Category: Volume 22, Issue 1

During my junior and senior years of college, I had seizures that left me unable to drive for 10 months. I relied heavily on rides when I lived off of campus. I was miserable and often felt stuck because there was nothing for me to do within walking distance. It greatly affected my mental health and wellbeing. A time of my life that was meant to be full of exploration and new beginnings, quickly began to feel like I was taking steps backwards in my personal growth. When hitching a ride from a friend’s brother that was kind enough to help me out, he brought up a concept I had not heard before; walkability. He was convinced that European cities that were walker- and bike-friendly had it right and that America was continuing to create cities that made it less and less feasible for its citizens to walk to complete basic tasks and create community. It made sense, but I did not realize how much I would connect and appreciate the idea of walkability until the next year.

When I moved onto campus for my senior year of college so that I could have more access to campus and resources, my mental health made a complete 180. I once again had access to things that felt simple but were my whole world at the time. My friends, the campus fitness center, my courses, and in short, my entire community, were all within a 20 minute walk from me. I did not feel left out because I did not have a vehicle, and I was able to appreciate the community around me and the city I lived in. This was the walkability I heard about, and I finally connected the dots on its importance.

So what is walkability and how is it measured? Walkability scores are based on things like distance to amenities, population density, and road metrics such as the length of blocks and how busy intersections are.

I grew up in a city that in theory should have good walkability. We have sidewalks, but on roads where the speed limit is 45-50 MPH. I call these “stroads”: a combination of streets – because they have a sidewalk, and roads, because they have multiple high speed lanes that have no barrier between the sidewalk and moving traffic. Often, “most modern, car-dependent suburbs are not places designed to encourage social interaction” (Leyden, 2003).  There is a history of teenagers dying or being injured in automobile-pedestrian collisions in my hometown due to the way stroads are used to get in between neighborhoods, to gather with friends, and to get to convenience stores when cars are not accessible.

THIS is why walkability is important for young adults. We seek out community in our daily lives and walkable cities can enrich and enhance our lives. Following the Covid-19 pandemic, those of us who had our high school or college careers dampened by social distancing and quarantine are seeking ways to make up for our lost connections. Gen Zers crave in-person connections since for a chunk of our lives, our only options for connecting were over Zoom or FaceTime.

I have reflected on why some people consider college the best years of their lives. Aside from the newfound freedom and social aspects, I believe it is campus walkability. Think about it – if you are a traditional, residential student, you are somewhere that you can walk to anything you could need within 20 minutes (give or take, depending on the size of your campus). Your friends, your classes, an on campus job, your meals – whether they are in a dining hall or at a restaurant in communities adjacent to campus – all of these are literally a hop, skip, and jump away.

Additionally, walkability on college campuses enhances access to medical facilities, banking, and grocery/convenience stores or fresh markets. A study by the American Public Health Association stated that “that residents living in walkable, mixed-use neighborhoods are more likely to know their neighbors, to participate politically, to trust others, and to be involved socially” (Leyden, 2003). This ability to get to community resources and to have access to the things that you need is part of the value of walkability.

As I approach the end of my M.Ed. journey and engage in the job search, I am continuing to center walkability of the cities and campuses where I will be living and working. Walkability is important because as young professionals, it makes economic sense – less car usage, less money on gas, it is better for your physical health and for the health of the planet to commit to less carbon emissions and to commit to getting your steps in! While my interest in walkability started with a difficult time in my life when I didn’t have a lot of options to get around, it is now essential to how I want to live my life in the future, and how I am processing my journey in the job search.

Reflection Questions 

• How can the walkability of college campuses support their goals of retention and belonging?
• How does walkability promote accessibility on campus for young professionals?
• How might we promote walkability as a campus or community amenity for students, staff, and faculty?
• How and why might you assess the walkability on your campus?

References

Leyden, K. M. (2003). Social Capital and the built environment: The importance of walkable neighborhoods. American Journal of Public Health, 93(9), 1546–1551. https://doi.org/10.2105/ajph.93.9.1546

Author Bio

Hali Sanders (she/her/hers) is a second-year graduate student in the Clemson Higher Education Student Affairs program. She is currently serving as the Graduate Assistant for Cooperative Education. She graduated from Old Dominion University with a Bachelor of Arts in Communications and Media Studies in 2023.

Balancing Act: My Three-Year Journey to Graduation

Embarking on the journey of pursuing a doctoral degree while maintaining full-time employment is a feat of perseverance, organization, resilience, and follow-through. When I first began my doctoral program, I was fully aware that this would be a new challenge in my life, but I underestimated how much the experience would transform me in such positive ways. Reflecting on the last three years, I see a story of triumph, growth, and an enduring drive to forge new paths as both a professional, scholar, and human.

Starting the Journey

When I decided to pursue my doctorate, I knew it wouldn’t be easy. As a first-generation college student, I was already familiar with the complexities of navigating academia without a roadmap. Balancing a full-time role that consisted of wearing multiple hats at my institution and being a full-time doctoral student required a level of discipline and focus that I hadn’t yet experienced. To make matters a little more chaotic I was also in the process of transitioning into a new role at my institution.

From the outset, I had to set clear goals for myself. I was not only pursuing this degree for personal fulfillment but also as a way to embrace the hard work of my parents, who did everything in their power to make the American Dream come true for our family. I also saw this as a chance to create opportunities for others who come from similar backgrounds as myself to see themselves in academia.

My research was deeply personal, centering on the experiences of Multiracial students at historically white institutions, an area that is underrepresented in academic discourse. I dedicated my dissertation to my daughter, Eliana, and viewed this endeavor to inspire her and other students to aim high while also holding higher education institutions and their leadership accountable for providing support to ALL of their constituents.

Crafting a Schedule That Worked

The key to managing full-time work and full-time studies was creating an intentional schedule. My days were meticulously planned, beginning early and often going late into the night. I spent mornings in my car commuting 45 minutes to work and using that time to listen to podcasts or lectures for my program. As I got settled into work I would spend a good portion of my time responding to work emails and tackling the day’s pressing tasks. I strategically would get to work an hour early and use that time to get ahead on school work and would even use my lunch breaks to get further ahead on my studies. While I had a lot of homework, my goal was to never have to do it at home so I could take care of other responsibilities outside of school and work.

While evenings were reserved for attending classes, coursework, reading, and writing. Weekends, especially around 6:00 a.m. became sacred for deep work on my dissertation, when I could immerse myself in research without distraction. My goal was to impact my family dynamics as minimally as possible, so that meant using certain blocks of time to my advantage.

One strategy that worked for me was the use of time-blocking. I would allocate specific hours to focused tasks, whether they were related to work, school, or personal responsibilities. This method allowed me to stay productive without becoming overwhelmed. Of course, it wasn’t a perfect system—unexpected work crises or family needs often disrupted my plans—but it provided a framework that helped me maintain balance. During my whole journey, I used the mantra, “You make time for what you want,” and this allowed me to maintain productivity as a high priority in my career and academics, but it also allowed me to still be human and enjoy life to the fullest.

Overcoming Challenges

The biggest challenge I faced was managing the mental and emotional toll of juggling so many responsibilities. There were moments of doubt when I questioned whether I had taken on too much. Imposter phenomenon was a constant companion, whispering that I didn’t belong in a doctoral program or that I wasn’t doing enough to excel in my professional role. This is something that even after having the doctoral degree is something I am having to consistently deal with.

However, I learned to counter these thoughts by leaning on my support system. My chair, professors, and doctoral friends were invaluable resources, offering encouragement and guidance when I felt overwhelmed. My classmates, many of whom were also working professionals, understood the struggle and provided camaraderie and motivation. Most importantly, my family was my anchor. Knowing that I was creating a difference for my daughter’s future kept me going during the most difficult times.

Another challenge was time management. Deadlines at work often conflicted with academic obligations, forcing me to prioritize and make tough choices. There were times when I had to miss out on social events, family gatherings, or even self-care to meet a deadline or complete an assignment. I reminded myself that this was a temporary sacrifice for long-term gain. At times I also had to make the decision that my mental health was essential and that not fully investing my time on one assignment or reading wouldn’t be the end of the world. EVERYTHING would be okay in the long run.

Staying Connected to My Purpose

Throughout this journey, staying connected to my purpose was crucial. My professional work at my institution involved supporting underrepresented and first-generation students, and my doctoral research was an extension of this mission. Every time I felt the weight of my responsibilities, I reminded myself why I had started: to amplify the voices of students like me who often feel unseen or unheard in academic spaces.

My dissertation, titled “No Longer Unseen or Unheard: Exploring the Connectedness of Campus Climate with Multiracial Students’ Experiences at Historically White Institutions in the United States,” was not just a scholarly exercise; it was a personal passion project. Writing it required long hours of research, analysis, and reflection, but it also provided an outlet to channel my experiences and advocate for systemic change.

The Role of Organization and Flexibility

Balancing full-time work and a full-time doctoral program required a combination of organization and flexibility. While planning was essential, I quickly learned the importance of adapting to unforeseen circumstances. Whether it was a last-minute project at work or a family emergency, life often disrupted even my best-laid plans.

To stay on track, I used tools like shared calendars and reminders to keep myself accountable. I also leaned into my support network. My chair, Dr. Michelle Boettcher, was a great asset, and I leaned into her and our working relationship to help me stay accountable and true to my purpose. I also found myself being more intentional about saying no—something that didn’t come easily at first. Recognizing that I couldn’t do everything allowed me to focus on what truly mattered and avoid burnout.

