Tag: #sapro

5 Questions to Help Make Tough Decisions

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That’s me standing on the Porch of Indecision

“The only person you are destined to become is the person you decide to be.” – Ralph Waldo Emerson

As Student Affairs professionals, we are often faced with some tough personal and professional decisions. In my career, I have had to decide whether to pick up part-time teaching work, when was the best time to start my family, would I consider relocating for career advancement, was I ready to get my PhD, should I accept a time-consuming volunteer role, and should I take on my family’s business. I firmly believe  we cannot be satisfied with someone else’s answer to these tough questions – we must make these decisions on our own.

Friends and family can offer advice, but the best thing they can do is ask you the right questions. A big decision can feel…well, BIG. But like a big goal, it can be more easily achieved by breaking it down into smaller pieces.

Here are 5 questions that can help to make tough decisions:

1. What would you do if you couldn’t fail?

Fear of failure often keeps us paralyzed. It prevents us from maximizing our full potential and fully exercising our strengths. When I was considering a Ph.D. program, the fear of failure was my biggest limitation. I have come to accept and embrace failure as an essential part of learning. Often our failures are not as irreversible or detrimental as we make them out to be in our minds.

“Stay committed to your decisions, but stay flexible in your approach.” – Tony Robbins

2. How does this decision fit into your greater purpose?

Indecisiveness or resistance to making a decision can often be rooted in an underlying value or belief. When a choice seems logical and clear, yet we are still resistant, there may be some deeper inner conflict going on. When my mom approached me about being more involved in our family business, I wanted to honor her and was attracted to the earning potential of a career in real estate; however,  real estate was not my calling. There were aspects that I would have enjoyed, and I could probably have been successful, but my passion is working in education with students.

“Deciding what not to do is as important as deciding what to do.” – Steve Jobs

3. Is this the right time?

Some decisions seem crystal clear, except for the timing. One of my toughest decisions was declining the invitation to be the volunteer coordinator for my friend’s mayoral campaign. I wanted to do it, it felt aligned with my greater purpose,  and it was a great match for my skill set, but the timing was terrible. I was a full-time working mom, struggling in my relationship, and had several other commitments. On the other hand, there isn’t always a perfect time. Timing is an important factor, but it’s not the only factor. When an opportunity arises, you may not feel fully prepared but it may be the time to take a risk.

“You can do anything but not everything.” – David Allen

4. How will you feel after you have made this decision?

Visualizing the outcome of the two or more scenarios when trying to make a decision can help us tap into our “gut” reaction. The power of intuition is discussed in a lot of decision-making research, including Malcolm Gladwell’s Blink. According to Gladwell, the more expertise you have on a topic, the more likely your gut will predict the most accurate outcome.

“There will be a few times in your life when all your instincts will tell you to do something, something that defies logic, upsets your plans, and may seem crazy to others. When that happens, you do it.” – Judith McNaught

5. What role does your ego play in this decision?

Fear, anxiety, expectation, regret, guilt, and anger are the manifestations of the ego. Ego causes us to compare ourselves to others. Ego takes everything personally. It wants to be right. It needs to feel superior. And, it can lead us to make poor decisions. When we make a decision because we want what someone else has, or we think something will make us happy, the ego is in control.

“You create a good future by creating a good present.” – Eckhart Tolle

 

 

 

 

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12 Self-Promotion Strategies for Introverts

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Introverts are awesome! They are the calm, humble, thoughtful people who are quietly doing a ton of work and taking very little credit! Introverts tend to be deliberative and self-aware; they tend to be detail-oriented; they spend a lot of time thinking and reflecting; and, they can give intense focus and concentration to a task.

Introverts are also the best leaders for proactive teams because they listen to their followers and are receptive to the team’s ideas (Harvard Business School, 2010). Introverted leaders view their positions as a responsibility to take care of the people and organizations entrusted to them. And, they tend to be great problem solvers – developing solutions based on observations, research and reflection.

Given these characteristics, how do introverts make connections and sell themselves in the workplace? Here are 12 self-promotion strategies for introverts:

1. Use social media. Introverts tend to excel at writing. Excellent social media content can set you apart from others. Another advantage of social media is you can choose to engage when you feel inspired or schedule a regular time to be active when you feel most sociable.

2. Give a presentation. Introverts tend to be more creative and energized when they can think alone. Planning a presentation for a conference or staff training allows you the time and space to research, plan and prepare (all things that introverts are great at doing!) and then showcase your knowledge and skills.

