving into books, certifications, and trainings. Being an introvert isn’t a barrier; it’s just one part of how you navigate the path of lifelong learning and impact.

Author Bio

Kamariah “Kai” Hammonds (she/her/hers) is the Assistant Director for Inclusion and Multicultural Engagement at Lewis and Clark College. As a first-generation African American/Black college student, Kai is deeply passionate about supporting underrepresented student populations and fostering inclusive, affirming spaces for LGBTQIA+ and allied students. Her work is grounded in a commitment to diversity, equity, and inclusion, and she strives to uplift marginalized voices in all that she does. Though introverted by nature, Kai isn’t afraid to step outside her comfort zone to advocate for and support the people and communities she cares about most.

I imagine – at least I hope – that in our times in student affairs we’ve all had a chance to review some data or assessment about the student or staff experience. Do you remember that conversation? Can you clearly explain why that conversation took place? Or, what happened after? Was it meaningful? I don’t think I’m being too harsh when I say that… Many of them are not. Meaningful, that is.

In The Art of Gathering, Priya Parker challenges us to rethink how we bring people together. Her philosophy is clear: gatherings should be bold, intentional, and transformative instead of routine or polite. By telling stories about gatherings in a wide variety of contexts and from a global perspective, Parker’s mission is to challenge her readers to rethink gathering. Whether you’re hosting a dinner party or leading a campus-wide assessment conversation, Parker insists that purpose must drive design. She urges us to move beyond default formats and instead create spaces that foster connection, meaning, and change.

She calls us to really question that purpose and think deeply about our intentions. Institutions often gather people to discuss data, but without intentional design, these gatherings fall flat. As an assessment leader in my division, I spend a lot of time in assessment interpretation with colleagues. Below, I’ve paired a handful of Parker’s principles with practical strategies related to designing assessment interpretation opportunities for groups and explain how they helped me rethink some of my facilitation strategies. Whether you are a leader or a participant in an upcoming conversation about interpreting assessment. I hope these reflections might help you, too.

Gathering has a purpose. Know yours.

Every assessment conversation should begin with a clear, bold purpose. Without it, potentially transformative conversations are just routine or performative meetings. At the beginning of a conversation, be sure to start by providing context for the conversation. Start with a framing statement like, “We’re here to interpret this data to inform next year’s programming.” In doing so, as a facilitator, you also have a chance to clarify what success looks like for the conversation. If you’re not sure what success looks like in your assessment interpretation, are you ready to have that conversation? If your purpose is not clear, perhaps you are not ready to begin.

In a related section, Parker recommends that hosts avoid starting a gathering with logistics. Starting with compliance or deadlines undermines engagement. Begin with purpose and context instead of bogging folks down with logistics. As I thought about it more, I can save logistics for emails, because the “why it matters” story is easier to convey in person.

Don’t be a chill host.

Passive facilitation leads to missed opportunities. Leaders must actively guide interpretation and ensure space for reflection. When I think about times I’ve failed at meaningful assessment interpretations as a group, I think about how I made myself or my plans smaller, to fit in a structure that I didn’t choose or to assure others “this won’t take too long”. No more of that! Parker’s reflections on the importance of a gathering host being assertive with their plans, made me realize that being a “chill” facilitator was actually undermining my purpose and hopes for assessment conversations. By being chill, I gave others the impression it was ok for them be chill and maybe even check out of a conversation I considered to be important.

Create a temporary alternative world.

Parker describes meaningful gatherings to be the ones that break from routine. As I reflect on my experiences in assessment conversations, the most meaningful ones were the ones that felt distinct in some way. How could one create a temporary alternative world for discussing assessment results? Consider retreats, data walks, gallery-style interpretation sessions. Even simple things like relocating to a meeting space used less often or one that is a better setting for dialogue could be enough to create a temporary world for your data conversations.

Use pop-up rules.