Achievements Along the Way

Despite the challenges, my journey was marked by countless moments of triumph and fulfillment. Among the most rewarding was the opportunity to mentor students and witness their growth and success firsthand. Through the college access and enrichment programs I direct at my institution, as well as my work with various nonprofit organizations, I had the privilege of collaborating closely with high-achieving students from diverse backgrounds. Guiding them as they navigated their unique paths to higher education was not only professionally gratifying but also deeply inspiring, reinforcing my commitment to fostering opportunities for future leaders.

Another highlight was the opportunity to serve on panels, present at conferences, and contribute to initiatives that aligned with me holistically. These experiences not only enriched my understanding of the field but also validated the hard work I was putting into both my job, my studies, and my life.

Graduating within three years was no small feat. It required careful planning and an unwavering commitment to my timeline. By staying focused and leveraging the support of my chair, committee, family, and peers, I was able to meet my deadlines and complete my dissertation on schedule.

Lessons Learned

This experience taught me invaluable lessons about perseverance, time management, and the power of community. I learned that success is rarely a solo endeavor; it requires collaboration, humility, and a willingness to ask for help.

I also discovered the importance of self-care, even in the midst of a hectic schedule. While it was easy to neglect my well-being in favor of work and school, I realized that taking time to recharge—whether through spending quality time with family, exercise, or taking a break and doing nothing—it was essential to maintaining my productivity and mental health.

Finally, this journey reinforced the value of resilience. There were moments when the obstacles seemed insurmountable, but each time I pushed through, I emerged stronger and more confident in my abilities.

Moving Forward

As I look back on the past three years, I am filled with gratitude and pride. Completing my doctorate while working full-time was one of the most challenging yet rewarding experiences of my life. It required sacrifices, but it also opened doors to new opportunities and allowed me to grow in ways I never imagined.

Now, as a proud first-generation Ph.D. graduate, I am eager to continue using my knowledge and experiences to make a difference. Whether through my professional role, consulting work, or mentorship, I am committed to empowering others and contributing to a more inclusive and equitable educational system.

This journey has shown me that with determination, support, and a clear sense of purpose, it is possible to achieve even the most ambitious goals. My story is a testament to the power of persistence and the belief that no dream is too big for those willing to work for it. This journey just further reinforced the importance of having clear goals and allowing yourself to leave your comfort zone. This ultimately pushed me to feel empowered to launch my own consulting business, Dr. CB Consulting LLC.

Keep grinding, keep pushing. YOU matter! GO MAKE IT HAPPEN!

Reflection Questions

1. If you are considering a terminal degree while working full-time, what does your support system look like?
2. How do you plan to use effective communication to establish clear boundaries and set expectations in your academic, professional, and personal life? Provide examples of how this approach could help you maintain balance and achieve your goals.
3. What milestones and markers of success – academically, professionally, and personally, can you build into your plan for the future?
4. What strategies do you currently use to manage your time and prioritize life and work needs?
5. Why do you want the degree/what is your motivation for taking classes right now?

Author Biography

Dr. Christian Barrientos (He/Him/Él) – A distinguished educator, speaker, and consultant, he is dedicated to advancing educational equity and transformative leadership. As the founder of Dr. CB Consulting LLC, he harnesses his expertise in organizational leadership, education, and bilingualism to deliver innovative strategies that empower individuals and organizations, amplify impact, and inspire meaningful change.

Using scholarship and theory in student affairs work results in better professional practice; however, student affairs professionals, especially graduate students and new professionals, often express frustrations when applying theory to inform their work (Patton et al., 2016). Additionally, although identity development is critical to student affairs practice (Patton et al., 2016), students’ place-based identities are often not considered in educational practice, policies, or research (Cain, 2020; Marlow-McCowin & Cain, in press; Lavalley, 2018). Place-based identities can provide people with a sense of purpose and meaning, but because locale distinctions influence cultural, economic, political, and social relations, they are also associated with privilege and oppression (Thomas et al., 2011). Therefore, understandings of place-based identities can provide student affairs professionals with more holistic understandings of students and their experiences.

For these reasons, this article will showcase an exemplar of putting scholarship to work by discussing how Cain’s (2020) Model of Place-Based Identity was utilized by the Office of Multicultural Student Life at the University of Tennessee Knoxville. This article will discuss the publication and how the model stimulated thinking and enhanced work at the institution. It will then offer recommendations to readers about how they can use the publication and the implemented initiatives in their own work.

Place-Based Identity

Place and place-based identities are multifaceted concepts that potentially hold much personal meaning for individuals (Cain, 2020; Fulkerson & Thomas, 2019). To explore the ideas of place and place-based identities, Cain (2020) proposed a model of place-based identity within an issue of the New Directions for Student Services building from the writing of Fulkerson and Thomas (2019). This model of place-based identity has three main parts: the objective component, the subjective component, and the system of urbanormativity. The objective component includes items within spatial-geographic and political-economic definitions of place, such as places of residence and occupations, and spans from rural to urban. The subjective component, alternatively, includes items within socio-cultural definitions of place. This component includes one’s sense of whether their views and lifestyles are more rustic or urbane. Cain (2020) argued that these two components should be understood on a continuum and fluid because there are numerous definitions of place, people can change over time, and understandings of place can also change. Within the model, the relationship between these components can be completely overlapping, partially overlapping, or completely opposite of each other.

The third part of the model recognizes that place-based identities are seated within a system of urbanormativity. Fulkerson and Thomas (2014) stated that urbanormativity “is an unchallenged ideology that legitimizes the global march toward urbanization, equating it with progress and modernization, while denigrating the rural as irrelevant, unimportant, backward, deviant, and undesirable” (p. 19). Thus, urbanormativity often influences how people view place-based identities for themselves and others.

Utilization of Place-Based Identity

Place-based identity was successfully integrated into practice at the Office of Multicultural Student Life at the University of Tennessee Knoxville starting in Fall 2023. To facilitate opportunities for students to engage with place as a potentially salient dimension of identity, place-based identity was incorporated into Social Identity Wheel exercises utilized by peer educators. These peer education facilitations were primarily administered to first-year studies classrooms at the request of the course instructor.

Once participants had completed the Social Identity Wheel exercise, the facilitators led attendees in group reflection inviting students to consider their experiences engaging with the exercise. Regularly, participants expressed their initial surprise at the inclusion of place as an element of identity (listed as “Community, Neighborhood, Home State or Hometown” on the Social Identity Wheel handout). However, when place was framed using the three components of Cain’s (2020) Model of Place-Based Identity–objectively, subjectively, and within a system of urbanormativity–students were able to understand the potential saliency of place as an emergent social identity. Additionally, many noted that place provided further important context to their own identities and experiences.

The importance and saliency of place occur outside of formal classroom environments, as well. In conference settings, we have invited our sessions’ attendees to introduce themselves to one another before reflecting on what information they chose to share. Using standard introductions and icebreaker activities, this exercise demonstrates that we regularly share our hometowns, home states, or professional institutions as some of the first information we use to describe ourselves. Because of place-based identity’s association with privilege and oppression (Thomas et al., 2011), we must also give attention and care to how individuals navigate disclosing where they are from.

Recommendations

Since adding place-based identity as a social identity within these exercises, participants have partaken in deeper reflections of themselves and more robust conversations with peers. While the degree to which one identifies with their hometown, for example, may involve feelings of pride or belongingness and camaraderie, others may feel hesitancy or discomfort to name their hometown. Disclosing information like the city we live in, which part of town we are from, or which school we attended growing up can subject us to bias and indirectly carry implications about other dimensions of our identity, such as socioeconomic status, level of education, culture, and political affiliation. Through engaging with exercises and reflections about place-based identity, we are called to consider the vulnerability that may be associated with disclosing information about place-based identities. Further, as higher education and student affairs professionals seeking to improve our effectiveness in holistically serving students, we are challenged to dissect our own relationships to urbanormativity along with the biases and assumptions we ascribe to locale distinctions.

For these reasons, we recommend including education and reflection about place-based identity within staff development and training. By encouraging staff to reflect on their place-based identities, they can enhance their understandings of themselves, their colleagues, and their students. Likewise, we recommend introducing place-based identities to graduate preparation programs and student identity development theory courses. With these new perspectives, student affairs professionals can then offer educational opportunities for students similar to those offered at the University of Tennessee Knoxville.

Conclusion

In summary, place-based identities can boost more holistic understandings of people and their experiences. Student affairs professionals and the field can significantly benefit from integrating place-based identities in our work. Therefore, we hope readers of this article put scholarship to work through place-based identities in the future.

Discussion Questions

1. How are place and place-based identities revealed (or concealed) at your institution or within your work?
2. What meanings do you (or others) associate with place and place-based identities at your institution?
3. How can you utilize understandings of place-based identities at your institution or within your work?

References

Cain, E. J. (2020). Place-based identity: A model. New Directions for Student Services, 2020, 11–19. https://doi.org/10.1002/ss.20360

Fulkerson, G. M., & Thomas, A. R. (2014). Urbanization, urbanormativity, and place-structuration. In G. M. Fulkerson & A. R. Thomas (Eds.), Studies in urbanormativity: Rural community in urban society (pp. 5-30). Lexington Books.

