[Professional Development] @ Suffolk University by Suffolk University SA Professional Development Committee

24 PAGES OF FASCINATING ARTICLES HIGHLIGHTING HOT TOPICS , EMERGING TRENDS , AND SELF BRANDING

First Issue The

FALL/ SPRING 2015

C HALLENGE , INNOVATE , AND LEARN .

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Welcome from the Editor the most ambitious and lifelong What to write about: learner can’t make it to every  Relevant to your conference or webinar, we have professional (or personal) This is the first issue of decided to provide divisional experience; [Professional Development] partners with the opportunity @Suffolk! Within the division to continue learning,  Relevant to your work with of student affairs, the students; developing, and gaining a new professional development level of respect for what our  Emerging Trends; committee has worked, colleagues have to share with Hot Topics; tirelessly, to think of new and our community. This magazine effective means of providing will be entirely written by Work-Life balance; high quality outcomes and Suffolk University  Anything! learning opportunities for its professionals. These authors divisional members. The truth will engage and challenge you is, it’s hard! I know that. You around hot topics, emerging know that. We all know that! trends, relevant issues, cultural Thank you for reading the first norms, and all centered around issue of the [Professional Development] @Suffolk the Suffolk University Every person is different, experience and how it impacts Magazine! but many times we find that our work. new professionals, as nerveracking as it may be, are incredibly eager to put themselves out As this magazine there. They end up signing up continues to grow, we are for every webinar, drive-in, looking for interested writers to regional, and national conferproduce articles that are ence. As time goes by, these pro- captivating, energizing, and fessionals find themselves at challenging for the readers. another fork in the road; they Write about relevant issues or have to decide which path is emerging trends we see right for them. Either the path happening, or impacting our of continued interest in learn- work! We believe that leaving ing from others, or deciding the guidelines vague will that they may not necessarily provide us with an abundance need those platforms to achieve of ideas and interest. goals and do their jobs well. Of course, that’s a black and white example and we all know that’s Who can submit articles: not how life always functions.  Graduate Fellows Now take this second and reflect. Have you ever had these  Staff Assistants thoughts? Where are you in your professional journey? Yes,  New Professionals mid-level and senior-level profes-  Mid-Level sionals, you’re not excluded.  Senior-Level Understanding that even Warmest Regards, Hello and Welcome!

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Features

4 6 10 13 17 19 21 Welcome from the Dean

The Clash of the Rankings

Suffolk leaves IMPACT

STEM Myth Digital Personalization

Undocumented Students in Education

Pro Devo Opportunities

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Welcome from the Dean To the Student Affairs staff: Welcome to the first issue of the Professional Development Magazine! My congratulations to the Staff Development Committee and editor, John Rodriguez, for this new initiative. This magazine represents our Divisional commitment to the professional development of our staff through as many vehicles as possible. Staying current with hot topics in our profession and best practices for responding to current challenges is essential for career enhancement. This learning also makes each of us a better practitioner and consequently, more effective in providing services and programs to students. As stated by Susan Komives, Professor Emerita, University of Maryland, student affairs professionals need to â&#x20AC;&#x153;ensure that all your professional decisions are grounded in the ethics, values, principles, historical perspective, theoretical frames and related skills and competencies of our field.â&#x20AC;? This magazine is one opportunity, among many, for you to continue to build that framework for your work. I hope you enjoy this first issue. Nancy C. Stoll, Ed. D. Dean of Students

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THE CLASH

OF THE

RANKINGS

Popular College Rankings and its impacts. By Kelli Connors America is obsessed with ranking systems,

overwhelming ranks. As student and parent reliance

and the rest of the world is following our lead.

on these systems of information increase, and guid-

When it comes to evaluating systems of higher educa-

ance counselors who are stretched thin point to

tion, rankings in prominent periodicals, most nota-

them to help guide studentsâ&#x20AC;&#x2122; choices, research has

bly the U.S. News and World Report, drive consum-

exploded, and pros and cons to this system emerge.

er choice and institutional action across the board.