3. Be prepared. Introverts are thoughtful processors, which can create anxiety around events or conversations that require thinking on our feet. Prepare for meetings or social events with one or two ideas that you can contribute based on the topic or purpose of the meeting.

4. Be confidently quiet. Being quiet can sometimes be misinterpreted as being insecure, annoyed, or uninterested. Although you may be thinking deeply about the topic being discussed, be aware of your body language, non-verbal cues, and other signals you may be unintentionally sending to others.

5. Build one-on-one relationships. Introverts prefer deep meaningful relationships rather than having lots of contacts. Focus on developing strong connections with influential people in your life – mentors, stakeholders, supervisors – rather than trying to please or engage with everyone.

6. Provide solutions. Introverts are keen observers. They miss very little, although others may assume they are not engaged. Introverts are also great at connecting the dots and executing. Use the information you learn, observe the gaps, connect the missing pieces, and use the information to propose solutions or improve your work.

7. Create your community. Identify the other quiet observers around you and take intentional action to make a connection. Other introverts are likely to understand your needs and can help provide support and encouragement. Also, seek out other self-proclaimed introverts who are successfully navigating the extrovert world and who can give you guidance and suggestions (such as Keith Ferrazzi).

8. Build a portfolio. Introverts tend to avoid tooting their own horn. A portfolio does the talking for you. Use examples of your work to demonstrate your skills during an interview or meeting. It can include photos, certificates, writing samples, lists of projects, or letters of recommendation.

9. Schedule meetings. Spontaneous meetings can derail an introvert. In order to stay in touch with other staff members, schedule time into your calendar for catching up or reviewing projects. If you miss your opportunity in an impromptu meeting, you can also follow up afterward in an email or one-on-one.

10. Network intentionally. Introverts are great at research and asking poignant questions. Before you attend an event, pick one or two people you want to meet. Research the person(s) and develop a few potential talking points or questions.

11. Create trust. Introverts are great listeners, and by using your listening and empathy skills you can make others feel calm and secure. People remember the way you make them feel more than what you say. When you can establish trust with others, you become seen as fair, ethical, and competent.

12. Serve others. Introverts are characterized by humility, a desire to serve others, and the ability to empower others. These are  also the traits of servant leadership – a powerful style of many leaders of high-performing companies. The best leaders treat others with respect and acknowledge the contributions of others. When you find ways to make other people successful, help them accomplish their goals, and support others, your load becomes lighter, your path becomes easier, and you become unstoppable!

5 Ways to Treat Students Like Family

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Giving my daughter cheap advice at the Live Oak Music Festival

When I look into the eyes of my students, I often imagine my six-year-old daughter sitting on the other side of the desk in eleven years. It’s unlikely that she will be sitting  across from me, but she may be sitting in another office somewhere. What will bring her to the dean’s office? What experience do I want her to have? What advice will she get?

My daughter is just entering the public school system. She will be completing first grade in a few months. She loves school and is an avid reader, but last week she received a behavior ticket. I won’t say what it was for, because years from now when she runs for presidency I don’t want her campaign tarnished by her mom’s blog post that disclosed she threw applesauce down the slide and soiled another girl’s clothes (oops! there I said it!), but it has me thinking about behavior and choices.

Personally, I’m hoping my daughter makes all her mistakes in first grade, and it’s smooth sailing from here into adulthood. But since I realize that’s likely not going to be the case, I’m embracing these incidents for what they are…teachable moments. I also realize I will not always be around to clean up the metaphorical applesauce and, as a mom, I hope that there will be caring adults throughout my daughter’s life who will also help her navigate through the messy, sticky situations that come up.

Whether it’s a mistake, a personal challenge, an academic setback, or another life event that  brings someone else’s child to my office, I try to treat all students with the respect, compassion, and attention I would provide to my own daughter in these five ways:

1. See their potential. Students who have been admitted to the university have already demonstrated they have great potential. Students also each possess unique strengths they can draw upon during challenging times. Looking for strengths and encouraging students to envision what is possible demonstrates our belief in them.

2. Believe them. It takes courage for students to share their stories. When we listen and validate their feelings, emotions, and concerns, students can ask for what they need and tell us how to best support them.

3. Give accurate information. Myths, out-dated information, and misunderstood policies can create stress and confusion for students. Empowered with information, students can make educated and appropriate decisions.

4. Advocate. Advocacy can take many forms. It can be connecting students to resources, speaking up for underrepresented students, creating a safe environment for students to express themselves, or educating ourselves on critical issues  in order to contribute to positive change.