Fulkerson, G. M., & Thomas, A. R. (2019). Urabnormativity: Reality, representation, and everyday life. Lexington Books.

Lavalley, M. (2018). Out of the loop: Rural schools are largely left out of the research and policy discussions, exacerbating poverty, inequality, and isolation. National School Boards As-sociation Center for Public Education. https://education.wsu.edu/documents/2018/12/center-public-education-rural-schools-report.pdf/

Marlow-McCowin, J. & Cain, E. J. (in press). “I feel like where we are from also matters”: Supporting race and place-based identity development on campus. In J. A. McElderry & S. Hernandez Rivera (Eds.). Developing an intersectional consciousness and praxis in antiracist efforts. Information Age Publishing.

Patton, L. D., Renn, K. A., Guido, F. M., Quaye, S. J., & Forney, D. S. (2016). Student development in college: Theory, research, and practice (3rd ed.). John Wiley & Son.

Thomas, A. R., Lowe, B. M., Fulkerson, G. M., & Smith, P. J. (2011). Critical rural theory: Structure, space, culture. Lexington Books. 

Author Bios

Elise J. Cain, Ph.D., (she/her/hers), is an Associate Professor and Ed.D. Program Director of Educational Leadership at Georgia Southern University. Her research focuses on college students from rural areas, place-based identities, and historically underrepresented populations in STEM fields. She has several peer-reviewed and scholarly publications and presentations as well as approximately $3 million in funded grant projects related to these topics.

Allie Hicks, (they/them), is the Coordinator of Access, Development, and Outreach within the University of Tennessee-Knoxville’s Office of Multicultural Student Life. Their professional history includes a focus in multicultural education and intergroup dialogue. Allie is passionate about making education and student involvement more accessible, equitable, and justice-oriented for all students.

Context of Problem

As student affairs faculty members we have connected as colleagues in locally adjacent student affairs professional preparation program to collaborate in a variety of ways. Recently, our conversations have been centered around the pervasive dissatisfaction that is seemingly consuming our recent graduates and the supervisors of these new professionals. What have previously been identified as simple generational differences in the workforce, has seemingly burgeoned in some cases into philosophical differences with practitioners and students questioning of each other’s values, priorities, intentions, and actions. As faculty in the middle of this dynamic, preparing the next generation of student affairs professionals, we feel the tension. We hear and see the concerns from both sides.

A recent study on the state of the profession asserts that more than ever, professionals in student affairs want to feel valued, properly compensated for their education and experience, and do not want to be burnt out by unrealistic performance expectations in the first five years of their career (NASPA, 2022). Newer professionals have also expressed their desire post-COVID to reconstruct professionalism in student affairs in such a way that deconstructs professional boundaries, values flexibility, allows individuals to show up authentically, and challenges norms of appearance (Diaz et al., 2021). In looking at traditional aged graduate students representing Generation Z, research suggests flexible work, liking their co-workers and boss, being able to bring their authentic self to work, and having a clear path for advancement are factors that may influence their retention in work (Center for Generational Kinetics, 2022).

These thoughts, beliefs, and ideologies are no doubt factors in both the attrition of new professionals and what has been referred to as “quiet quitting” – people who are not engaged, do the minimum required, and are psychologically detached from the job (Harter, 2022). This downward spiral of dissatisfaction and disengagement has implications for the individual and the organization as dissatisfied employees are less likely to engage in organizational citizenship behaviors or voluntary activities (de Clercq & Belausteguigoitia, 2020). Furthermore, within the field of student affairs, dissatisfied newer professionals (5 years or less of experience) are exiting the field at a higher rate than their more seasoned colleagues (Sallee, 2021).  This larger attrition phenom has been referred to as the “Great Realignment” (Center for Generational Kinetics, 2022), a reframe of the “Great Resignation,” which seeks to shed positive light on the factors that drive Generation Z employee retention: having a flexible schedule, liking their boss, and feeling like they can bring their authentic self to work.

Then there is the supervisor perspective. Senior student affairs officers (SSAOs) have suggested new professionals struggle to understand the difference between ideal and reality, implicating professional preparation and socialization (Ardoin et al., 2019). A SSAO referred to new professional’s unrealistic expectations as “graduate school syndrome” referencing the frustration of new professionals when their professional experience and reality do not match the best practice scenarios they talked about in graduate school, giving off the appearance of rigidity or general unpreparedness (Ardoin et al., 2019). Similarly, this same research suggested SSAOs believe new professionals are seemingly unprepared for the realities of entry into the profession and advancement, particularly as they relate to salary expectations, navigating the political terrain of higher education, and performing professionalism.

Expectations of a New Generation

More generalized research on the challenges in supervising Generation Z employees revolves around a perceived difference in work values including work-life balance, a sense of meaning at work, and opportunities for growth and innovation. Research suggests this generation desires greater work-life balance, which may result in more established boundaries around work and desire for greater work flexibility. These aspirations may be leading others to erroneously view new professionals as lacking a strong work ethic. For example, a recent study that was conducted by 4 Day Week Global found that organizations who move to a four-day, 32-hour work week have positive impacts for both the employer and the employee. For the organization, the pace of production increased and on average revenue was up by 8.1%. For employees, anxiety, burnout, and stress decreased while job satisfaction, well-being, and work-life balance levels increased (4 Day Work Week Global). Being open to innovative ideas like these would be fruitful for the higher education workplace.

Additionally, research suggests that it is important for Generation Z to find meaning in their work and seek an entrepreneurial workplace environment (Chillakuri & Mahanandia, 2018). If this is lacking, Generation Z is likely to leave the organization. While some may view this behavior as simply jumping around or younger staff lacking commitment, this generation is asserting their values and their worth are more meaningful than loyalty to an organization or industry.

Moving Forward

What transpires from these divergent and opposing values is the persistent attrition of new professionals from the field of student affairs and faculty questioning how to help address the problem. How do we recruit individuals to a field that is perceived as misaligned with their work values? How do we prepare new professionals to be change agents when higher education is known to be slow to change? How do we prepare new professionals to be enthusiastic and committed to values of diversity and inclusion, when they are met with work environments that ask them to conform to outdated standards and constructs of professionalism?

While we felt it important to share what we see as the context of the problem from our viewpoint, more importantly, we want to be part of the solution moving forward. The profession of student affairs is at a critical juncture. It is our assertion that there is no single answer to this burgeoning problem; rather it is going to take collective and innovative ideas from everyone in the field to change the discourse from negative to positive. Based upon research and personal observation and reflection, what follows are considerations for how graduate preparation faculty, supervisors of emerging professionals, and senior student affairs officers can work together to create a more seamless and successful transition to the field.

The Role of Professional Preparation Programs

It is critical that faculty in graduate preparation programs help students understand the current realities of the field of student affairs. This includes preparing graduate students to become entry-level student affairs educators and teaching critical skills to ensure success when students transition into the workplace. In introductory courses, a student learning outcome should include an exploration and understanding of the roles and responsibilities that successful candidates could assume as new and early career professionals and the anticipated compensation packages. Additionally, graduate students should understand the multiple and alternative pathways for career advancement, given the value of these factors for Generation Z (Center for Generational Kinetics, 2022). Additionally, we suggest introductory courses emphasize discourse around institutional and organizational culture, so students begin to consider what might be a best fit to facilitate their personal mission alignment (Hirt, 2006). This current generation of young professionals is seeking a balance of meaning making and stability in their work. Institutions that not only promote these values, but demonstrate them in practice will be most successful in attracting top talent.

In addition to knowledge of traditional theoretical frameworks which develop understanding of student diversity, graduate preparation curricula should integrate soft and hard skills that are needed to be successful in the field. Hard skills include systems thinking, strategic planning and budgeting, assessment and evaluation, which inform a broader understanding of institutions as complex and dynamic organizations. Soft skills include navigating higher education politics and crisis, engaging effectively in campus collaboration, and becoming an effective supervisor.

Effective supervision is consistently identified both as a factor in staff retention and as something in which one is rarely formally trained.  Given these opposing notions, graduate programs should critically evaluate curriculum to ensure supervision is consistently interrogated in the classroom and through reflection on supervised experiences. Theory to practice pedagogy should inform understanding of supervision as much as it is emphasized in understanding student development. Faculty should collaborate with graduate assistant and internship supervisors to ensure proper supervision has been defined and is consistently operationalized through supervised practice experiences. These direct supervisory experiences in graduate programs are often where supervision is first learned (Holmes, 2014). Graduate assistant and internship supervisors should understand their critical role in shaping supervisory practice for the field, identifying the development of supervision skills as a standard learning outcome across all experiences, as it is the foundation of one’s professional experience.

The Role of Supervisors

Supervisors of new professionals are undoubtedly one of the most important variables in the successful transition and retention of new professionals. The challenge in our traditional hierarchy of career development and advancement is that those supervising new professionals generally have the least amount of supervision experience. Therefore, we should be intentionally invested in the development of supervisory skills beyond graduate preparation and into the first few years of professional experience. Supervisors of new professionals should consider their own training and preparation for effective supervision and prioritize this responsibility. Supervision is a skill that evolves based on scope, responsibilities, and level of supervision. Therefore, a new professional who supervised resident assistants in graduate school may need additional guidance in transitioning to the supervision of graduate students or full-time staff.