Bowman and Bastedo, who have published

The system keeps on growing, with the addition in

an extensive array of research studies in this area in

2014 of three new ranking systems to the already

recent years, note that there are some obvious posi-

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tive outcomes for institutions related to their ranking.

What is most surprising in examining this

Institutions ranked in the Top 25, or who move up

issue is that the scholars above, among others, also

from Tier 2-4 to Tier 1 see an increase in applica-

make note of limitations and criticisms of the popu-

tions, and an increase in academic excellence among

larized ranking system, sometimes even in the same

its students, as defined by class rank and SAT scores.

exact study, and note some specific cons for students.

In a subsequent studied, they also found that institu-

Returning to Bastedo and Bowman, consumers, or

tions which rank highly can expect higher alumni giv-

students and families, need to be careful to not rely

ing, are more likely to receive research grants from

too heavily on these somewhat arbitrary rankings as

the federal level, and are able to increase out of state

indications of educational excellence or quality

tuition, as they become more desirable and thus more

(2009). Additionally, external evaluation may direct

economically valuable. Ehrenberg finds that “when

institutional planning, where colleges spend more

an institution improves its rankings the next year

and more money on improving their reputation

it...sees a great proportion of its accepted students

through focusing on the arbitrary methods used to

enroll...and can reduce the amount of institutional

rank them. McDonough et al. found that while it is

grant aid that it spends to attract its class”. It is clear

plausible that newsmagazine rankings can be used by

from these works that in the rankings game, individu-

students to bolster their confidence in their choice of

al institutions who can move up and improve can ex-

school, they are mainly used by middle and upper

pect to reap many benefits in subsequent years.

class, academically prepared and motivated students, who have a better understanding of the meaning of

Finally, Alter and Reback (2014) find that

college and the benefits inherent with a diploma

popularized rankings that emphasize quality of life

(1998).

characteristics, such as student happiness and facili-

The team also notes that “most students

need more basic information such as how to choose a

ties, can help high school students see themselves on

college, figuring out what kind of college would suit

a campus, or eliminate more easily schools that may

them...etc.” and conclude that these rankings are the

not fit with their view of college life. For example,

wrong source of information.

students who choose not to partake in alcohol may find schools labelled as party schools less appealing

Finally, Marc Meredith’s research shows that

and may choose to focus on schools that are listed as

rankings are problematic, because they are susceptible

sober friendly. They find that “colleges” efforts to en-

to manipulation by institutions, and that schools can

hance their reputations as places with happy students

provide incorrect or misleading data.

and beautiful campuses may attract high school stu-

If we are to weigh the information presented

dents with stronger academic credentials.

in these works, and take into consideration the case of Missouri University where Princeton Review has

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stripped the school of a rating due to the discovery of

or popularity contest. If we hope to continue the

false data, it is clear that popularized rankings as they

mission of providing access and equity to historically

stand now are not telling the whole picture. To

marginalized groups, we need to remove the stigmas

ensure that we are providing the general public and

associated

potential students, with accurate and fully-developed

institutions that lack the clout to make it onto the

institutional profiles, we need to look past simple

front page. There are institutions across the country

statistics like SAT scores of applicants, and get to

who are doing well, despite having less presence on

more important details that may be indicators of

the national stage, so letâ&#x20AC;&#x2122;s let the unique profiles of

academic excellence, such as graduation rates or

each school speak for themselves, and help consumers

employment outcomes.

make more informed, not just popular, choices.

with

low

ranking

showcase

While the Obama administration has taken steps to provide better data, we may need to take things further by educating Americans that major decisions regarding college choice should not be based solely on what is increasingly become a vanity project

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November 15 - November 18, 2015 Manchester, NH

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[suffolk leaves IMPACT]

[inspiring news]

article

IMPACTFUL Story. By Adam Nelson

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As many of you know, our men’s basketball team has been working with 8-year old Luke Giuffrida since January. Luke is a member of Team IMPACT – an organization that matches terminally or chronically ill children with sports teams. We had been trying to get involved with Team IMPACT for quite a while. It is very hard to get matched with someone – there are so many requirements that you must meet. We were very lucky to be finally be matched Luke just before Christmas.

very proud of each and every one of our men’s basketball players. I believe this experience goes beyond school and basketball for them, and will be something that will always be a meaningful part of their lives.

