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Learning to Let Go – A Career Lesson on Over-Committing

One of the important lessons I have learned in my career is the value of sharing my responsibilities (and accolades) with others and being careful about taking on more duties than I am able to handle. I’ve come to learn that over-committing myself and not being able to fulfill my part do result in me becoming a bottleneck to my organization and to other colleagues. The ability to say no and to remain focus on key priorities, in my opinion, are very important management skills I am in the process of learning. Too often, in our effort to please our customers/partners by trying to meet all their demands, we find ourselves having to compromise in the quality of our work and worse, we end up failing to deliver quality work in a timely manner. This is easier said than done given the seemingly infinite projects that need to be done with scarce resources. In addition to trying to please customers beyond my capacity, there were other reasons as to why I found myself over-extended. As I reflect back on my career, I think about why was it that I fell into the trap of committing beyond what I was able to deliver. Here are just a few reasons:

- Saying “no” meant jeopardizing future opportunities. Especially during my early part of my career, I thought I had to accept every tasks given to me or risk not advancing in my career.

- I fell into the trap of “hero mentality”. I felt I had to solve every problem that came my way, because that’s what heroes do. Did it feel good being recognized for being the “hero”? Absolutely, but I soon found out I was getting burnt out as I was working too many hours. I also found out being a “hero” also brought out professional jealousy from others who may have also wanted to be the “hero”.

- I felt the need to establish my areas of authority/boundaries when I was promoted to a higher position. Areas of responsibilities don’t always match what is in the job description as duties are not always exclusive to a position. Sometimes, there are more than one person responsible for the same duties.

- I thought I was the only one capable enough to do the job. I had the “expert” mentality. This was a bad mentality, especially in a team lead role. Not only is it a selfish/arrogant mentality, it’s also not sustainable nor is it scalable. When I was the only person who knew how the applications I developed work, I had to do the maintenance myself and that prevented me from moving on to new projects.

- I viewed every projects/tasks as critical/high priorities requiring immediate resolutions. Instead of spending some time analyzing the appropriate response required and planning what needed to be done, I immediately went to work fixing issues/projects that came my way.

I think I’ve changed my ways as I became more experienced and more mature in how I deal with my responsibilities/career. I’ve learned to “let go” and not feel as if I have to take on every responsibilities that come my way. In a way, taking on too much beyond my means seems selfish. I had to change my ways in part, it was out of necessity as I found myself being burned out and not having the appropriate blend of work/personal lifestyle. It was also a commitment on my end as a supervisor to model what I think is the right approach to work to my team members and other colleagues. I’ve come to learn, through experience, the benefits of not always being the one to take on every responsibility. Do I always succeed in my attempt to stop over-extending myself? Of course not. But, I am more careful about putting myself in situations where I may not be able to fulfill my responsibilities.




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Taking Some Time to Reflect and Dream

I have heard other folks say good ideas come when they’re in the shower. Could it be because that’s one of the few minutes within our busy days we actually get to think freely and not get distracted with the worries and issues we must face at work and in our lives?

It’s been a hectic year at work. We started several major projects and maintenance of existing systems kept increasing. This is a sign of the increasing role of technology in how we do business in student affairs and on our campus. In my role as  information systems director, most of my time is spent in meetings from steering committees, oversight committees, project work groups, and with my supervisors. These meetings are in addition to managing resources, providing leadership and support to my staff, working with our business units to plan projects and to solve unexpected issues. There were times when I had to remind myself to step back and take on tasks one at a time. It’s been stressful and I definitely felt drained and frustrated at times. I took a much needed vacation this week with the goals to just read, write, and review my future career goals. It’s been awhile since I’ve actually had the time to think and reflect. As I think about why I felt so frustrated at times, I began to realize what I stopped doing the last few months — I stopped learning, thinking/dreaming about new ideas, and reflecting on growth and accomplishments. I was so busy at work managing that I had gotten away from the two activities I enjoy and used to spend a lot of my time on – reading and blogging. I read  a lot of books in 2013 but not so much this year.

I’ve only written a few blog posts this year as well. One of the many things I enjoy about blogging and reading was that one idea led to another and when different topics like politics, history, culture, and technologies came together, there was a sense of personal satisfaction in being able to synthesize these different perspectives. It was even more fun when I was able to apply what I’ve learned to my work. For me, learning and reflecting energize me. To be able to dream about the future in a world filled with pessimism and constraints is liberating. To be able to reflect and document on my  challenges, and accomplishments this past year also provided me with a sense of growth and progress. It’s hard to fully appreciate the blessings and the relationships I’ve developed without spending some time reflecting on them.