Intentional, effective, and inclusive supervision will look different at various levels, but it is still necessary at all levels (Wilson et al., 2020). Inclusive supervision and understanding the unique needs of each supervisee should mirror how we interact and work with students. In this way, supervisors who emphasize holistic development of their staff are modeling principles of inclusive supervision, which may further facilitate the development of a safe space where new professionals feel their voice is value and their individuality is acknowledged (Wilson et al., 2020). Supervisors uniquely shape the environment and experience for new professionals.

Hiring and Onboarding

Supervisors of new professionals should be equally intentional about their role as a hiring manager, and create the type of job search process, onboarding, and training for their new supervisees, that they needed or wish they had been given. In an effort to conduct a successful search, supervisors should be transparent and clearly articulate to potential candidates the institutional mission, position responsibilities, office culture, work flexibility, compensation package and benefits, as well as your expectations/style of supervision. This involves sharing opportunities for professional development and growth within the organization and the broader community to allow candidates to see themselves connecting, developing, and advancing within both.

The notion that geographic mobility is needed for advancement is a widely held belief in the profession and is often reinforced through socialization practices (i.e. career advice, graduate school preparation, national job placement conferences). These norms may be limiting to women and people of color, who may be geographically bound based on personal situations and personal values (Kodama et al., 2021; Rhoades et al., 2008). Career advancement and development should be intentionally discussed apart from “moving out and up” as a way of engaging new professionals in meaningful work and reinforcing a commitment to their professional identity (Kodama et al., 2021; Wilson, et al., 2016). Facilitating a successful search is predicated on one’s ability to recruit a diverse pool of candidates and hiring someone who can be their best self within your department. Helping candidates see their potential for success and growth through a connection to the work, the surrounding community and the institution may ensure a successful search.

A successful search process can be quickly tainted by an ill planned onboarding process, particularly for new professionals. There is often an assumption that recent graduates should be equipped to navigate a new office transition with little guidance or support and that once you have the credentials of a graduate degree, your professional preparation and training also ceases. However, never has this been more untrue. The pandemic and the lack of engagement in official office settings has created disparity in experience that has not only challenged traditional knowledge of office culture and basic practice, but has also created some resistance to traditional norms of office culture. We recommend the hiring supervisors create an onboarding schedule to assist new employees with the transition to their role, the office, and the institution. Onboarding begins at the time an offer is made and extends through a new professional’s transition. This does not occur in a morning, a day or a week. Onboarding should involve regular, ongoing feedback about job performance and opportunities for growth, emphasizing the requisite coaching and mentoring involved in supervising new professionals (Green & Davis, 2021).

During the onboarding phase, supervisors should intentionally connect new staff with campus partners and facilitate their understanding of the history of the institution, campus governance and campus culture. Conversations about culture should help new professionals navigate professionalism within that space. How is it defined?

New student affairs professionals post-COVID are looking for professional environments not only where there is greater flexibility in when and where work happens, but they are also looking to deconstruct traditional professional boundaries and notions of professional dress in an effort to facilitate greater authenticity in the workplace (Diaz et al., 2021). Largely, emerging professionals are looking for campus environments where they can show up to work as their authentic selves and feel a sense of belonging and appreciation (Reece et al., 2021). First impressions about authenticity and sense of belonging are quickly formed in the job search process and continue to develop through one’s onboarding. Perez and Haley (2021) refer to this time with new professionals as re-socialization, which can be positively and negatively shaped by supervisor practice, leading new professionals to re-evaluate their commitment to a job and the field.

The Role of Senior Leaders

Finally, as staff advance in their careers and take on greater supervision responsibility, they should reflect on whether they are curators of established culture or co-creators of a new emerging culture. Do they seek to preserve what once was or do they seek to innovate, expand, and create? Senior leadership, role modeling and intentionality of practice is equally important in helping bridge this gap, enhance retention, and change the narrative about a career in student affairs. As individuals who are in positions of power in developing culture and creating expectations, senior leaders must be re-thinking their own leadership and professional practices to re-imagine and respond to a rapidly changing field.

Evaluate hiring practices, including intentional and unintentional messaging, and department culture. In what ways are new professionals invited to be part of co-creating a new culture of student affairs on campus? How are supervisors prepared to supervise new professionals? In what ways is professional development provided and are there pathways for advancement? Are senior leaders serving as an example of intentional and sustainable practice? Critical attention to the culture of student affairs work on campus is needed. How can senior leaders provide the support and recognition that is needed to ensure the success and sustainability of their staff? How can a culture of student affairs be developed  that centers wellbeing for staff, as well as students? And finally, how can senior leaders help staff create more meaning through their work?

Conclusion

As faculty, it is our responsibility to prepare graduate students for the new realities of a career in higher education and student affairs administration, serving as a bridge to the profession. We certainly have a unique view from the bridge and understand the concerns on both sides, which often leaves us feeling a lot like middle management…preparing front line staff and communicating expectations from the top. The tension between both sides has been growing and resistance to change on either side only serves to widen the gap and create greater instability in the profession.

Our call to action here is to open the door for conversation on your campus as you consider the state of the profession.

For faculty and professional preparation programs:

• How are you collaborating with your division of student affairs and supervisors to intentionally prepare this new generation of professionals?

For those supervising new professionals:

• How are you intentionally supporting new professionals through the transition from graduate school and developing positive supervisory relationships?
• What is happening at the individual, departmental, and divisional levels that may be perpetuating the negative discourse and the attrition of new professionals?
• Where might you lean a bit more toward the middle as it pertains to new professional concerns and their hopes for establishing a career in student affairs?

Through this reframe of dialogue, we hope to re-establish a career in student affairs as one of great significance and opportunity, restoring a collaborative commitment to transforming lives through higher education. Professional preparation and the success of new professionals is a keystone in the sustainability of the profession. We are at a critical juncture in our professional history, which requires a collective effort in building a strong and sturdy bridge from graduate preparation to successful new professional.

References

American College Personnel Association & National Association of Student Personnel Administrators. (2015). ACPA/NASPA professional competency areas for student affairs educators. Washington, DC: Authors.

ACPA (2022). Report on 21^st century employment in higher education. American College Personnel Association.

Ardoin, S., Crandall, R. E., & Shinn, J. (2019). Senior student affairs officers’ perspectives on professional preparation in student affairs programs. Journal of Student Affairs Research and Practice, 56(4), 379-393.

Chillakuri, B., & Mahanandia, R. (2018). Generation Z entering the workforce: The need for sustainable strategies in maximizing their talent. Human Resource Management International Digest, 26(4), 34-38. doi:https://doi.org/10.1108/HRMID-01-2018-0006

De Clercq, D., & Belausteguigoitia, I. (2020). Disappointed but still dedicated: when and why career dissatisfied employees might still go beyond the call of duty. Personnel Review.

Díaz, H., Wilson, A. & Brown, L. (2021). Reconstructing professionalism post-COVID: New professional’s hope for the future of student affairs. 18(4). ACPA Developments.

Green, M. V., & Davis, T. J. (2021). A student affairs imperative: Articulating and mitigating supervisory tensions. New Directions for Student Services, 2021, 41– 51. https://doi.org/10.1002/ss.20395

Harter, J. (2022, September 6). Is quiet quitting real? Gallup. https://www.gallup.com/workplace/398306/quiet-quitting-real.aspx

Hirt, J. B. (2006). Where you work matters: Student affairs administration at different types of institutions. University Press of America.

Holmes, A. C. (2014). Experiences of supervision skill development among new professionals in student affairs (Doctoral dissertation, Iowa State University).

Kodama, C. M., Narui, M., & Walterbusch, T. (2021). “Just over here floating around”: Geographically bound professionals in student affairs. Journal of Student Affairs Research and Practice, 58(5), 532-545.

NASPA (2022). The compass report: Charting the future of student affairs. NASPA Student Affairs Administrators in Higher Education. https://naspa.org/about/future-of-student-affairs-report/the-compass-report-charting-the-future-of-student-affairs

Reece, B. J., DeVore, E. N., Porcaro, G., & Tran, V. T. (2021). From fit to belonging: New dialogues on the student affairs job search In Reece, B. J., DeVore, E. N., Porcaro, G., & Tran, V. T. (Eds.). Debunking the myth of job fit in higher education and student affairs. (pp. 1 – 18) Stylus Publishing, LLC.

Rhoades, G., Kiyama, J. M., McCormick, R., & Quiroz, M. (2008). Local cosmopolitans and cosmopolitan locals: New models of professionals in the academy. The review of higher education, 31(2), 209-235.

Schor, Juliet B., Wen Fan, Orla Kelly, Guolin Gu, Tatiana Bezdenezhnykh, Niamh Bridson-Hubbard, 2022, “The Four Day Week: Assessing Global Trials of Reduced Work Time with No Reduction in Pay,” Four Day Week Global, Auckland, NZ.

The Center for Generational Kinetics. (2022). Gen Z as employees and workforce trendsetters: Understanding, recruiting, retaining, and developing Gen Z at work. The Center for Generational Kinetics. https://genhq.com/generation-z-workforce-research-2021-2022/

Wilson, A. B., McCallum, C. M., & Shupp, M. R. (2020). Inclusive supervision in student affairs: A model for professional practice. Routledge.

Wilson, M.E., Liddell, D.L., Hirschy, A.S., & Pasquesi, K. (2016). Professional identity, career commitment, and career entrenchment of midlevel student affairs professionals. Journal of College Student Development, 57(5), 557-572. doi:10.1353/csd.2016.0059.