5. Offer unconditional positive regard. Psychologist Carl Rogers developed the term unconditional positive regard, which means showing complete support and acceptance of a person. By showing students our acceptance and setting aside our judgment, we create a safe space for students to take risks, explore their possibilities, and maximize their full potential.

9 Quotes About Being Light

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HeartLight

 

Definition of Light: 1. something that makes vision possible; 2. something that enlightens or informs; 3. having little weight, not heavy; 4. capable of moving swiftly or nimbly; 5. free from care.

Make yourself light. During my darkest times, this is a mantra I used to remind myself to let go of things I could not control, to let my strengths shine, and to be that which I was trying to attract. To me, light symbolizes hope, faith, leadership, and love.

My daughter likes to sing  this  Sunday school song, “This little light of mine, I’m gonna let it shine.” My heart swells when I hear her little voice sing with such clarity. Hearing her reminds me that while this is a song about sharing our gifts with others, it is also about confidence. Letting our own light shine means being unafraid and courageous.

Light is silent, yet it is so powerful. Light helps things grow. Light eliminates darkness. Light can be a beacon. As a leader, being a light is about shining the spotlight on others so  their strengths can be illuminated.  It is being a lighthouse that steers others from danger and also leads them to shore. It means using your own flame to ignite the passions of others.

Here are 9 inspirational quotes about light:

1.

A candle loses nothing by lighting another candle. – James Keller

2.

Darkness cannot drive out darkness. Only light can do that. Hate cannot drive out hate. Only love can do that. – Martin Luther King, Jr.

3.

Be a light, not a judge. Be a model, not a critic. – Stephen Covey

4.

Even

After

All this time

The Sun never says

To the Earth

“You owe me.”

What happens

With a love like that.

It lights the

Whole

Sky.

-Hafiz

5.

As we let our own light shine, we unconsciously give other people permission to do the same. – Nelson Mandela

6.

Even the

darkest night

will end

and the sun

will rise.

– Victor Hugo

7.

Beauty is not in the face; beauty is a light in the heart. – Kahlil Gibran

8.

You have to find what sparks a light in you so that you in your own way can illuminate the world. – Oprah Winfrey

9.

Nothing can dim the light that shines from within. – Maya Angelou

5 Facts about Student Veterans

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Today Cal Poly will be celebrating the opening of the Veterans Success Center. This solidifies a significant relationship between the university and its student veterans. The relationship between higher education and the military dates back to the enactment of the GI Bill after World War II. Over 2,232,000 World War II veterans used the GI Bill to go to college during the 1940s and 1950s (Livingston, Havice, Cawthon, & Fleming, 2011).

Here are 5 more facts about student veterans and higher education (Vacchi, 2012):

1. More student veterans will be enrolling in institutions of higher education than since WW II.

2. The new GI Bill offers the best educational benefits for veterans in the history of our nation.

3. Student veterans have greater classroom performance, higher retention rates, and more successful transfer rates from community colleges to four-year institutions than their nonveteran peers.

4. There are currently over 800,000 student veterans attending college.

5. Over 90 percent of student veterans are former enlisted members, not officers.

Military culture is much different from the culture of a college campus. When surveyed, student veterans say that military service has matured them, allowed them to see the world in a different light, and exacerbated the age gap they felt with non-military peers. According to research, student veterans are characterized by self-sufficiency, confidence, self-reliance, humility, and pride (Livingston, et al, 2011).

Check out the U.S. Department of Veterans Affairs website for more information on the History of the GI Bill.

Resources:

Livingston, W. G., Havice, P., Cawthon, T.W., & Fleming, D.S. (2011). Coming home: Student veterans’ articulation of college re-enrollment. Journal of Student Affairs Research and Practice, 48, 315-331.

Radford, A. (2009). Military service members and veterans in higher education: What the new GI Bill may mean for post-secondary institutions. Santa Monica, CA: Rand.

Vacchi, D.T. (2012). Considering Student Veterans on the Twenty-First-Century College Campus. About Campus, May-June 2012, 15-21.

10 Habits of Successful College Students

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Today was the first day of a new quarter, which means lots of students are setting new academic goals. Based on my interactions with students over the years, here are 10 things successful college students do:

  1. Go to office hours.

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Taking advantage of office hours is critical to academic success. Office hours are an opportunity to build a one-on-one connection with the professor. In addition to advice on homework assignments or feedback from the last test, spending time in office hours could lead to a letter of recommendation, an undergraduate research opportunity, or helpful career advice.