It’s amazing how easily we can get into the routine of just dealing with what’s immediately in front of us and forget to dream about possibilities and reflect on our experiences. Taking some time away from our day-to-day grind is healthy and something we should all consider.

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UCSB Community – We’re All In This Together

vigilI want to write about the emotional roller coaster I’ve felt the last few days about the senseless and tragic incident that happened to our community. But, there’s so much to process, I don’t even know where to start. If this is a rambling post, that’s a reflection of my feelings at this point. It’s hard to believe this could even happen in our community. I’m still in shock, sometimes feeling numb. I personally don’t know the students that died, though not all of their names have been released, but I am feeling the impact. I cannot even imagine the sorrow their families and friends are going through. I’m not on the front line like my fellow UCSB colleagues and so I cannot even imagine the emotions they are going through with as they deal with their own emotions and those they are helping. How could this happen to UCSB community? It doesn’t make sense. I feel angry, frustrated, sad, confused, and hopeful that something good will come out of this. The healing process will be slow and painful. We will all grieve and go through the healing process in different ways. The degree to how we will feel the pain will vary but I think we will have been changed by this incident in some way or another. In the next few days, even weeks, as our community will begin to process and more information will come out along with the personal stories of the victims, we will all be reminded how connected we really are as a community. Personally, I expect stories from my UCSB colleagues and students who interacted and even developed relationships with the victims, our students. I am grateful, and not surprised, at the level of response of our university in our efforts to help students and those affected cope with this tragedy. Minutes after the shooting occurred, several of my student affairs colleagues went back to campus to offer counseling and provide information.The Candlelight Vigil held last Saturday evening, an event led by students, organized by many, and attended by thousands showed how quickly our community can come together and work as one. The outpouring of support from UCSB alums through social media, student affair colleagues from other universities checking in to see how we’re doing have been really helpful as well.

I have long considered UCSB as home since I came here as a student in 1991 and when I turned professional. It’s a place I thought I could get away from, leaving the university twice, but I felt the need to come back. It just feels right here, professionally and personally. It’s during these unfortunate times that I know, what I have here is more than a job. It’s part of my life. My wife and I both have spent half of our lives here. The students I get to work with and get to know, my colleagues I come to respect and value, and the pride of being a Gaucho — these are the reasons why I’m still a part of the UCSB community.

“Everyone in IV please stay inside right now.” This was a status update I saw on Facebook at approximately 9:30 pm on Friday, May 23rd, 2014. It was from a student I just recently met a few weeks ago through our Filipino-American student association at UCSB. A flurry of updates from other students soon followed urging others to stay inside and an alum visiting Isla Vista posted she saw “a guy bleeding to death…”. I could never have imagined this horrible event could ever happen at UCSB. This has been a crazy few days. Tragic.

I end my thoughts with this – we’re a community. As a community, I know we’ll support each other. We’ll be there for each other.

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Technologies, Assessment, and the Future of Student Affairs

Technology is already a significant component in all facets of student affairs. Technology has played a role in student affairs for several decades as Kevin Guidry shares in this blog post about student affairs technology competency.  Moving forward, the new types of technologies and how quickly they evolve will pose challenges and opportunities. This blog post includes what I see as changes in the landscape of consumer technologies and how campus information system providers will need to change their approach in designing applications for devices and how end-users may interact with systems in ways they don’t do today. It will also talk about assessment, the limitations of current systems towards a complete analysis and evaluation of data from different sources, and how to potentially overcome these constraints.

The future of student affairs will include consumer technologies including mobile, data, sensors, social media, cloud, wearable computing, and location-based systems. This possibility is by no means a stretch if one is to consider what already exists outside the world of academia and follow consumer technology trends. I’ve written a couple of  blog posts about possible scenarios in the near future of student affairs using technologies I mentioned above. This blog post and this also talks about how I think wearable computing, specifically Google Glass, can be used in student affairs. The use of consumer technologies can no longer be ignored by IT and other campus service providers. For one, there are privacy, policy, and ethical considerations that must be addressed as data freely from one device to another enabled by cloud services (Dropbox, Google Drive, etc) and increasing availability of internet connectivity. In addition, the design and development of campus systems must consider how consumers of these systems expect them to work. As it is, legacy systems designed before the wide use of mobile are not mobile-friendly, and campus IT and vendors are still spending their time retro-fitting these systems to provide mobile interfaces.