Author Biographies

Mark Harrington (he/him/his) is a faculty-administrator at Canisius University where he serves as Assistant Professor and Director of the Higher Education and Student Affairs Administration program as well as AVP for Student Success. Prior to his current appointment in 2018, Mark served as a higher education and student affairs practitioner for 10 years.

Amy Wilson (she/her/hers) is an Associate Professor and current Chair of the Higher Education Administration department at SUNY Buffalo State University. Amy has served in a faculty role for 10 years and previously as a practitioner in the areas of student leadership, student engagement, and residence life.

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

When choosing a graduate school to further your education, there are many factors as to why you end up where you are. Some of us choose programs due to financial aid provided, such as scholarships, stipends, and tuition remission. Others put the curriculum at the forefront of their decision and whether the classes will be useful in our future careers. It is also not too far-fetched to see people pick programs for the tangibles, like the school or program reputation, the cost, and the ability to put Master’s of Higher Education after our names on our business cards.

However, what if the decision process was centered around the “intangibles,” the experiences and potential relationships you could make in your grad school journey? It makes sense that we would value our relationships across campus in a field like higher education, where we continuously interact with campus students, staff, and faculty. Do we really value how much these relationships change our perspectives and inform our work in graduate school?

As new professionals, we – the authors of this article – find ourselves referencing the intangible elements of the relationships we made in graduate school as the most influential factors in our personal and professional development. Although we appreciate the theoretical frameworks we learned in class, we attribute much of our professional advancement, self-growth, and practical and philosophical approaches to our student affairs work to the people we have met along our graduate education journey. These articles will examine multiple anecdotes, covering how our different relationships affected our graduate journey and translated into our careers as new professionals. We will specifically examine our relationships with our cohort, the graduate school experience, and our support systems – how we built these, how they evolved, things we lost along the way, and things we maintained 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. This is the first article in a three-part series exploring our relationship with ourselves during the graduate school experience. We will begin by sharing our own personal anecdotes and then conclude with prompts to guide your own reflections. Articles two and three will focus on the relationship with the graduate school experience in total and then our support systems.

Gabi

I had considered myself as someone with a generally good understanding of who I am, yet it took only two years for me to realize how little I knew. Now in a professional role, where I have greater skill in self-reflection, I have noticed how the tools and knowledge I gained through the master’s program in higher education helped me succeed well past what I had expected; primarily due to the relationships, classes, and opportunities we experienced as a cohort, which helped me reckon with my true sense of self.

My self-perception is the most consequential area of growth for me following graduate school, which was significantly expanded by learning about Kristen Renn’s theory on multiracial identity within our student development theory course (Renn, 2008). While my father is Mexican and my mother is White, I tended to avoid talking about my racial identity. Prior to my time as a graduate student, I would frequently hesitate to identify myself as Mexican in any space – those deemed “safe” among friends or otherwise.

Since I was a child, my appearance would often speak for me, as my dark curly hair and tan skin would often lead those of similar backgrounds to approach me speaking Spanish. When I was unable to reciprocate, the wave of disappointment emanating from them led me to believe that this aspect of my identity was not one to be embraced but was instead to be ignored out of the tension that I was not “enough” to be part of the community. Anytime I ventured into majority White or majority Hispanic spaces, there was a heightened internal anxiety of what I would be perceived as, and it was always an unknown if I would meet the hidden expectations of others.

Graduate school was an immediate challenge to change my self-assumptions, as learning that multiracial identity development was a tangible and well-established idea gave me insight into what I had been feeling my entire life. Learning about this theory in class was the first time I had ever mentioned this complex identity in an academic setting, where I was additionally encouraged to discuss and bring this complexity fully into the conversation. It was a substantial benefit in this process to be surrounded by phenomenal peers who also share various intersecting identities, creating a truly brave space where my thoughts and feelings were immediately affirmed. In future courses, I was able to continue centering this salient identity through multiple research projects, with my final Outcomes II course project relating to multiracial student belonging.

While there were (and still are) times in these past few years where my identity has been intentionally or unintentionally invalidated by others, I was able to grow confident enough in who I am to be proud in self-identifying as multiracial in all areas of my life. This newfound conviction in my racial identity has led me to get involved in NASPA’s Transracial and Multiracial Knowledge Community (TAMKC) as a board member, which I could have never imagined even existed while I was an undergraduate student. In embracing my identity, I have grown more comfortable and honest throughout my life. I never expected higher education or student affairs as a field to guide me in the realization of who I am.

Josh

Graduate school was the most transformative period of my life, profoundly reshaping my relationship with myself. During the first semester, I encountered significant personal challenges: moving farther from my family than ever, ending a long-term romantic relationship, and navigating the financial strain of relocating to a new state. These experiences tested my resilience but marked the beginning of a new chapter where I took ownership of my goals and personal growth. The decisions I made during that time not only shaped my graduate experience but continue to influence me even after graduation

My graduate school journey was marked by challenges and triumphs, but one of the most transformative elements of this period was the people around me. My cohort, faculty, and co-workers played a pivotal role in shaping my self-perception and helping me feel deserving of my place in graduate school. As a first-generation college student, I often grappled with imposter phenomenon. However, the encouragement of those around me and meaningful conversations with peers, faculty, and staff gave me the inspiration and support I needed to embrace my worthiness—a theme I will explore further in the support-system article.

During graduate school, one area I struggled with was maintaining my physical health and well-being. While I occasionally incorporated physical activity into my routine, an overpacked schedule often left little time for exercise or outdoor activities. This was especially evident in my final year, as I juggled numerous commitments and projects. These challenges motivated me to prioritize my health after graduation, and I now strive to include some form of physical activity or exercise in my daily routine. This shift has significantly improved my overall well-being, though I recognize there is still room for growth.

I also realized the importance of accepting where I was in my personal and professional growth, focusing on my own journey rather than comparing myself to others. In higher education and graduate school, it is easy to fall into the trap of comparison—especially when peers achieve remarkable milestones, receive accolades, and advance in their careers. Recognizing this challenge during graduate school was invaluable, as it prepared me for similar experiences in my professional life, where self-doubt can easily arise. Embracing this mindset has been crucial for my growth and resilience as a new professional.

Martin

Before diving into my reflections on my journey through grad school, it is important to provide some context about who I am and where I come from. I am a first-generation Mexican American, and an oldest sibling who was born and raised in Southern California. I moved across the country to Tallahassee, Florida for graduate school, and the experience was both exciting and overwhelming. Leaving home meant stepping into a completely new environment. This type of experience is not one where you move and familiarize yourself with a new area. It was familiarizing myself with new culture, new people, new weather, and almost any other form of change you can think of and with that came the inevitable culture shock.

At first, I thought that moving to a place so different from my home would take away from the things I hold dear—my Mexican culture, my community, and my sense of self. I was the only man of color in my cohort and the only person of color in my work environment which sometimes felt isolating. It made things difficult when participating in group projects, looking for mentors, or even creating relationships. There were times when peers would say things in class and they would go right over my head because I simply could not relate and vice versa. However, considering my background and hometown I was definitely outnumbered. At first, I saw this as a barrier that was holding me back from my full potential in grad school. Then I looked at these challenges as opportunities to break these barriers and educate others and show my perspectives on different aspects of Higher Education and life in general.

Everywhere I looked I could see the difference and how that challenged my identities as a Mexican American. Picture this, imagine walking into a grocery store and you see colorful piñatas and the sounds of Vicente Fernandez as you grab your groceries and when you check out the cashier talks to you in Spanish. In Tallahassee, my Mexican grocery stores turned into Southern English, Taylor Swift, and Publix. I never knew how much I appreciated those aspects of myself until I came to Tallahassee and my identity felt threatened. It was almost like I was in this constant battle of culture.

On the West Coast, I had a community, but in the South it was different. For the first time in my life I received comments from people who – in the nicest way that I can put it – showed a lack of understanding or respect of my identity and culture. Instead of being infuriated, it made me fall deeper in love with myself and gave me the clarity I needed for my future. Ironically, I felt a bit guilty. Of all the people in my community, why am I the one who gets the opportunity to go and get a graduate degree? This sparked a passion in serving underrepresented students because the way that my sense of self was challenged by leaving home, I know there are more students out there who are going through similar situations of imposter phenomenon.

Savanna

For much of my life, I wrestled with the challenge of understanding my true sense of self, often feeling adrift and uncertain about my identity. I could describe the things that made me happy or the activities I enjoyed, but when it came to understanding who I was at my core, I felt lost. However, my time in graduate school became a transformative chapter—one that set me on a path of self-discovery. Through academic and professional challenges, moments of reflection, and countless new experiences, I began to uncover pieces of who I am while finding a sense of comfort in embracing uncertainty.

I am the first person in my immediate family to pursue and obtain a bachelor’s degree and the first in my extended family to pursue and earn a master’s degree. One of the aspects of my identity that I am most proud of is being a first-generation student. However, this sense of pride did not truly become a part of me until my first semester at Florida State University. I distinctly remember sitting in my History of Higher Education class one evening as we discussed what it meant to be a first-generation student. My professor explained it simply: “If your parents or guardians did not earn a four-year bachelor’s degree, you are first generation.” In that moment, it clicked—this was who I was. Looking back, it seems obvious, but at that time, it was a life-changing realization.