  1. Get involved.

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Research supports that student involvement increases academic success. Successful students engage in their learning in- and out-side the classroom. They participate in discussion groups, attend educational events, join clubs, and give back to their communities.

  1. Study in groups.

Study groups can reduce procrastination, help students overcome difficulties understanding the material, get new perspectives, and develop interpersonal skills. Studying alone has benefits but can also easily lead to distraction, social isolation, and boredom.

  1. Go to the library.

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Studying in the library can help many students focus better. The library has fewer distractions than a bedroom or residence hall. The library also has useful resources such as helpful librarians, textbooks on reserve, group study rooms, and assistive technology.

  1. Take responsibility.

Successful students do not blame others or make excuses. They realize that they have control of their choices, actions, and behaviors. They own up to mistakes and look for ways they can improve next time.

  1. Aren’t afraid to fail.

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Failure is an important part of the learning process. Successful students do not let the fear of failure prevent them from taking risks, being creative, trying new activities, and stepping outside their comfort zone.

  1. Utilize resources.

Successful students do not try to do everything on their own. There are extensive resources on campus for students. These resources include, but are not limited to, advising centers, careers services, study skills workshops, writing center, and counseling services.

  1. Hang out with healthy people.

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Behaviors and attitudes are contagious. Success has a lot to do with who students choose to surround themselves with.

  1. Have a mentor.

A close mentoring relationship with a faculty member, advisor, resident hall director, or another staff member is an important part of college success. Mentors can provide career connections, encouragement, support, and advocacy – all things that college students need.

10. Use their voice.

Self-advocacy, self-expression, and self-actualization are different forms of using voice. The ability of students to realize their full potential is linked to their ability to communicate, be their authentic selves, pursue their passions, and express their feelings. Successful students  know themselves, know what they need, and can express their needs.

 

Bridging the Gap between Student Affairs and Academic Affairs

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Last week I led a workshop for our Student Affairs Winter Recharge on the topic of “Bridging the Gap between Student Affairs and Academic Affairs.” My experiences as an instructor, as well as my personal experiences in education, have given me an appreciation for the transformative effect of a rigorous academic curriculum. And my interactions with students outside the classroom have confirmed the importance of reinforcing the academic components through additional opportunities for student development. As a result, I often feel like I have my foot in both camps.

In my role as a service-learning coordinator, I served as a liaison between academic affairs and student affairs. Many faculty have limited interactions with student affairs and are unfamiliar with the variety of services and programs offered; not surprisingly, student affairs professionals often feel misunderstood and unappreciated by faculty. The relationship between academic affairs and student affairs may not receive as much attention as retention or graduation rates, but its impact can be just as great for students. Ever since I stepped foot on campus as a student affairs professional I have seen and felt the real “division” between the Division of Student Affairs and Academic Affairs.

Historical Background

Prior to the 1960’s, faculty was responsible for intellectual and social development of students. Around the 1970’s, enrollment increases created a higher demand for student affairs professionals to address needs for co-curricular programs and services. In the 1980’s higher education researchers began focusing on the need for collaboration between the growing student affairs divisions and academic affairs. By the 1990’s, national student affairs organizations like ACPA and NASPA released Best Practices (which are still pertinent). In the past ten years, High Impact Practices have gained the spotlight highlighting many of the practices that fall within student affairs as being critical to academic success.

Benefits of bridging the gap between Student Affairs and Academic Affairs:

  1. Seamless connection between in- and out-side of classroom experiences. When a student is trying to navigate a process that involves multiple departments (like coordinating disability services), lack of communication between departments can lead to frustration. If the student is already distressed, these disconnected experiences can exacerbate the student’s situation.
  2. Co-curricular experiences that enhance and compliment the curriculum. There are many opportunities, including Service Learning, for students to apply the knowledge learned in the classroom to real-world environments. When student affairs and academic affairs work together, students benefit from a richer learning experience.
  3. Holistic support and development of the whole student. Both faculty and student affairs staff are critical to student development. Both play a major role in orienting students to campus, helping students transition into college, and advising students in various aspects of personal and professional growth.
  4. Increased resources and support for students resulting in academic and personal success. Students need many types of role models, mentors, and advisors, and student success is greatly improved when the faculty and student affairs staff who are supporting a student are working collaboratively.
  5. Increased satisfaction with the overall university experience. The success of an institution is dependent on the quality of education and service provided to students. Taking care of our students improves the relationship between the student and the university.