I think that we have gotten some nice press from Channel 7, Boston Magazine, and a bunch of North Shore newspapers, but our relationship with Luke is MUCH more than what people see. Our guys have really formed a bond with Luke and his family. Our players correspond with Luke on almost a daily basis through text and email. They forward me some of the emails because they love some of the things that Luke tells them. He loves to talk Luke suffers from about wrestling, basketball, and video games, so he fits right Cystic Fibrosis - a life- in with our guys! They understand that they are very threatening disorder important in Luke’s life and take this responsibility very that causes severe seriously. damage to the lungs During the season, Luke sat on the bench during and digestive system. our games, attended our pre-game meetings, and spent a lot Not only has Luke of time shooting around on the court. Because of Luke’s been a part of our outgoing personality, it did not take very long for our guys team, but we have welcomed his family to warm up to him. He has been in our locker room after wins and losses, and always manages to have something as well. His mom Sherry, Dad Carmen, funny to say. There are so many stories that our guys twin brother Gianni, already tell about him, and they all start with, “you’re not going to believe what Luke just said to me….” He really and twin sisters Gia and Olivia have been makes our guys laugh! People say that we are there for him, around our team a lot but there are some days that I truly believe that he is here for us! as well. We have definitely been We had a great experience a few weeks ago when welcomed into their our team went up to Methuen to attend a karate class with family! Luke and his family. Karate is a great way for Luke to exercise – he is not allowed to play team sports, but he goes to Personally, karate three times per week. We had a great time spending this has been an amazing experience. I the afternoon with Luke and getting to see what he enjoys am glad that we have doing. We all participated in his class, and we all worked been able to make a HARD! Luke really looks up to our players, and they are aware of this. They took this class very seriously because difference in Luke’s life, and I am blown they know that Luke does. I was so proud of all of them – we received so many compliments that day. Not only were away on the effect that it has had on our our guys gentlemen, most people there commented that student athletes! I am they could tell our players really care about Luke.

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With all of the good that has come out of our relationship, it is hard when the reality of Luke being sick sets in. Last month, he ended one of his emails by telling

As our relationship continues, we are very excited to watch Luke grow, and be there for him. As we recruit new players, we tell them about Luke and how he is part

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one of our players that he has been in his lung vest for an hour, and how uncomfortable it is. It’s very difficult to hear that – when Luke is with us, he is a very happy, go lucky kid. The reality is that he’s not always like that. I think our players have realized that they play a big role in keeping his mind off of his CF.

of our team. Some of our incoming freshman have already asked if they could reach out to him to introduce themselves! As we move forward, I hope our players continue to grow from this experience and appreciate the opportunity that they have to make a difference in someone’s life.

Unfortunately, Luke had to spend a few days in the hospital last week. When I told our team about what had happened, they were obviously very concerned. Without me telling them, each of our team members contacted Luke to see how he was doing. His mom said that this was so special for him, and it really helped keep his mind off of not feeling well. Fortunately, Luke is home now and doing better, and we are awaiting his next visit!

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The

STEM Myth

Critical Issues in Higher Education. By Perry Doherty Recently, concern has been expressed that

talented and

qualified STEM employees?

the United States is falling behind other developed

In 2014 the Bayer Corporation

countries because too few graduates are entering the

published their findings after asking talent recruiters

fields of science, technology, engineering and mathe-

at Fortune 1000 companies whether or not the lack

matics (STEM) after college graduation. For the

of qualified STEM employees was a reality or myth.