I am adaptable. Even if it takes time, I can make the most out of any situation. I never would have thought to use that word to describe myself, but looking back, it is true. I remember during my first month living in Tallahassee, I would sit in my apartment feeling so alone, like I did not belong, and questioning if I had made the right decision. One evening, I called my mom and opened up to her about how I was feeling—something that has always been difficult for me. She listened to everything I said and then replied, “I know it may feel like that now, but you are the most adaptable person I know. You’ll figure things out.” At the time, I shrugged off her words and continued to sulk. But as time went on, I realized she was right.

I am service-oriented. Throughout my life, I have been engaged in service in one form or another. I was a Girl Scout, graduated high school with the most logged community service hours in my class, and became a brother of Kappa Kappa Psi, a service-based fraternity for college and university band members. Helping people is what fuels me—it is central to who I am and what I do. I chose this career field because it allows me to impact on students’ lives. Even if that impact is small, it inspires me to keep pushing forward. All of those activities mentioned before are what put me on this path of service, but graduate school solidified my need to serve others in a professional capacity.

When I first moved to Berkeley, I felt the same way I did when I moved to Tallahassee two years ago—alone, like I did not belong, and filled with doubt and uncertainty. But as I sat with those feelings, I thought back to that time and how much I ultimately grew and thrived there. It is okay to feel uncertain now because I know I will figure things out again. These experiences are what define my current sense of self.

Sydney

My relationship with myself has been one of the most complex relationships I have maintained over the years. As a black woman who grew up in a small town, white suburban environment, you can imagine the inner turmoil and work I had to put in to love myself. I instinctively refer to William Cross’ Black Identity Development Model (1971) as I was a textbook definition of this model in terms of how my identity developed. I wanted to fit in a society that was not made for me, constantly changing aspects of myself such as my hair, speech, dress, and body. I hid myself by being quiet, obedient, and agreeable to be likable, not knowing a different world outside of a small town.

When I went to college away from home, I started experimenting with myself and discovering what it meant to be me. I thought about reinventing myself, changing my hair, joining organizations I would have never joined, learning more about what it meant to be black, and speaking up about my feelings. All of a sudden, I wanted to challenge the norms and advocate for what is right from wrong. By the end of undergrad, I was sure I knew who I was. I was completely different from who I was when I came in. I was no longer shy, a proud black woman, and a leader on campus.  I did not think anything could shake my self-confidence, and my relationship with myself was probably the healthiest it had ever been. I could not even fathom how much graduate school would challenge this confidence and relationship.

With any type of relationship, platonic or romantic, you go through ebbs and flows of positivity and health and toxicity and challenge. Entering graduate school, I was on my “high horse.” I was working in my top choice for a graduate assistantship, and my fellow staff members were everything I could have imagined when it came to fun and support. School, on the other hand, became my first challenge.

We had to read up to 50 pages daily for each class on top of work. I remember we received our first pop quiz, and I had to turn it in blank because I did not know any answers. As someone who has always done well in academics, I was devastated and disappointed that I could not keep up. Being academically driven was a part of my identity then, and I lost it after one quiz in the first semester. Other aspects of that relationship with myself that I tried hard to build up in undergrad started to disappear. Although some aspects of my self-relationship started to disappear, others were reinforced. I felt more comfortable speaking up in class, challenging thoughts, connecting with cohort-mates, and being prideful of the work I did in my graduate assistantship.

As my relationship with myself slowly changed, I experienced a significant event in my graduate school experience and professional career. My graduate assistantship was changing as every staff member received new opportunities to leave our office. Our professors do not lie when they tell us that higher education is filled with constantly transitioning roles.

On top of losing a significant support system, my new supervision and office environment was a more significant challenge. We do not talk enough about what to do if you have a difficult supervisor, especially as a graduate student. You are to be respectful as they are the professionals, and you are a student, not trying to burn bridges in your future career. However, you want to prove your knowledge and worth as an aspiring professional about to graduate.

When I started to experience ongoing microaggressions and was undervalued at work, I changed myself, inevitably negatively affecting my self-perception. As I went on, my work, identity and integrity was continuously disrespected; I had not realized how much I had changed. I returned to being quiet and obedient, forgetting about the girl in undergrad who stood up to intolerant behavior. Peers and staff started pointing out that I looked and sounded different. It took others to point out how my relationship with myself has deteriorated. From that day, I promised myself not to let anyone or anything influence my relationship with myself again. I eventually had the courage to leave that situation, but I am most proud that I left advocating for myself until the end. Even as a graduate student, I deserved better for my personal and professional growth.

Looking back, I am still reeling from how my relationship with myself was challenged through graduate school. Honestly, that relationship has been shaken, and I am still rebuilding  my self-confidence and the self-love I experienced in the past. However, I needed this experience to prepare me for the full-time role. The experience has shown me what can positively and negatively affect my self-perception. These challenges have also shown me how to be intentional when finding people and places that can help grow my relationship. In some ways I am appreciative of this experience. It makes me okay with putting myself and my values first, no matter my experience or the challenge. The relationship with yourself is so important as it is the one relationship you have had since birth and will continue to have until death. It is important to cultivate it and not let outside factors affect it as if it were a relationship with another person.

Venus

Balancing personal identity with professional goals in graduate school has been a journey of intentionality and growth. While my professional ambitions are a significant part of who I am, they do not define me entirely. I have learned to set clear boundaries between work and personal life, ensuring that I carve out time for activities that bring me joy, like playing with the Marching Chiefs, reading, or spending time with my cats. These moments remind me of the passions and relationships that make up my full self, grounding me as I navigate academic and professional demands.

One of the most challenging moments in my graduate journey came during my first semester when my theory professor failed my final. It shook my confidence and made me question my capabilities in writing and whether I truly belonged in this field. Fortunately, I had a strong support system, including my friend Savanna and my advising faculty, who helped me process and reframe the experience. Fighting the grade, even though it did not change, was a turning point. I came to understand that doing my best is what matters most and that a single grade does not define my worth or potential. This experience taught me resilience and helped me handle self-doubt by focusing on my growth rather than any one outcome.

Through it all, I have found immense pride in balancing the demands of grad school with an assistantship, a part-time job, and involvement in student organizations. My time management skills have grown to wizard-level efficiency, allowing me to manage these responsibilities while still making room for self-care. I have come to understand that sometimes work is just work, and giving myself permission to step back has been key to maintaining my well-being.

The foundation I built during my master’s program has been a cornerstone of my success in my doctoral studies. It not only gave me a solid understanding of higher education but also connected me to an incredible network of mentors and peers. I know these relationships will continue to support me in the future, offering collaboration, advice, and inspiration for years to come. Looking ahead, I want to carry forward these habits and perspectives, prioritizing self-care, staying connected to my support network, and embracing the balance between my personal and professional selves. Graduate school has shaped me in profound ways, and I am confident that these lessons will guide me long after I leave academia.

Conclusion and Looking Ahead

As you can see from the stories above, we have a dynamic range of experiences that have affected our relationship with ourselves during graduate school. You might recognize similar experiences you have had as a graduate student, see common successes or challenges that you have seen in the graduate students you teach or advise, or gain insight into what your own self-relationship journey might look like in graduate school.

Our relationships have continued because of our shared experiences during graduate school. In one way or another, one of the best ways that we could navigate the two years in the program was through each other. In this post-graduation life, there are still commonalities that we are experiencing and can obtain support, motivation, and inspiration on.

As you plan, undertake, and/or reflect on your journey, we offer the following prompts: How has your relationship with yourself changed over your time in grad school? What significant events in graduate school affect your personal and professional development journey? How has your perception of self-changed positively, and/or how has your perception of self been challenged?

In the next two articles, we will move toward the relationships we developed and found impactful during the graduate school experience and at Florida State University. Then, we will share how the relationships with our support systems might have been maintained, sustained, changed, or strengthened.

References 

Renn, K. A. (2008). Research on biracial and multiracial identity development: Overview and synthesis. New Directions for Student Services, 2008(123). 

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.

Dear ACPA Members, Colleagues, and Friends,

We hope you are each doing as well as possible given the challenges we face in higher education, in our student-facing roles, and in our personal lives. It is a good thing none of us chose this work because we expected it to be easy. That said, we may not have expected it to be as difficult as it is today. Thank you to each of you for your persistence and care.

This issue of Developments is filled with messages of hope to keep moving forward as best we can. It opens with the vision and goals of ACPA President Jonathan A. McElderry based on his Presidential Address in Long Beach a few weeks ago followed up by ACPA’s report from the Annual Business Meeting by Executive Director Chris Moody. These pieces serve to celebrate what we have achieved and inspire us as move forward in our work.

In addition, we have articles about graduate student experiences, the role of place-based identity in our work, navigating the doctoral experience while working full-time, and finally a piece on walkability. In short, we have articles about where we are headed and how to help one another get from one place to another. This issue represents where we have been, where we are headed, and how we can help one another get there.

As you embark on the ride ahead of us (and it will be some kind of ride, for sure), we hope that these articles give you direction, encouragement, and help you get where you are headed as you help those around you.

Take care,

The Developments Editorial Team

Michelle Boettcher
Samantha Babb
Mary Dueñas
Ricardo Montelongo

Dear ACPA members,

It feels quite unusual to be writing this submission for ACPA’s Developments publication for the month of March and to have the ACPA Annual Convention already concluded, but here we are!  To be honest, it was a gift for the ACPA Annual Convention to occur earlier in 2025 than usual because our community needed time and space together after what many have experienced as an ongoing series of attacks at our purposes, our identities, our humanity, and our livelihood this year. For those who were not able to be with us in Long Beach for the ACPA25 Convention, I hope you have also taken the important time of attending to your health, safety, wellness, and well-being. This year’s convention theme, “Take a Breath, and Begin Again” is likely going to be a centralizing mantra for many of us for the unforeseeable future.