As the development of enterprise campus systems like learning management systems, residential management systems, student information systems, and other administrative systems take years to complete, it’s probably wise to think ahead of what consumer technologies may  be available two or three years from now and design for them. I believe one of the major considerations when designing these systems is how users interface with the systems. Most systems available now are through graphical user interface (GUI) such as web sites. However, developers must also think about presenting systems through Conversation User Interface (CUI) which provides user interaction through voice. Apple’s Siri, Google Now, and Microsoft’s Cortana are three technologies that are now available via CUI.In addition to GUI and CUI, developers must also provide users the ability to interface with systems using gestures, which I consider to be part of the Natural User Interface (NUI) approach. Consider the fact that a user can now wink when using Google Glass to take pictures or that a user can use Leap Motion or Kinect to control objects on a screen.

Another consideration is the possibility of how data that may have been designed for a specific use today may be used differently in the future. For this reason, it’s wise to design applications to provide these data through services that can be consumed separately and in ways that may not have been thought of before. For example, one set of data that is commonly used across student systems is student demographic data. While in the past, this set of information may have only existed on the campus student information system (admissions, registrar, financial aid), increasingly, functional systems (judicial affairs, housing, etc) often provided by vendors, are now using this information for operational use as well as for assessment/reporting purposes. The older (and most likely used today) is to provide extracts of this data set, and send it to departments responsible for managing these systems via text files, which they then import. A more effective way would be to expose these data through API (application programming interface) including web service which can be used by these other systems without manual actions, given proper permissions.

One topic that has gotten more attention in student affairs and involves enterprise systems that cross campus units is assessment. The need for assessment is because of the seemingly greater need for accountability by the government in light of questions surrounding the purpose/effectiveness of higher education as well as to show the value of the work student affairs do. This is in addition towards efforts by departments to improve how they conduct their business (operational) and how effective they are towards meeting student learning outcomes. A major obstacle towards a complete campus assessment, or just within student affairs, is the fact that so many of the systems including student health, counseling, judicial affairs, disabled student programs and other student service systems are not designed to be able to seamlessly communicate and exchange data with each other. This is one of the challenges I discussed in this blog post about Higher Education and Data Liquidity. Moving forward, there has to be a way for these separate systems to be able to communicate and exchange data. At the least, there has to be a way to combine these data into a central database for analysis. One approach to solve this issue would be to have common data format that these systems can use, similar to a common eTranscript system by Parchment which enables high schools and colleges to exchange transcripts electronically. Additionally, a proposal I had recommended is to create a common markup language that can be used across all types of learning institutions. This is a learner centered approach which accounts for the fact that students are no longer receiving or completing their education from a single place, also called the student swirl.

It would also be wise for student affairs practitioners as well as IT departments providing support to student affairs units to lead the discussion when it comes to how vendors should design their systems to overcome the constraints above. As it is, there really are not too many vendors focusing on student services who are developing systems that can accommodate the needs of student affairs as whole. A company that can do this would need to have domain expertise in areas within student affairs that are so distinct (student health vs residential life) from each other to be able to develop systems that go beyond just a department or two. I think NASPA and ACPA, the two student affairs national organizations, should lead this charge as they should have a better perspective on what the general needs are across institutions. In leading this charge, they need to work with other organizations representing specific functions within student affairs to understand the specific needs within these areas. These organizations include but not limited to  AACRAO, ACUI, ACUHO-I, and NACE to name a few.

There are so many more topics and questions to discuss when it comes to the use of technology in student affairs. This post is just a small piece of that discussion, though I hope it provided readers, like you, some ideas and questions to think about when it comes to the future of student affairs.

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Resistance to Social Media Amongst Student Affairs Professionals

I worry when I hear other student affairs colleagues I come across online and face-to-face say they don’t believe in social media  because  they’re a fad and/or they don’t see the value in these tools. I worry when I hear comments like “I don’t use facebook, I don’t see why others are using it” or “I don’t see the value of social media in how we do business in student affairs. They don’t provide any additional value.” My concern is that some of the resistance to social media seem to come from the perspective of “what’s in it for me” instead of considering these tools from student perspectives. This is the type of selfish perspective that worries me. I consider this selfish because folks who think this way are thinking of their needs and placing their value systems first instead of those they serve. There are those whose minds cannot be changed regardless of countless of evidence presented to them about the impact and use of social media amongst the student population. Social media are more than about technology. To appreciate social media, one must consider how these tools impact and relate to communication, relationships, community building, engagement, learning, identity, and personal/career development. As student affairs professionals and educators, aren’t these the same issues we must consider when serving the needs/wants of our students?