United States the threat of losing the title of global

Bayer surveyed STEM and non-STEM Fortune 1000

innovator sparks fear. The United States has a long

companies and asked individuals in talent recruiter

history of innovation; from the Industrial Revolu-

positions questions about the employees their

tion, to Henry Ford inventing the assembly line, to

companies sought to fill STEM and non-STEM

the Manhattan project, to landing a man on the

positions. Bayer’s research concluded that there is a

moon, to Google and the iPhone in the late twenti-

shortage of qualified employees; “of those who say

eth century. Innovations such as these created an

they cannot find adequate numbers of qualified

identity for the United States as a country of ideas,

STEM job candidates, the vast majority believe it is

innovation and technology. This identity is a source

because there is a shortage of qualified candidates.”

of pride for many Americans. Facing an American

Talent recruiters reported that “the lack of qualified

identity crisis, researchers, educators, employers and

candidates has led to a significant number of open,

politicians

unfilled jobs. Dr. Xueli Wang echoes the Bayer

suggest that the United States needs

more skilled employees in the science, technology,

Corporation’s

engineering and mathematics fields. Therefore, post-

positions and believes that the problem is the result

secondary institutions need to build a better pipeline

of a weak pipeline at colleges and universities. She

and

funnel more undergraduate students in-

writes “...the supply side of the STEM pipeline still

to STEM fields to supply knowledgeable and quali-

reports a serious shortage of students pursuing

fied

STEM

employees into these fields. Howev-

concern

about

disciplines…American

unfilled

STEM

postsecondary

er, is this really the case? Is there really a shortage of

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institutions are therefore facing an unprecedented

offer positions with more competitive salaries or

need to increase the number of students who study

more appealing benefits because the competition

in STEM disciplines.”

for

positions

will

remain

stiff.

Unlike the Bayer Corporation and

undergraduate students who studied STEM fields

Dr. Xu, Michael Anft points to a sign that suggests

knew that salaries were stagnant and that

the

unemployment was comparable to the average

fields.

national rate, they may choose to pursue other

claim

of a

unemployment

shortage is rate

myth:

STEM

Unemployment in STEM fields is slightly lower

opportunities

outside

than the overall unemployment rate (about 7%)

graduation.

Therefore,

and is higher than it has been in recent years. The

qualifications would be in demand and STEM

increase

fields

companies would need to invest more resources in

demonstrates a shortage of positions available, not

their human capital. In order to spend less and

a shortage of qualified candidates. Michael

increase profits, it benefits STEM companies to

Teitelbaum, also offers a contrasting opinion to the

publish information claiming more undergraduate

Bayer Corporation and Dr. Xu’s argument. Salaries

students are needed to study STEM fields. Like

for employees in the STEM fields have remained

corporations, higher education institutions also

stagnant. Salary stagnation often indicates that

benefit financially from building the STEM

there is surplus of labor, not a shortage. Anft also

pipeline.

discusses

the

unemployment

inadequate

STEM

compensation

STEM

fields

after

their

skills

and

for

As Anft points out, colleges and universities

individuals in STEM fields; “At the postdoctoral

receive $3.1 billion dollars annually from the

level, the over-supply of low-salaried, perpetual lab

federal government to stimulate STEM programs in

workers is well documented…Postdocs on average

addition

earn $46,000 per year, according to federal statis-

government agencies and companies with a stake,

tics.”

like Bayer, in the STEM myth. Another aspect of

grants

and

scholarships

from

Considering this information about

the argument for more STEM students is the threat

the current state of education and employment in

to the American identity. Employers, politicians

STEM fields, it is difficult to ignore the probable

and educators leverage the United States’ fear that

biased of the Bayer Corporation. As a STEM

the country will fall behind other nations in

corporation, Bayer directly benefits by publishing

technology and innovation and therefore, the

an article emphasizing the dire need for additional

American economy will suffer. Leveraging this fear

employees in STEM fields. If the fields are flush

cuts to the core of the American identity and is a

with well-educated, skilled and qualified candidates,

motivator

Bayer and other STEM companies do not need to

practitioners must consider the possibility that the

towards

change.

Student

affairs

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shortage of STEM employees is a myth. Taking this under consideration, the most important focus of universities and employers should be fostering studentsâ&#x20AC;&#x2122; natural talents and passions, whether that is in STEM or other fields of study.

Image from STEM Academy

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Junior Captain Caleb Unni In the beginning, my expectations were high because I knew that we would develop a great relationship with Luke. Still, this experience exceeded my expectations because at first, I thought only a few of my teammates would talk with Luke. As time went on, I saw each player individually connect with Luke and make him feel that he was a part of the team. Seeing this made me very happy. Also, this impacted Luke in a positive way and made him come out of his comfort zone and talk with us.