In one issue of Developments per year, I provide a record of the business transacted by the Association as required by the ACPA Standard Operating Procedures. We shared highlights of the past year at the ACPA25 Convention Annual Business Meeting, yet we know that some of our members may not have been able to be present with us for those updates. Following each Annual Convention seems like an appropriate time to provide this briefing as ACPA members typically think about their professional involvement and connection from convention to convention each year. It is my honor to offer this reflection on ACPA’s most recent year as a summary of the business actions and decisions taken by ACPA governance and International Office for the period between the 2024 Annual Convention in Chicago through the ACPA25 Annual Convention in Long Beach, held 16-19 February 2025.

March 2024

• The 2024 Annual Convention was held March 18-21 in Chicago, Illinois, and welcomed 2,276 attendees. The city of Chicago was a significant place for hosting this Centennial Celebration as it was the place where ACPA’s founders met for the first time 100 years ago in 1924, and where the Association held this event for the 25^th and 50^th There were no Bylaws proposals introduced at the 2024 Annual Business Meeting in Chicago.
• The conclusion of the 2024 Annual Business Meeting on March 20 marked the implementation of the first phase of a new governance model, transitioning from the previous Governing Board to the ACPA Leadership Council. The staggered approach to introducing the new governance structure was divided into two phases with the full model now in place as of February 2025.The new Leadership Council structure intends to respond to the evolving ways in which the Association attends to making volunteer leadership more attainable, sustainable, and innovative.
• While at the 2024 Annual Convention, the final set of proposals from the Future Conventions Task Force was accepted with the intention of implementing a 3-day annual convention structure beginning in 2029. In addition, governance leaders also approved a revision to the Standard Operating Procedures related to the nominations and elections process and timeline to respond to the shortened time available to new leader selection between the 2024 and 2025 Annual Conventions.
• The ACPA International Office launched the membership loyalty campaign, recognizing nearly 2,100 members who have been members for 5+ years.

April 2024

• In the April Leadership Council meeting, LaTecia Yarbrough was appointed to complete the remaining one-year term for a Member-at-Large position vacancy.
• Vice President of Equity & Inclusion, Jasmine Lee, provided the annual summary of bias incident reports received to the Leadership Council, which included only 1 submission between the 2023 and 2024 Conventions related to convention hotel accessibility concerns.
• A revised budget and proposed registration rate and policy changes for the 2025 Annual Convention in Long Beach and the 2026 Annual Convention in Baltimore were presented to and approved by the Administrative Council during the April meeting.

May 2024

• The new governance structure and policies suggest an every-other-month meeting schedule for Leadership Council meetings, so the full Leadership Council did not convene in May. Leadership Council meetings were also not held in July 2024, September 2024, or December 2024.
• The Administrative Council approved a restated budget for fiscal year 2024, proposed changes to the Annual Convention guest rates and policies, and a 3-year joint membership incentive campaign with the Caribbean Tertiary Level Personnel Association (CTLPA) during their May meeting.
• Based on a proposal from CTLPA leaders, the Administrative Council also approved discounted rate structures for most ACPA professional development events for attendees from outside of the United States for the following 3 years.

June 2024

• Based on the May motion from the Administrative Council, the full Leadership Council voted to approve the proposed fiscal year 2024 Association Budget restatement, setting new revenue and expense goals for the calendar year.
• During late 2023-early 2024, the Association hired EdPros to conduct a disability accessibility audit of ACPA’s programmatic and digital activities. A summary of recommendations and future actions was accepted by the Leadership Council for implementation during the June meeting.
• The Leadership Council tasked the Vice President for Membership, Gudrun Nyunt, with creating a task force to consider how the Association might further recruit and engage graduate students in the future.
• All Association volunteer and staff leaders participated in a mid-year virtual All-Leadership Summit on 21 June. Over 100 leaders joined for this opportunity to dive deeper into Association planning and strategy.

July 2024

• In July, the Administrative Council approved expanded eligibility criteria for registrations for the 2024 Paul Shang Aspiring Executive Officers Institute connected to the rebranding of this professional development experience to individuals beyond traditional student affairs/services functions.
• During this month, the Administrative Council initiated numerous contractual, financial, and legal discussions that are reported below as they were actualized in later months.

August 2024

• Aja Holmes was selected and announced as the chair of the 2026 Annual Convention to occur in Baltimore, Maryland (31 March – 2 April 2026).
• A resource frequently utilized by volunteer leaders, the ACPA Leadership Manual, was approved to be renamed as the ACPA Entity Leadership Manual, to focus the intention of the resources contained in this document.
• The Leadership Council approved a number of Standard Operating Procedures changes proposed by the Bylaws & Policies Council, including: authorizing the Volunteer Training & Development Council to make future changes to the ACPA Entity Leadership Manual, relocating the Association Alcohol Policy into the Standard Operating Procedures, and enacting the policy of requiring Internal ACPA Chapters to no longer maintain external bank accounts, and various policy changes related to ACPA publications.
• The Administrative Council approved the fiscal year 2023 tax documents 990 and 990-T as prepared by Petrella Phillips, LLC certified public accountants.
• The 2024 Leadership Council elections were held to identify leaders to begin their terms in governance leadership in 2025. Elections for member voting were held earlier this year than usual, given the early dates of the 2025 Annual Convention.

September 2024

• The Administrative Council approved the proposal to present to the Leadership Council for the 2025 fiscal year Association budget.

October 2024

• Activities connected to celebrating ACPA’s 100^th Anniversary Year concluded on October 21, the annual “ACPA Day,” with a dinner event in Washington, D.C.
• The 2020-2024 Association Strategic Plan was timed to conclude with the anniversary celebrations, and highlights from this plan were shared with members via weekly email from late October through December 2024. This plan focused on five core pillars guiding Association strategy and efforts since 2020: Celebrating 100 Years of ACPA, Attending to Our Current and Future Membership, the Generation and Sharing of Transformative Educational Experiences, Maintaining and Increasing Our Strengths in Research & Scholarship, and Association Leadership and Presence.
• The Leadership Council approved the fiscal year 2025 Association budget as proposed by the Administrative Council.
• As part of the 2024 Nominations & Elections Process the Leadership Council made the following appointments for the 2025-2026 governance year: Nicole Whitner as Nominations & Elections Chair, Nicholas Lamar Wright as Racial Justice Strategies Chair, Zak Foste as Research & Scholarship Chair, and Mike Kutnak as Universal Design Strategies Chair.
• A partnership agreement with the Consortium of Higher Education LGBT Resource Professionals was signed in October, creating programmatic opportunities for both organizations connected to the 2025 and 2026 Annual Conventions.
• The Administrative Council offered, negotiated, and completed a contract extension to Chris Moody as ACPA Executive Director through December 2031.
• 2024-2025 ACPA President Rachel Aho collaborated with the ASHE President Jeni Hart in hosting the 2024 ACPA/ASHE Presidential Symposium on the topic, “Backward and Forward: Reflection, Action, and Inspiration for Scholarship and Praxis,” during which we hosted a panel of thoughtful leaders in discussing individual and collective perspectives on free speech, activism, anti-DEI legislation, and career sustainability.
• In October and November 2024, ACPA offered six virtual Community Conversation events for ACPA members to spend time preparing for and processing the 2024 US Presidential Elections.

November 2024

• In the November meeting, the Leadership Council received an update and provided feedback to the Task Force working on proposed revisions to the ACPA/NASPA Professional Competencies for Student Affairs Educators.
• The Leadership Council approved three additions to the Standard Operating Procedures: 1) Documenting the intentions for a future schedule of Association financial audits, 2) adding and updating the Volunteer Travel and Reimbursement Policy to the SOPs, and 3) outlining the circumstances for when the Association should initiate discussions to consider relocating a future Annual Convention site already under contract(s).
• Following several years of increasing collaboration, a partnership agreement with the National Association of College Auxiliary Services (NACAS) and the Society for College and University Planning (SCUP) was fully executed in October, committing all three organizations to financial, personnel, and logistics support for the following 3 years.
• The Administrative Council approved changes to the Professional Development Event Registration and Cancellation Policy to take effect with the opening of registration for the ACPA26 Annual Convention in Baltimore.

December 2024

• The Administrative Council reviewed and approved changes to the ACPA Personnel Policy Manual, the resource articulating employment policies for the ACPA International Office staff.

January 2025

• In January, it was announced to the membership that the 2029 Annual Convention will take place in Indianapolis, Indiana and the 2030 Annual Convention will be hosted in Anaheim/Disneyland, California. These annual gatherings will occur after the 2026 convention in Baltimore, Maryland, the 2027 convention in Toronto, Ontario, Canada, and the 2028 convention in Atlanta, Georgia.
• The open call for volunteers for general members to join the 2025-2026 Working Councils and Task Forces of the Leadership Council was distributed and appointments to the various groups were made.
• A multi-year partnership agreement with the Canadian Association of College and University Student Services (CACUSS) was signed in January, creating membership and conference opportunities for both organizations in advance of ACPA’s 2027 Annual Convention in Toronto.
• The Leadership Council approved updates to the Standard Operating Procedures to incorporate new positions and structures related to the second and full implementation of the new governance model. The new SOPs were approved to take effect on 18 February 2025 at the conclusion of the 2025 Annual Business Meeting.
• The Administrative Council approved proposed updates to the ACPA Accounting Procedures Manual, the document articulating financial and accounting policies and procedures for the work of the ACPA International Office staff.