One way to contribute to the creation of a temporary alternative world is to use temporary norms that encourage participants to engage differently. These norms reduce hierarchy and could help redistribute expectations for engagement. Try “no titles” meetings, or “everyone speaks once before anyone speaks twice.” Use collaborative tools like shared docs or sticky walls. Add in a few more fun pop-up rules to make the experience memorable and to lighten the mood.

Design for the people, not for the category.

One-size-fits-all formats don’t work. Design conversations around the roles, goals, needs, and capacities of participants. Staff appreciate it when assessment leaders tailor support to their context, making data feel relevant and actionable. However, what is relevant and actionable will not be the same for all audiences. Some audiences need a more technical explanation. Others might need more coaching on how to access and interpret the data being discussed. Now, I’m leaning in to using differentiated facilitation strategies: coaching for new staff, peer review for faculty, storytelling for leadership, and more.

Prime your guests.

Preparation improves interpretation. Parker reminds us that how people arrive for a gathering matters just as much as what happens once they’re there. In assessment conversations, priming participants with context or pre-work helps them show up ready to engage. I’ve started sending short videos or infographics ahead of time, along with a reflective question like, “What surprised you in this data?” It’s a small shift, but it’s made a big difference. When people have time to process before the meeting, they’re more likely to contribute thoughtfully and less likely to feel overwhelmed.

Follow up your strong opening with a purposeful middle, and a deliberate ending.

Parker explains that structure supports impact because when people know what to expect, they typically align themselves with the structure shared with them. When people don’t know what to expect, they are likely to create their own expectations—and if everyone is on a different page about the structure, the conversation can quickly lose focus. A well-designed arc supports organizational learning and follow-through. Sharing that design up front and asking your participants to help hold you to that structure, will feel deliberate and intentional.

Recently, I’ve been reflecting on the many, many frameworks for reflection conversations. I remember using the “What? So What? Now What?” reflection framework as an undergraduate alternative spring break leader and thought, “Why don’t I apply that same structure to assessment interpretation?” A careful selection of framework would promote purpose and deliberateness throughout the conversation, which is something that simply prompting an open-ended question to get the conversation started may not.

As I read The Art of Gathering, I realized I was missing a few components that could potentially transform how I helped others interpret their assessment results. How we come together matters just as much as what we’re discussing. By designing assessment conversations with intention, structure, and care, we create space for deeper reflection, shared understanding, and meaningful action. Whether you’re leading the conversation or simply participating, you have the power to make it matter.

Author Biography

Emily Braught (she/her) is the Director of Assessment and Planning in the division of student affairs at Indiana University Indianapolis. Prior to this role, Emily held assessment and evaluation related roles in faculty affairs at a school of medicine and in multiple housing and residence life departments. She is also a doctoral candidate in the Higher Education and Student Affairs program at Indiana University Bloomington. As a scholar, she is interested in assessment practices at institutions of higher education. More specifically, she is interested in data use practices and strategies institutions can use to translate assessment into demonstrated improvements in student learning and student success.

References

Parker, P. (2020). The art of gathering: How we meet and why it matters. Penguin.

The new ACPA Books Co-Editors, Laila McCloud (mcclolai@gvsu.edu) and Kevin Wright (k.wright6@snhu.edu),  are ready to work with ACPA members who want to publish praxis-oriented scholarship. Whether you’re developing a new book proposal or exploring an idea grounded in critical theory and student affairs practice, Laila and Kevin are eager to support your journey from concept to publication.

We welcome submissions related to, but not limited to the following:

• Innovative student affairs practices and programs
• Equity, inclusion, and social justice in higher education
• Leadership development and organizational change
• Mental health and well-being
• Student activism and civic engagement
• Technology, Al, and digital tools in student affairs
• Supervising, mentoring, and professional identity

Let’s continue advancing the field through scholarship that bridges theory, research, and meaningful action.

Laila & Kevin

 

Dear ACPA,

Here we are at the start of another fall term. We hope that each of you found some time for rest, relaxation, adventure, and whatever your spirit needed in the past few months. As always, there is work to be done. While we may find ourselves in challenging and messy circumstances, we remain a community of creative and dedicated people seeking to create positive change in the world.

