Category: Supervision-20.4

Abstract

Chance identifies as a cis Latinx male. He is a new professional at a large research institution working with TRIO, a college access and support program. Chance is new to the state and adjusted well during his first year out of graduate school. However, during the second year in his role Chance experienced a campus evacuation due to a bomb threat. Chance provided extra support to his mentees after the lockdown which stretched his emotional bandwidth. A few weeks after the lockdown two of Chance’s mentees passed away in a car accident. Chance began to struggle with his mental health due to the incidents which impacted his performance at work. Chance discussed his experiences with his supervisor and trusted colleagues but was still struggling with his mental health. Chance decided to talk to a mentor to help process how to move forward.

Keywords: Latinx, campus lockdown, student death, mental health, supervision, advocacy, mentorship

Primary Characters

Chance (he/him/his) is a 26 year old higher education professional who recently graduated with a B.S. in Business and a M.S. in Higher Education Administration. Chance is a cis Latinx male and is a first-generation college graduate.

Nyla (she/her/hers) is a Black cis woman in her 40s and has been at Valketta University for 10 years. Nyla worked in Housing & Residence Life before transitioning into TRIO. Nyla has two college aged sons who attend Valketta university.

Luna (they/them/theirs) is a 32 year old white, non-binary new professional. Luna has worked as the university’s Basic Needs Coordinator for four years. Luna met Chance during a division meeting and the pair instantly connected over their love for astrology and Taco Bell.

Marcella (she/they) is a Afro-Latinx cis woman in her late 40s. Marcella has worked in higher education for 15 years and met Chance at a conference three years ago. Marcella mentored Chance during his last year of undergrad and throughout graduate school. Marcella currently services as the Director of the Center for Inclusive Excellence at a university in New Mexico.

Context

Valketta University (VU) is a large public research university in Arizona. VU is located in the capital city of Phoenix and serves 40,000 undergraduate and graduate students. The campus community at VU is rooted in student activism and enrollment is increasing due to a recent change to allow nearby out-of-state students in-state tuition.

The Case  

Chance recently started a new position as the Student Support Services (SSS) Coordinator at Valketta University after completing his Higher Education Administration degree. As the SSS Coordinator Chance will oversee the tutoring program for TRIO students and coordinate leadership and mentorship programs. Chance was a first-generation college student who began his collegiate journey at community college before transferring to a nearby satellite campus to complete a Bachelor of Science in Business. He has a passion for serving historically marginalized communities and helping them achieve their goals. Additionally, Chance values student/staff mentorship because of the personal impact it had on his college experience.

During the first academic semester into the role, Chance was intentional about familiarizing himself with the campus and community since he moved from New Mexico to Arizona. He attended various division meetings and trainings to build relationships across departments. Chance was transitioning well into the role and was able to make several close relationships with different colleagues in his department and others. Chance developed a positive relationship with his supervisor Nyla. Nyla noted on Chance’s end of the semester evaluation that Chance was exceeding expectations in administration, department vision, and relationship building. Chance felt confident in the work he was doing and was looking forward to the next semester when he was going to start a new mentoring program for the SSS students.

Chance spent the next semester working hard to get a new mentorship program running and recruited 20 students. In addition to coordinating the mentorship program, Chance oversaw the tutoring and leadership development programs offered by the department. Chance developed supportive relationships with the students he mentors and tutors he supervises. At the end of the calendar year of his first professional role, Chance felt confident going into year two. Chance had developed a strong support system socially and professionally that aided in his success.

Early in the next fall semester, Chance was in the Union going to the package center when a building alarm went off. Chance headed toward the exit expecting it to be the building fire alarm but saw a university alert on his phone that stated there was a bomb threat in the Union. Once outside and in the evacuation zone set up by campus police, Chance saw some of his mentees and went to check in with them. Many were frightened by what was happening and one began to have a panic attack. Luckily, Chance and this student had talked about their panic attacks before and Chance knew how to help reduce their anxiety. Chance stayed with the group and provided additional emotional support until campus was clear.

In the weeks after the situation, Chance and other student facing student affairs professionals provided additional support to students through 1:1 and group meetings and programming. Chance started noticing his own sleep disturbances, headaches, and exhaustion in the context of this work. Chance took a few days of PTO, but when he returned to work on Monday, Nyla informed him that two of his mentees were in a car accident over the weekend and passed away. Nyla stayed with Chance while he processed through the news and provided resources via the Employee Assistance Program (EAP) such as a few sessions of counseling with a mental health provider.