February 2025

• The 2024-2025 and 2025-2026 Leadership Councils met in-person in Long Beach, California in advance of the 2025 Annual Convention. In addition to strategy sessions regarding some of the issues and concerns facing higher education and the Association, the Leadership Council accepted the report from the Labor Acknowledgements Task Force following nearly two years of work on these recommendations. 2025-2026 ACPA President Jonathan A. McElderry was charged by the Leadership Council with appointing a task force to implement various components of the report.
• The 2025 Annual Business Meeting of members was held on Tuesday, 18 February 2025 at the Long Beach Convention Center. Those in attendance represented a quorum of the membership, as defined in the ACPA Bylaws. A video honoring the memorial, retirement, and anniversary resolutions to be recognized at this Convention was displayed, and the resolution was presented to and approved by the membership.

Not specific to any month, Vice President for Volunteer Leadership Amanda Mollet shared during the 2025 Annual Business Meeting that the previous year was particularly strong for the 52 ACPA entity groups, providing connection and spaces of tremendous meaning, growth, and community within the Association. ACPA’s entity groups are led by more than 400 volunteer leaders who hosted 65 professional development events, which engaged nearly 2,000 participants across the previous year. All this activity is in addition to the numerous Institutes, webinars, and other special events organized by both volunteer and staff leaders throughout 2024 and early 2025. Congratulations on a tremendous year to all who were involved in leading, supporting, or attending to these amazing contributions!

The past year in ACPA will be one that lives on in history as we celebrated the Association’s 100^th Anniversary. Despite the chaos and disruption facing higher education at the start of 2025, I invite you to join me in balancing the fears and anxieties with the moral optimism that we have been through tough times before and will emerge stronger. Turning 100 means we have a century of knowledge, wisdom, scholarship, and progress that supports us and propels us forward.

Questions or feedback on any of these decisions or updates may be sent to cmoody@acpa.nche.edu. A summary of the highlights from 2025 since the ACPA25 Convention will be shared at the 2026 Annual Business Meeting in Baltimore, Maryland on 1 April 2026, and I hope you will join us there as we become more anchored, grounded in our roots, true to our core values, and unwavering in our purpose.

ACPA 2026 Annual Convention
30 March – April 2 2026
Baltimore, Maryland
Be More Anchored

delivered on Tuesday, February 18, 2025

I want to share my journey with you—how I found myself standing here as the 86th President of ACPA-College Student Educators International, an organization that has become my professional home for the past 15 years. So much of my life has been shaped by others who saw in me a potential I hadn’t yet recognized. As I reflect, I know deeply that I am my ancestors’ wildest dreams. My hope in sharing my story is that others will see themselves in this journey and know that they, too, are exactly where they need to be.

In many ways, my story represents a legacy of firsts. As Vice President Kamala Harris once said, “I may be the first, but I will not be the last.” I stand here not only as a reflection of my journey but as an example of what is possible for the next generation of leaders. My presidency is about creating space for those who will come after me, especially for people from historically marginalized backgrounds, and ensuring that they see themselves in positions of leadership.

To my lifetime friends, mentors, and support system—thank you. Your love, guidance, and belief in me have been the foundation of everything I have accomplished. Specifically, I want to thank Drs. Cameron Beatty and Jordan West, who introduced me during this presidential transition. Thank you for your endless love and support. I am better and stronger because of you both, and I couldn’t imagine this journey without you by my side.

My name is Jonathan Alan McElderry, and I use he/him pronouns. Born and raised in Richmond, Virginia, I owe everything to my family, particularly my mother, Darlene Colbert, and my nan, Betty Sue Smith. They have always modeled resilience, and their prayers and unwavering support have guided me every step of the way.

As a first-generation college student, I knew that higher education would be my path to a different future. George Mason University broadened my perspective and introduced me to the field of student affairs. The support I received from administrators not only helped me walk across the stage but also set me on the path that led me here today.

Throughout my journey, mentorship has played a pivotal role. As a first-generation scholar, I didn’t have a roadmap to follow, but I had mentors who guided me, introduced me to this association, and lifted my name in rooms where I wasn’t present. They encouraged me to ask the right questions and helped me see opportunities I hadn’t even considered. Their belief in me shaped how I lead today—with intentionality and a commitment to lifting others as I climb.

My career as a practitioner has been deeply rooted in identity center work and diversity, equity, and inclusion—long before it became both a popular and controversial topic. Through mentorship, advocacy, and programming, I have worked to enhance the experiences of minoritized students at historically white institutions. My work and leadership are deeply connected to my personal history and social identities. I understand firsthand the challenges that many students face, which is why I am so passionate about creating spaces where they feel seen, supported, and empowered.

One of the greatest rewards in this work is witnessing the growth of students. Watching them achieve life milestones—graduations, new ventures, job promotions—while reflecting on our shared experiences has been incredibly fulfilling. I often remind students that while they have learned from me, I have gained just as much from them. These interactions have made me a better practitioner, colleague, friend, brother, and mentor.

The significance of mentorship was made especially clear to me during one of the most personal moments of my career. As I prepared for my dissertation defense, several students asked to attend. Initially, I was hesitant, feeling vulnerable about sharing such a personal moment. But they insisted, saying they had been with me throughout the journey and wanted to support me. On the day of my defense, amid the protests at Mizzou, I walked into the room to find it filled with students who came to share that moment with me. It was a powerful reminder that representation matters. For many of them, I was the first person they had seen earn a terminal degree. That day wasn’t just about me; it was about what I represented to them.

Looking back, my involvement with ACPA has been a cornerstone of my personal and professional growth. I attended my first ACPA conference in 2010 in Boston. I remember feeling nervous, uncertain about what to wear or how the experience would unfold. Thankfully, I was accompanied by lifelong friends from undergrad, Drs. Chiquita Baylor and Cameron Harris, who had already found community in the space. By the end of that conference, I knew I had to come back because I felt at home.

Since then, I have been actively involved in ACPA, from serving in entity leadership roles in the Pan African Network (PAN) and the Coalition for Multicultural Affairs to serving on the Governing Board as Director of Equity and Inclusion. These experiences have deepened my commitment to equity and inclusion in higher education and have allowed me to form meaningful connections with colleagues across the country.

I can’t reflect on my journey with ACPA without acknowledging the profound impact of the Pan African Network. The people within PAN have influenced me both personally and professionally in ways that are immeasurable. My introduction to PAN began during an open business meeting, when Dr. Tracey Cameron, a past PAN Chair, leaned over and told me, “I went to Ohio University too.” From that moment, a beautiful mentorship and friendship began, launching my involvement in the association.

Over the past year, many people have asked if serving as association president was a goal of mine. The truth is it wasn’t. I had found my home in ACPA and, as time went on, I immersed myself in new opportunities, but the presidency wasn’t something I envisioned for myself initially. However, as my term as Director of Equity and Inclusion came to a close, the idea began to grow on me. After much reflection and conversations with mentors, I decided to apply, and the rest is history.

My leadership is guided by intentionality, by the belief that leadership is about service, not status. I aim to lead with vulnerability, reflection, and what I call “critical hope,” inspired by Past President Heather Shea’s 2023 address. This approach emphasizes hope and resilience in the face of challenges, particularly within the DEI landscape in higher education. I also believe deeply in the power of partnership and collaboration. Greatness is not achieved alone—it’s built through working with others.

As I look toward the future of ACPA, I am excited about the transformative work we will continue to lead. The challenges facing higher education are significant—from workforce sustainability and enrollment challenges to racial justice and supporting an increasingly diverse student body—but I am confident that ACPA will continue to be a leader in navigating these changes. One of my key priorities will be to position ACPA for the future by focusing on workforce sustainability, ensuring that those doing the work are well-supported, and that students thrive as a result.

The core question driving my work during my presidency is, How do we position ACPA for the future? While these operational goals are essential, I also want to highlight the heart of my presidency, which focuses on the theme of Mentoring with Purpose: Building Networks of Support in Higher Education. I’ll be sharing more about these presidential priorities in the next issue of Developments.

Finally, I want to encourage each of you to think about how you can mentor and support the next generation of leaders. Succession planning and legacy building are critical to our association’s continued success. I am proud to be part of the first all-Black Male Presidential Trio with incoming President-Elect Kelvin Rutledge and Past President Stephen John Quaye. Their leadership is part of the fabric of this association, and I am honored to be part of that legacy.

In closing, I want to thank everyone who has been part of my journey—my mentors, my friends, my colleagues. You have all shaped me into the leader I am today. As we move forward, I challenge each of you to lead with intentionality, to mentor with purpose, and to continue the work of creating a more just and inclusive higher education landscape. Together, we will build a legacy that lifts others and creates lasting change.

Thank you for trusting me with this responsibility. I look forward to serving as your 86th President.

Jonathan A. McElderry, Ph.D.

Dean of Student Inclusive Excellence & Assistant Professor, Elon University

President, ACPA – College Student Educators International