Team P O V

The message I would want others to take away from this experience is to not take this experience for granted because even doing something minute can impact a kid's life tremendously. Coach Nelson told our team that Luke was always excited to see us and he loved being around this. This showed our team that the little we did to interact with Luke made him feel like he was our little brother.

|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||| Junior Captain Adam Chick I knew that this experience was going to be a fun interactive way to develop a relationship with a kid you can make a long lasting impact on. This experience has matched my expectations and in a lot of ways exceeded my expectations. Luke and his family have been so warm and welcoming to let our team join their family, as well as our team welcoming Luke with open arms. Both sides of this relationship support each other and help one another get through the tough times, but also embrace and enjoy the fun times. This has made a huge impact on me personally, and I am very grateful that I have been offered this opportunity.

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DIGITAL PERSONALIZATION: MANAGING SITES & AUTHENTICITY Understanding and enhancing your digital brand. By John Rodriguez

Well, once in a while, I send a tweet (very similar to that one I just mentioned above) and receive a response back! Once, in particular, from JetBlue asking me, “Hey @johnorodriguez, what flight are you on?” I replied and thanked them for the follow. I continued to tweet about my experience with I am a strong proponent for institutions of higher learning, compa- the flight attendants and spacious seatnies, celebrities, company stakeholders, ing because I was very pleased with the services. They then replied back and and any other individual or organizastated they appreciated the love and tion to have such technology and cresupport and had a small form of appreate social contact with their constituciation. Little did I know that they So, let me tell you how I use these re- ents. For example, I fly pretty often for would bump me to an empty isle certain events and, more often than lated sites: with more space! not, I tweet at the airline I am flying  Twitter: Personal and Professional with; usually something like:  Facebook: Intended for Personal “Got my bagel from @DunkinDonuts Usage but “Like” and connect with and I’m so excited to board the colleagues through pages and such  Google+: Professional (rarely use… @JetBlue flight to IND and see some fabulous @phikappatheta collegiate Sadly)  LinkedIn: Professional Electronic men.” Resume, essentially Each tag is a way to advertise,  Flickr: Used it in 2008…. I think. market, and support organizations,  WordPress: My LIFE (professional companies, and people to network and personal) with and gain some form of following. Your digital “selfie”: composed of social network (netWORTH), clouds, self-publishing platforms, user made sites, offline activities that jump to online (statuses about you, pictures of your night last night), and much more. A footprint and/or shadow that follows you through the infinite dimensions of technology and the Internet. In student affairs, we constantly talk about these tools in conjunction with your “authenticity.”

The ability to socialize and retrieve peer reviewed articles, facts, knowledge from colleagues, and mentors across the country through a social platform is beyond amazing, in my opinion.

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So of course, me being me, I had a Bridesmaids (the movie) moment:

uses a lot. When I saw it, I immediately tweeted back and stated, “Please go see your RA on duty in the lobby and tell them. They will handle it and they will be working in the morn-

Twitter account to responding with your personal account. This way you can provide a personal exchange with the branding effect of your residence hall remaining intact.