Barriers

Barriers exist on both sides of the university. Barriers specific to faculty include lack of recognition and rewards for participation, significant turnover in student affairs, and lack of orientation and training on student affairs. Barriers specific to student affairs staff include, restricted freedom within the university due to classification (lack of tenure status), lack of understanding of tenure process that drives academic affairs, and perceptions that student affairs play a subordinate role in the university.

Barriers to both Student Affairs and Academic Affairs:

  1. Lack of knowledge or understanding of roles
  2. Assumptions and incorrect perceptions
  3. Competition for resources
  4. Lack of trust
  5. Organizational culture and language
  6. Values and priorities
  7. Organizational structures

Opportunities

The opportunities for collaboration are endless. Partnerships can range from formal strategic decisions to informal alliances. Some of these ideas can be implemented overnight, and others will require long-term planning.

Opportunities for collaboration:

  1. Classroom announcements and in-class trainings provided by student affairs
  2. Faculty office hours in Living Learning Communities/Housing
  3. Service learning courses
  4. Campuswide Task Forces
  5. First-year experience courses
  6. Academic-Student Affairs Partnership Meetings
  7. Campus-based Leadership Institute
  8. Conferences and Presentations
  9. Collaborative Grants and Research
  10. Institutes and Centers
  11. Advisory Boards
  12. Internships in Student Affairs
  13. Recruitment & Outreach
  14. Search Committees

I chose to pursue my Ph.D. because I wanted to leave the door open to academic affairs. I see the changes taking place in education and realize that in the academic world understanding student development theory, the learning process, and factors for success are critical supplements to a strong knowledge base in the academic field.

The gap between Academic Affairs and Student Affairs will not be bridged overnight. We will need both formal and informal processes to build collaborative partnerships. At the center of these collaborations will be professionals who understand the value of both academic affairs and student affairs.

Resources:

American Association for Higher Education, American College Personnel Association, National Association of Student Personnel Administrators (1998). Powerful partnerships: A shared responsibility for learning. Washington, DC: Author.

Kellogg, K. (1999). Collaboration: Student affairs and academic affairs working together to promote student learning. Washington, DC: ERIC Clearinghouse on Higher Education.

Kuh, G.D. (1996). Guiding principles for creating seamless learning environments for undergraduates. Journal of College Student Development (37)2, 135-148.

Martin, J. & Murphy, S. (2000). Building a better bridge: Creating effective partnerships between academic affairs and student affairs. National Association of Student Personnel Administrators, Inc.

7 Tips for Picking Your Major in College

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Do you ever have those moments when you’re speaking but you hear someone else’s words coming out of your mouth? It might be your mom or an old teacher. It’s a rare feeling for me, but it happened today.

I was meeting with a student who wanted to change his major. He had narrowed down his focus but was still debating between a few options in STEM. I heard myself say, “There are many paths to success. There is no wrong answer.” Huh? He looked at me with the same look I gave my undergraduate faculty advisor when he told me it didn’t matter what I majored in.

I entered college with a double major in Psychology and International Relations. My first week on campus I met with my faculty advisor and he said, “Why do you want to double major? Just pick one. It doesn’t matter which one.” How could it not matter? This was my future! A wrong choice could put me on a miserable path for my entire career! I could make a huge mistake!

I was passionate about helping people and wanted to be a psychologist, but I thought a career in International Relations would give me an exciting lifestyle traveling around the world. I continued taking classes in both majors but his words stuck with me. In the end I chose Psychology and dropped International Relations, and I never looked back.

I watched my peers of all majors follow all different career paths. For some their career paths were directed by family obligations, financial factors, or relationships. In any case, each internship, job, and experience gives us important skills, knowledge, and abilities and helps us define where we want to take the next step.

While I did say that there may be no right or wrong choice, there is definitely an informed choice so here are 7 tips for picking your major:

1. Follow your passion. Prestige and earning potential are important factors, but your passion for a subject is going to keep you going during the grueling study sessions and all-nighters.  If you have a lot of interests, spend some time reflecting on your long-term goals and what activities inspire you.

2. Talk to faculty. Each department has a unique culture and faculty. You will be spending a lot of time with your faculty so explore whether the department’s culture is a good fit for you. Are they laid back? Hands on? Approachable? Helpful? Interested in knowing you?

3. Utilize Career Services. Career Services has several helpful resources, such as personality and strengths assessments that can help you identify which subjects you might enjoy and/or areas where you might be more successful. Career Services also has industry contacts and can guide you on possible internship and career options in various majors.