Chance attended the funerals for his mentees and helped the other mentees organize a vigil at the university. Many of the mentees started to hang out in the TRIO office more than usual in order to be in community together. Chance tried to offer support for the students while managing his workload. Chance became overwhelmed at work, started experiencing detachment from things that normally bring him joy, and was in a state of extreme sadness. Other coworkers commented on Chance’s change in behavior and missed deadlines. In Chance’s 1:1 with Nyla, Chance shared that he was struggling with his mental health and didn’t know how to improve it. Nyla validated Chance’s experiences and encouraged Chance to seek help from a mental health provider. Chance was unsure about seeking professional help since the few sessions he tried through the EAP left him more exhausted talking about his grief, however, he agreed he would talk with trusted individuals about what he is experiencing.

The next week Chance set up a lunch meeting with Luna, the Basic Needs Coordinator, who Chance met at a division meeting the previous year. Chance and Luna have a good working relationship and have partnered on various events. During the meeting Chance asked how Luna was doing with the events of the semester and Luna stated that they were managing things decently and were glad they already had a therapist in the area. Chance and Luna talked more about Chance’s mental health and coping with the loss of his students. After the meeting, Chance felt a little relieved and supported but started thinking about other ways to cope with his emotions. Chance decided to reach out to his mentor, Marcella, to process through his struggles at work and mental health.

Marcella and Chance met via Zoom as they work at different institutions in different states. After catching up about Marcella’s new baby, Chance shared that he was struggling at work with boundaries with students and his inability to focus causing his performance to not meet his expectations. Marcella thanked Chance for his vulnerability and asked open ended questions to learn more about the situation. Chance stated, “I don’t know. I feel like I just need a break. This is a lot to deal with and I don’t know how I am supposed to take care of myself and my mentees and supervisees.” Marcella asked Chance if he had taken time off since either situation. Chance stated that he took two days off after the bomb threat, but nothing else. Marcella encouraged Chance to take some more PTO or utilize FMLA (Family and Medical Leave Act) if he needed additional time away from work. Chance said he did not know what FMLA was, and Marcella explained that FMLA entitles eligible employees of covered employers to take unpaid, job-protected leave for specified family and/or medical reasons. Chance and Marcella talked for another 30 minutes about whether Chance could afford to take unpaid leave and questions to ask a university Leave Coordinator before wrapping up their conversation. Chance thanked Marcella for talking with him and agreed to check back in a few weeks.

Discussion Questions

1. What additional support could Nyla offer to Chance as his supervisor?
2. What department and institutional resources could each of the characters utilize in this situation?
3. Besides talking with Nyla and Marcella, what other resources might Chance use on campus before deciding to take FMLA?
4. If Chance chooses to use FMLA, how can Nyla support the rest of the team and students until Chance returns?

Author Bios

Amber Davies (she/her/hers) – Amber is currently serving as a Residence Director at Johns Hopkins University where she oversees a second year community and serves in capacities including student recruitment and first year experience. Amber has obtained her bachelor’s degree from Stockton University and a master’s degree from Clemson University.

Victoria Goetzinger (she/her/hers) – Victoria is currently serving as a Community Director at the University of North Carolina at Chapel Hill where she oversees a multi-year community, Residential Learning Program, and serves in leadership roles for Student Staff Training & Development. Victoria is a proud first-generation college graduate receiving a master of education in Student Affairs & Counselor Education from Clemson University and a bachelor of science in Sociology from Emporia State University.

Kayla Hood (she/her/hers) – Kayla is a recent graduate with a Master of Education in Counselor Education, Student Affairs with interests in social justice theories/practices, intersectionality, and holistic wellbeing. Kayla currently works at Davidson College as the Assistant Director for the Center for Student Diversity and Inclusion.

Abstract

Flora Wilson (she/her) is a second-year graduate student working over the summer for an internship at Bell Tower University. Flora was tasked with supervising undergraduate Orientation Leaders (OLs) and had a successful first week. A few weeks into Orientation, Flora began noticing the OLs were neither meeting expectations nor receptive to her feedback. There was an incident before a late-night programming event that Flora had to address right away. This event was a turning point in Flora’s perception of her role as a graduate supervisor.