√ Character Building Through Expeing! ” We got the rience & Interaction! dryers fixed that night and when she Tip: Participate in #FF (follow Fridays) and continuously thank and welcome realized they were really fixed she tweet- new followers to your social media page! Making that instant connection is ed back saying that she loved the build- incredibly important and will make the new follower(s) feel welcomed and ining and the buildcluded into the new community! ing’s twitter account for keeping the A few minutes after, I received building up to date! What an amazing In higher education, we have a a DM from @jetlbue providing me with feeling. That student hash tagged and saying that goes like this: “As we confree priority boarding and extra legtweeted to every possible campus offitinue to age and get older, our students room seating for my next flight back. I cial’s account and we, my staff and I, was in complete and utter shock. received a lot of positive feedback for it. stay the same age.” As we continue to work in this field, our 18-22 year old population never fluctuates outside of That is what I call proper netSome tips I’ve learned along the way the normal curve. With that, as techworking and use of such digital tools. I are: nology continues to advance, commuinstantly tweeted what they did for me nication and preferred means of comand the amount of favorites and re√ Personalize Yourself! munication, will change. We, as profestweets was incredible. They knew that sional staff and faculty, need to be upat that moment, I would make the deciIn fraternity and sorority life, sion to fly JetBlue, any chance I had a we emphasize the phrase: “People like to-date with these new and emerging say in it. That is how to use these tools people” or “People join people.” People trends to be able to understand our to communicate with others and mar- are more open to interacting and con- students. ket products to the public. necting when they know the people Again, yes, I think it is a good who they are doing it with! This will thing but it’s all in proportion. I am With my work, it’s no different. On a make you approachable, online. able to (personally) balance my own weekly basis, I make it a duty of mine account and am able to talk to friends to search twitter handles and hashtags Tip: If you manage a division, departthat relate to my residence hall and ment, residence hall, building, or equiv- and see how they are doing but also campus, to make sure that if there are alent or your own a company that has release informative and relative articles to my followers and friends. I am able any issues that arise, I handle them in a an account on such platforms, write timely manner. Students are quick to and tag those who manage the account to make connections, both personal post their feelings on a subject on so(if acceptable). This way, your constitu- and professional, through social media. I admire and seek out preferred vencial media but will not email the appro- ents know who they are talking to. dors or companies who can use social priate individual who can help solve the issue. √ Know When To Switch Accounts! media appropriately to converse and network with their customers. This is For example, I had a student the future, now. Tip: Similar to the tip above, this is complain that the building’s dryers very important! For the most pressing were all broken (which they were). I questions from your students, switch saw the tweet because the hashtag she from responding with your building used was one my building’s twitter page

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Image from scholars.activateminds.org

UNDOCUMENTED STUDENTS FOR

The AB540 and Following Those Progressively Leveraging Education. By Arianna Gulbis For several years, undocumented students have been fighting the uphill battle for their education. Only a small percentage of undocumented youth continue on to post secondary education. Emily Wilson discussed in the Diverse Issues of Higher Education, about the new AB540 and Undocumented Student Center on the University of California, Davis campus. The AB540 and Undocumented

Student Center is “unique in the US system and even in the country” (Wilson, 2015). The center received its name as AB540 refers to the law passed in California that “allows students to pay resident tuition if they have attended a California high school for at least three years, graduated, and met other requirements” (Wilson, 2015). The Undocumented Student Center offers academic, emotional, and

legal counseling and the “center’s goal is to give students a sanctuary” (Wilson, 2015). Ana Maciel, a junior at UC Davis and the academic coordinator for the center, is undocumented herself. Undocumented students need the support from student affairs professionals. It is important to be aware of the AB540 and Undocumented Student Center as it promotes a safe environment for undocumented SPRING 2015