4. Keep your options open. If you want to apply for graduate or medical school be sure to take the necessary prerequisites. Some majors may align more closely to these requirements so it may save you some time; however, don’t let that be the only deciding factor. Ultimately, many graduate schools are looking to see that you have taken the necessary classes regardless of your major.

5. Do your research on undergraduate research. Undergraduate research looks great on a resume and gives you applicable experiences. Look into the various undergraduate research areas on your campus to see if any spark your interest.

6. Ask other students. Peers are a great resource. Seek out students in the major that you are considering and ask them questions. What do they enjoy about the major? What is the biggest challenge? Do they recommend it? Why or why not?

7. Visit the Advising Center. Academic advisors have a wealth of knowledge and can help you identify the major that may be a great fit for you. They have a deep understanding of the curriculum, and they can tell you if you have already taken classes that might meet the requirements of a certain major.

7 Blind Men and An Elephant

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elephant

Working in a large public institution has given me the opportunity to observe several leadership styles. Given the segregated nature of the functions of the institution, it is not surprising that many leaders have adapted their leadership style to ensure the survival of their department. At times, this can be frustrating because in my experience it creates seemingly unnecessary conflict.

I was recently reminded of the story of seven blind men and an elephant. In the story, each man is feeling a different part of the elephant. The one touching the tail thinks it is a rope. The one at the leg thinks it is a tree trunk. They start to fight about it. Whether or not the conflict between the men and their perspectives was resolved depends on which version of the story you believe. The lesson I take away is that we all think we know how it is but in reality we only see a piece of the whole.

I like this story because each of the men was right. In my own work life, I have recently started trying to identify the elephant. How can it be that we are viewing the same issue from opposing positions? What could the issue look like from your side of the elephant? And how can I best describe my side in a way that helps us both get a better idea of what the elephant really is?

In some cases, this has required assembling an elephant that doesn’t yet exist. In creating collaborative programs within the institution, different departments bring their components or values. Sometimes they are open to integrating these components and often they want their components to be the whole elephant.

I have recently encouraged the students I work with to see how they could combine their seemingly different perspectives to create a greater outcome. This is especially challenging because the temptation is to recreate our existing structures – silo-ed departments, specialized colleges, two-party systems. Everywhere we look we can find examples of people holding on to their piece of the elephant.

Interfaith Diversity and the Future of Student Affairs

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I recently returned from #ACPA15 in Tampa, Florida. It was a blast! I attended sessions on ADA changes, Twitter, coaching, leadership, and even blogging! The conference brought together student affairs professionals from around the country to Consider, Collaborate, Create, and Commit. All this took place against the amazing backdrop of the waterside Tampa Convention Center.

One of the conference’s keynote speakers was Eboo Patel. I especially enjoyed Patel’s message about the need for Interfaith Leadership. I have often reflected on the role of higher education in addressing religion as part of student identity development. As Patel said, “Student Affairs has made huge impacts on issues of race, gender, and sexuality. Student Affairs helps shape American democracy. How would the U.S. look if we focused on religion?”

Faith-based organizations provide important support for students during the transition to college, when faced with loss, and when exploring the deep issues that emerge during the college experience. In addition to supporting students in their spiritual development, we need to facilitate the dialogue around religious identity and diversity. This includes opportunities for engagement, meaningful interactions, and inspiring relationships across differences.

In 2011, I helped organized our campus involvement in the President’s Interfaith and Community Service Campus Challenge. The initiative brought together students, faculty, staff, community members and faith-based organizations. Together, we engaged in community service projects that bridged religious and cultural lines. College is a time for students to explore spirituality, morals, beliefs, and even purpose and interfaith community service is a way for students to learn about and explore various faiths and contribute to the common good.

The United States is one of the world’s most religiously diverse nations. Patel reminds us it is important that Students Affairs professionals have the same frameworks, competencies, and tools to work within the realm of religious diversity as we do with ethnic diversity. Patel asked some hard questions. Why has Student Affairs not been more proactive about this? Is religious diversity too hard? Are there dimensions of religion that we are uncomfortable with? Is celebrating diversity only celebrating the differences you like?

I am struggling to answer those questions myself. Doing social justice work often requires a strong self-awareness and understanding. When I embarked on my personal journey to explore my own racial identity, I became a better advocate for ethnic diversity and social change. I believe the path to religious diversity will involve the same attention, research, and knowledge development. I am looking forward to the journey and hope to see interfaith diversity in the future of Student Affairs.