Keywords: orientation program, graduate supervisor, student leaders

Primary Characters

Flora Wilson (she/her) is a second-year graduate student and is studying Higher Education and Administration at Lake Shore College (LSC), a mid-sized institution. She attended LSC for her undergraduate degree and has knowledge and understanding of the institution’s student culture and life. Flora decided to enter an internship portal that helps match masters’ students to different institutions’ orientation programs like Bell Tower University.

Lewis Hensley (he/him) is a first-year graduate student at Bell Tower University. While not familiar with BTU’s specific orientation program, Lewis is very familiar with orientation programs in general as Lewis’s undergraduate institution is also very well known for their comprehensive programming. Lewis was an Orientation Leader for two years and served on the Orientation Leadership Team as a supervisor for one summer. Lewis is excited to use his previous knowledge and experiences from orientation to lay the foundation for success at Bell Tower University.

Grady Anderson (he/him) is the Assistant Director (AD) of the Office of New Student Orientation and has served as the AD for two months. Before accepting this new role at BTU, he was a coordinator of orientation at his previous university. This is his first summer in New Student Orientation at Bell Tower University. His primary role as an assistant director is to supervise the graduate interns (Flora and Lewis) for New Student Orientation. His secondary role is the supervision of the Orientation Leaders.

Megan Stanley (she/her) is the Director of New Student Orientation and serves as Grady’s supervisor. Megan has been the director for two years.

Harris Brown (he/him) is an undergraduate Orientation Leader (OL). He is an Education major in his fourth year at Bell Tower University. This is his first and only summer as an OL.

Institutional Context

Bell Tower University (BTU) is a large, highly selective, predominantly white institution with over 40,000 students. With over 8,000 new students committing to BTU each year, there are approximately 26 orientation sessions over a 12-week period. BTU’s orientation is a two-day process. The first day of orientation focuses on student life with activities such as small groups, skits, and late-night programming. The second day is fall registration. As part of their training, Flora and Lewis reviewed expectations and met with various campus partners to gain institutional context. They also met with off-campus partners and were assigned tasks and responsibilities for the summer.

Case

Flora Wilson (she/her) was excited to accept a graduate intern position at Bell Tower University (BTU) for the summer of 2023. As a graduate intern for the New Student Orientation program this was her first supervisory role, something she did not do in her primary graduate assistantship. The first week of training, Flora met her counterpart, Lewis. They discussed the different tasks they had been assigned, noting that they would both be supervising undergraduate Orientation Leaders (OLs). Flora was responsible for tracking inventory, coordinating songs and dances for opening introductions, and planning parent/family support events. Lewis oversaw social media, late night programming and preparing skits for programs.

One week before orientation began, the OLs spent the week training. Flora emphasized expectations, daily OL duty schedules, and locations and assignments for programming and events. OLs practiced inclusivity, professionalism, and etiquette when working with small groups. Lewis led sessions on giving and receiving feedback, emphasized attire expectations, and discussed the importance of disaffiliation from their organizations. By the end of the training, Flora and Lewis were feeling good about the upcoming week when students would arrive.

 

Week 1

The first week had flown by for Flora. The OLs were doing great. They were meeting expectations, having fun, and showcasing the spirit of BTU. Megan and Grady were integrated in the framework of the program, too. They were both primed and ready for their first summer working together. They prided themselves on the transitional support they provided students. Megan and Grady both felt Flora, Lewis, and the undergraduate students were doing a great job.

 

Week 2           

The excitement of the first week of orientation had begun to decrease. Although the students were still invested in their roles, Flora noticed a shift in some of her supervisees’ behavior. A few started showing up late and were unprepared for their events, and OLs had several small but consistent dress code violations. Flora decided to mention it to a few students informally; some were receptive and seemed sincere in their apologies. A couple of students, however, were not as receptive. Flora felt their apologies were disingenuous, and the students seemed to brush off what she was saying. Her feedback was consistent with how students said they wanted to receive feedback during training, so she was confused. Flora decided to chat with Grady. Being new, Grady had not had time to build much rapport with the OLs but said he would mention something when he saw them next. Grady reinforced that the steps Flora took were appropriate and encouraged her to brainstorm additional ways to provide feedback. Grady wanted to empower Flora since the graduate interns were responsible for the direct support and supervision of OLs. 