students and presents advantages and students that can apply for work disadvantages to the discounted tuition permits. However, in order to rate and access to higher education. “contribute substantial amounts in payroll taxes, they first need access to In 2002, California law Assem- well-paying jobs only attainable with a bly Bill 540, stated that undocumented college degree”(Eusebio, Mendoza). students would be given the in-state There are several benefits to giving tuition rate as long as they had met the undocumented students in state requirements as listed above and signed tuition, which can be seen through the an affidavit that the individual will ap- success of Ana Maciel, her help ply for legal status if given the opporcreating the Undocumented Student tunity (Enriquez, 2011). In 2006, it was Center, and the economic benefits for estimated that 1,630 undocumented the United States. students were enrolled in California State University and University of CaliUndocumented students, even fornia institutions and approximately when enrolled in school, are 5,000 were attending California continuously fearful of deportation and Community Colleges (Enriquez, 2011). feel as though they are isolated on Ana Maciel, the academic coordinator campus. “Negative interactions at for the Undocumented Student Center school, however, are fueled by teachers’ is a product of the opportunities the in- raced, classed, and gendered state resident tuition will create. Maciel perceptions of students’ ability and stated that she thought she would willingness to succeed” (Enriquez, never get to the point she is at now. 2011). Situations like this make it Maciel states, “In my personal stateharder for undocumented students to ment, I exposed my status. That was succeed because they lack the emotionthe first time where I actually started al support that other students are talking about being undocumentreceiving. Although these students are ed,” (Wilson, 2015). Maciel reflects receiving the emotional support at back on her experiences and says that home, students are simply stating that she remembers thinking about not their families are “not here going to college, but it was encourage- [school]” (Enriquez, 2011). Another ment from her mother that helped her issue with undocumented students achieve her goal. Second, many of the receiving in state tuition is that they are arguments for providing undocument- still not eligible for federal financial ed students access to education have aid. There are some scholarships availathe foundation of what type of ble to undocumented students, they are “investment” and “profits” the hard to come by and there are not economy will see as a result (Rincon, nearly enough to support the popula2010,). Rincon (2010) states that it is tion. Students that receive these “rarely argued that equal access to scholarships “must demonstrate higher education is a matter of civil or extreme resourcefulness to access democratic rights and that its ultimate higher education” (Diaz-Strong, benefit is to the young people Gomez, Luna-Duarte, Meiners, 2011). themselves and society as a whole.” “Luz” a student interviewed by DiazCurrently, the United States’ Strong states “It’s possible for population is filled with retiring undocumented students to apply, but seniors. Immigrant populations are the way everything is set up, it’s so “demographically opposite of the expensive and you’re not going to get United States”(Eusebio, Mendoza). any financial aid, so it’s kind of like There are some undocumented they’re teasing you.” In this situation,

“apply” does not equal access due to the fact that the current federal and state policies on financial aid and immigration deny access for most of these students. A solution offered by Diaz-Strong et.al, (2011) is that “community colleges are the pathway” for undocumented students. Community colleges promote “open-access and affordability as part of their mission” (Diaz-Strong et.al. 2011). When the high school seniors were asked about how they chose their institution, they responded that they did not choose and were practically forced into that decision for the reason of affordability (Diaz-Strong et.al, 2011). Undocumented students should be recognized as strong role models on college campuses. Giving instate tuition to these students should be an easy decision for policy makers. Not only would access to higher education be granted throughout the country, paths to success would be drawn for these students. In addition, the United States would economically benefit from a decision such as this. As student affairs professionals, it is important to be aware of undocumented students and the assistance and support they need to access higher education. Establishments such as the Undocumented Student Center will help better support these students and will hopefully start a trend on college campuses throughout the United States.

What can you do as a student affairs professional, mentor, or friend to help implement these resources on your campus?

SPRING 2015

Interested in writing for the magazine? Contact us! We are looking for interested writers to challenge the status quo and educate colleagues on related issues and areas that impact all of our work, effectiveness, efficiency, and attitude towards student success and development. Click the icon to connect and share interest: @johnorodriguez

jrodriguez9@suffolk.du

SPRING 2015

[professional development] Conference Opportunity: —Present— —Attend— —Job Placement Conference— 2015 New England Student Affairs Placement Conference (NESAPC) will be taking place at Framingham State University on May 28th-29th. This is an excellent opportunity for employers to interview candidates who are interested in working specifically in the northeast & for those interested in pursuing new job opportunities. **Click on image above for conference details. Registration is not open yet.

June 18 – June 20, 2015 University of Massachusetts, Amherst Massachusetts Bringing together the most diverse and talented educators in the field of men and masculinities research and practice, the Conference on College Men has become the premier venue to explore and examine issues related to men and masculinities in higher education. As particular populations of college men continue to struggle in their postsecondary transitions and engagement, the Conference on College Men will challenge attendees to critically reflect upon how their own identification and expression of gender influences their work with college and university students while also treating them to the most recent scholarship and services in the field.

IMPORTANT DATES     

October 01, 2014: Registration Opens October 15, 2014: Call for Programs Opens January 20, 2015: Call for Programs Deadline April 10, 2015: Early Bird Registration Deadline May 22, 2015: Regular Registration Deadline

**Click on image above for conference registration.

SPRING 2015

[professional development] & Conference Opportunity: —Present— —Attend— 2015 New England Latino Student Leadership Conference at Dartmouth College on April 24-25, 2015. **Click on image above for conference registration.