In fact, if there is a theme to the articles in this issue of Developments, it is community. Starting with an article by Emily Braught connecting The Art of Gathering with assessment practice to Kai Hammonds’ piece on navigating conferences as an introvert to the third and final installment from the FSU cohort about how they build and have maintained their relationships beyond graduation, our authors speak out about finding and building community. The same holds true in understanding the experiences of mid-level staff in the article exploring a recent Mid-Manager’s Institute survey written by Adrienne Craig and Ken Gassiot. And, finally, we have pieces about transition (Mandy Vitale), building (pieces by both Kaleb Scott and Allison Weihe), and protecting communities (Virginia Byrne, Juana Hollingsworth, and Alex Perry) for students and practitioners alike.

Things are – without a doubt – challenging and difficult. It is important to remember in the midst of it all that we live in precedented times. Higher education, student affairs, and society in general have been in these difficult places before. We have found our way forward. We will, without a doubt, do that again.

All the best as you continue the difficult work.

The Developments Editorial Team,

Michelle L. Boettcher
Samantha Babb
Mary Dueñas
Ricardo Montelongo

An Update from the ACPA Executive Director, Chris Moody

As we turn the page to a new academic year, many of us usually look to August with cautious optimism—a chance to reset, recharge, and welcome new students into our campus communities. But let’s be honest: this year feels different.

The past few years have left many of us weary. Burnout is real. The rapid pace of change, political headwinds, and pressures on our institutions have taken a toll. You might be entering this season not refreshed but overwhelmed – grappling with uncertainty and wondering how much more we’re expected to handle.

If that sounds like you, know this: you are not alone. The work you do matters – deeply. And if our work wasn’t critical, it wouldn’t be under such scrutiny or attack. Thank you for continuing to show up with resilience, courage, and what we like to call “critical hope.” Your commitment to centering students—their learning, development, and belonging—is the heartbeat of our profession.

ACPA’s Advocacy in Action

ACPA continues to actively work with colleague higher education associations in advocating for our members and our field, as we believe our efforts are strongest and more amplified together. Over the summer months, ACPA joined the higher education community in sponsoring the following advocacy initiatives; a few recent examples include:

• Harvard v. U.S. Department of Health and Human Services et al. Amicus Brief (June 2025)
• Letter to the U.S. Congress to protect Pell Grant funding (June 2025)
• Letter to the U.S. Senate on the proposed Reconciliation Bill (June 2025)
• Letter in support for the Title II Web Access Rule, in collaboration with AHEAD (July 2025)

We believe in collective impact. Our advocacy doesn’t stop here—updates are published regularly in our weekly eCommunity newsletter and on the ACPA Public Policy and Governmental Affairs website at https://myacpa.org/advocacy/.

The ACPA Policy Pulse series offers open community conversations and webinar-style learning sessions focused on our latest efforts and legislation impacting members. These virtual sessions occur monthly, with the next opportunity occurring on Wednesday, 17 September 2025 at 1pm ET (10am PT) – Learn more and register

The 2025 ACPA & ASHE Presidential Symposium, Imagining the Path Forward: History, Mentorship and Critical Hope in Higher Education (virtual event on 26 September 2025), will offer a space to reflect on the complexities of the current moment in higher education while envisioning new possibilities for the future. I hope you will register and join us for this collaborative experience.

Forecasting has become more art than science—and that’s why your engagement and membership are more vital than ever. Renewing your membership, showing up to events, and getting involved with ACPA initiatives isn’t just participation—it’s preservation. The Leadership Council is working toward a new strategic plan for the association, intended to launch in 2026. Early drafts of the new strategic plan include a recognition of the increasing influences of public policy issues on higher education.

Your presence fuels our ability to lead, advocate, and reimagine the future of higher education and student affairs. We are committed to embracing this uncertainty with care and strategy, and I thank you for being part of this journey with ACPA.

Best wishes as we begin a new academic year,

Chris Moody, Ed.D.
ACPA Executive Director