The OrgSync Blog

Preparation programs for a Career in Student Affairs

Today’s guest post is from Brian LeDuc. Brian is currently a graduate hall director pursuing his Masters degree in Educational Administration with a Specialization in Student Affairs Administration in Higher Education at Texas A&M University, where he also serves as the Professional Development Chair for the Association of Future Student Affairs Professionals. Additionally, he serves as an intern within the Department of Student Activities and Leadership at Prairie View A&M University. Brian is completing his second term as a student member to the the National Association for Campus Activities Board of Directors, and was awarded a National Service Citation for his work on the Northeast Regional Conference Planning Committee. Brian graduated from Roger Williams University in Bristol, Rhode Island with a degree in Psychology, where he was involved with student government, orientation, student activities, leadership, and residence life. To learn more about his skills and experiences, visit his blog or follow him on Twitter @brianfleduc

When I was asked to write a post about Careers in Student Affairs Month, I was both extremely honored at the opportunity to write beyond my audience and to share some of the incredible resources available to students interested in exploring Student Affairs as a career option. I deeply believe in expanding the field and recognize the importance of providing continuing information and support that motivates and excites future Student Affairs professionals. I’d like to share with you a few opportunities and examples of some great programs happening throughout the country and ways for students to build their portfolio for a career in student affairs.

At Texas A&M, where I am a graduate student studying Educational Administration, our student organization (the Association of Future Student Affairs Professionals) has partnered with the Division of Student Affairs in creating a Student Affairs Interest Group. The goal of the group is to capitalize on the initiatives set forth by NASPA through Careers in Student Affairs month and to utilize technology to pair students interested in learning more about the field with practitioners dedicated to the future of Student Affairs. We are providing the groups with sessions to facilitate their process creating a “curriculum” of sorts and offering programs utilizing the resources of NASPA webinars. Also, we’ve asked individuals on campus to speak with students about their leadership roles and the path they traveled to get there. But these types of events are not unique to Texas A&M. Bethune-Cookman University, Bridgewater State University, and Southern Illinois University – Carbondale have all shared similar events taking place on their campus. In fact, NASPA has also suggested a number of events for Careers in Student Affairs month!

Recognizing the increasing importance, focus, and pressure for accountability in higher education, the skills, dedication, and understanding of students getting involved is of utmost importance. What better way to help to prepare them beyond speaking with them than to provide opportunities to work amongst practitioners, network, and gain practical experience as they continue to design learning environments for their peers? Perhaps even more impressive, many of these opportunities are coming from higher education associations, which allow for dynamic learning and growth opportunities.

For example, NUFP, or National Undergraduate Fellows Program, through NASPA provides a cohort of support and a number of resources to facilitate the learning process built through a defined curriculum of outcomes geared towards preparing students for success in student affairs. NODA internships open for graduating seniors provide practical experiences in the field, often ushering in their graduate school experience, or providing an additional opportunity and context for their work. I took advantage of an opportunity at Baldwin-Wallace College during the summer following my graduation and still stay in contact with many students I worked with there. But for students in the midst of their undergraduate career, NACA and ACUI both provide a number of volunteer opportunities for undergraduate (and graduate) students interested in getting involved with a professional association, networking with current professionals, and building skills for success. I served as a Foundations Fundraiser for the 2010 fall NACA Northeast regional conference and built partnerships and friendships that have continued to evolve through my current role as a Student Representative on the NACA Board of Directors.

In fact, as an additional guidepost for students, NACA also developed a competency guide for student leaders as a “learning map” of their experiences. It was developed in collaboration with the CAS standards and professional competency guide for student activities professionals, so its application and integration to guide students in their pursuit of student affairs careers is inherent throughout the document. This, in collaboration with an introduction to the NASPA/ACPA professional competencies or relevant CAS Standards, may be great conversation pieces for students preparing for their graduate school experience, or for student interns in identifying skills for future success.

There are also a number of conferences specifically focused around introducing students to student affairs while connecting them outside of their current institution. The Student Affairs Leaders of Tomorrow, or “SALT” conference, provides students an opportunity to meet with other students interested in student affairs, and connects them to professionals and dialogues to provide tools for success. “STARS College”, developed by ACUHO-I, provides a similar program focused around the housing profession, and continues their experience by utilizing an on-campus mentor. ACPA provides a similar program focused around connecting with both professionals and avenues for graduate studies called “Next Gen”, established as a way of connecting current undergraduates with graduate and student affairs faculty members and practitioners during their national convention. However, for students who are unable to travel, NASPA has also developed and coordinated a series of webinars focused on basic professional competencies for student affairs professionals occurring throughout the year.

Citing the resources above, it goes without saying the conversation pieces are plentiful to introduce undergraduate students to our field. In a climate of increasing uncertainty and accountability within higher education in general and more specifically student affairs, the notions of what to share, when to share, and how to share it are of utmost importance. Increasingly, it appears the commitment to creating and tracking learning environments, working with a number of diverse populations (such as veterans and non-traditional students), committing to data-driving outcomes and programming, and doing more with less are the new “normal” rather than a passing fad. The same skill sets that provide students with the confidence and enthusiasm to pursue student affairs as a master programmer are no longer (and perhaps never were) par for the course for success. So let’s continue to come together as practitioners and educators this month and throughout the year to instill an interest in advocating for our students and preparing them for the landscape of the field as we prepare for it ourselves.

How do you speak to students about their interest in Student Affairs? What do you share, when do you share, and how do you share it?

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