Week 4           

With an upcoming break for the orientation team, Flora noticed a significant shift among the OLs. They seemed more tired than normal and got more lax with attire and professionalism. They were slow to complete tasks, leaned on one or two of their peers excessively, and were not working as a cohesive team. Grady was busy with his work and Megan had already left for vacation. Flora decided to chat with Lewis. He noticed that Flora’s OLs were slipping, as were some of his, so he understood what she was going through. Flora said her feedback to OLs was not well received and problems persisted. She admitted she was unsure in her supervisor role and hadn’t addressed students more formally because she did not want to ruin the rapport she had built.

 

Discussion Questions:

1. Does talking with Grady diminish Flora’s credibility as a supervisor? Why or why not?
2. Should Flora have talked with Grady or the students first? Why?

 

Case Continued

Week 4 | Thursday Evening

While waiting to get on buses to go to the rec center, the OLs played music to keep students hyped-up. One OL, Harris Brown, started playing an inappropriate song while other OLs were singing and dancing. New students started recording the scene on their cell phones. With Megan on vacation and Grady at the rec center preparing for the event, Flora and Lewis were left to take action.

Concerned for the program’s reputation, Flora told Harris he needed to change the song. When he refused, Flora knew her reputation was on the line. She said, “I’m putting my supervisor hat on. I’m telling you one more time to change the song before there are consequences.” Then Harris turned off the music, but other OLs responded with eye rolling, and loud sighs. One student even said, “I’m going to protect my peace and walk away.”

Week 4 | Friday Morning

After the incident on Thursday evening, OLs gave the orientation leadership team the cold shoulder. Flora decided to formally meet with Harris to discuss the situation. Harris was confused by the response from Flora and Lewis because he believed he was simply playing a song to keep students excited. He was frustrated that Flora asked him to change the song when the new students seemed to enjoy it.

Flora: It wasn’t really about the song. It was more about your response. When I asked for the song to be changed, nobody stepped up to do it. People were blatantly disrespectful. I put a lot of time, effort, and energy into you all and the least I expect back is the respect that you do something when I ask. Additionally, I need you to recognize that you are influential. When you behaved the way you did, your peers followed your lead.

Harris: I don’t understand why this responsibility has to fall on me.

Flora: We don’t always get to choose when we are leaders. You have done an amazing job up to this point and your peers recognize that. They trust you and look to you for direction.

Harris began to cry. Flora was not happy to see him upset but was relieved that he seemed to understand her point. She hoped this was a first step in rebuilding the group culture.

Flora then met with all the OLs to discuss what happened. She acknowledged that the situation began with a song but explained her concerns were about disrespect, the representation of the program, and the OLs’ failure to meet expectations. She emphasized the importance of working together as a team and setting a good example for the new BTU class. Flora’s conversation with the OLs was direct and honest. She held them accountable for their actions and expressed her desire to help them succeed.

Discussion Questions:

1. What conversations should Flora have after the break with Harris, the OLS, Grady, Megan, and Lewis?
2. What could Flora have done proactively before Thursday evening?
3. In what ways could Flora have sought to understand the OLs’ experiences?
4. What responsibilities do orientation staff have to their universities and campus reputation?
5. What are the ethical implications regarding Flora’s decision to stop the music that was playing in line for the bus? What would you have done in Flora’s position?

Author Biographies

Katie Chaney (she, her, hers) is a second-year graduate student in the College Student Personnel (CSP) master’s program at Bowling Green State University (BGSU). She worked in secondary education for three years prior to the CSP program, and currently works as a Coordinator for Leadership in the C. Raymond Marvin Center for Student Leadership and Civic Engagement at BGSU. Katie is passionate about student leadership development and is inspired by the students she teaches and advises.

Mikayla Russ (she/her) is a second-year graduate student in the College Student Personnel (CSP) master’s program at Bowling Green State University (BGSU). Mikayla is currently the Graduate Student Trustee on the BGSU Board of Trustees, the supervisor of the Leadership Facilitation team in the C. Raymond Marvin Center for Student Leadership and Civic Engagement, and the BGSU Assistant Cheerleading Coach. Additionally, Mikayla is an Instructor for the Leadership Institute, a first-year leadership course and is passionate about student learning and development.