Before I continue, some of those reading this will pose the argument that not every student use social media and not every student use mobile devices. That is true, however, just walk around campuses and you’ll observe many students using these technologies. Pew Research and ECAR Study of Undergraduate Students and Information Technology, 2013 also confirm high use of social media and mobile along with other technologies amongst our students.

I hear this type of thinking too many times, what I call “legacy thinking” wherein folks reminisce about the past and they try to impose/apply them today. This is not only limited to how they approach social media but with other technologies and how students live their lives today. But at some point, we must adopt the attitude of “it’s not about me, It’s about the students.” Do I expect everyone to become experts and accept every technology blindly? Of course not. I personally examine technology with cautious optimism. But, if we are not even open to examining the potential benefits and pitfalls of social media, how are we to educate and model to our students how to take advantage and conduct themselves appropriately using these tools?I do think as student affairs professionals, regardless of our personal beliefs and biases against social media, we should probably try to understand what social media mean in terms of our professional responsibilities and consider them from students’ perspectives.

If there’s a message I would like to tell these folks, that message would be to be learn a little bit about social media, if not for themselves, for the sake of the students they serve.

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Higher Education and Data Liquidity

There is a lot of value in studying other industries outside higher education to gain perspective on issues we face as well as how we may adapt practices and technologies for our use. In the midst of rising student debt, claims of administrative bloat, call for higher accountability, and questions about the value of higher education, it seems there are more discussions about assessment within student affairs to improve quality of services and to provide evidence of our contribution to student success. A key component in assessment is obviously data and the ability to aggregate them from different data sources and perform analysis for different purposes. The fact that information systems even within the same campus do not communicate with each other leads to siloed data. As it relates to assessment, this issue of systems inability to communicate and exchange data, leads to less than accurate analysis and evaluation. In addition, the quality of service provided to students and other customers suffer. As one who oversees our campus suite of student health and counseling information systems, I see some parallels between higher education and the medical care industry when it comes to the challenges related to data.

One concept I came across from reading a book called Connected Health: How Mobile Phones, Cloud and Big Data Will Reinvent Healthcare by Jody Ranck is “data liquidity” which the author describes as “the ability to move data from one part of the health system to another”.  Another definition offered by this article is “more ways and more choices for patients to own their computable health data thus enabling patients to use their data to get help and advice.” Conceptually, data should be able to move freely from health providers and accessible by patients themselves.

The idea that students/learners should own their own data and be portable across institutions is a topic I discussed in this blog post “Common Learning Portfolio Markup Language (CLPML) – A Proposal.” One of the major challenges to this concept I proposed is the lack of a common standard in how data can be shared across student information systems both in terms of data format and interfaces (how different systems communicate). What I do know is that there is an interface standard that exists in the medical industry called HL7 used for clinical applications to communicate. Furthermore, older legacy systems designed to be stand-alone require modifications/enhancements to be able to interface with other systems. These enhancement projects may require significant financial and human resources.

For “data liquidity” to improve, other obstacles beyond technology must be overcome. Data privacy rules and policies exist to protect student data but a times, it seems so convenient for some to use the same rules and policies as inappropriate reasons not to share data, even to students themselves, who do have the right to view their own data. Furthermore, some existing data policies do need to be revised to reflect current needs and to reflect technological advances including cloud and mobile computing. In addition, designs of information systems must be designed from the perspective of the customers. It’s too convenient to design systems without consulting with those we serve leading to silos instead of integrated set of student information systems and services.

It will be interesting to follow how the medical care industry will address the lack of data liquidity and how solutions they arrive at within their industry can be adapted for higher education.


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Some Folks You May Want To Follow – Real People/Fresh Ideas

Social media, specifically twitter and blogs, have become key components of my personal learning environment (PLN). For as many books I read, social media provides me information and more importantly access to a variety of experts/up-and-coming thinkers and their ideas that none of the books provide. While books may provide thoroughly examined and edited concepts, theories, and even real-life case studies, I find it refreshing to read the experiences and ideas of my contemporaries in student affairs and technology fields. These are folks whose ideas may not have been heard if it were not through social media. One of my core beliefs is that everyone has something to contribute. Specifically in our field of student affairs, I value the insights of students and new professionals. Their voices need to be heard more when it comes to the current and future states of student affairs and higher education. I also value folks who are not afraid to challenge conventional thinking. Here are just some of the the folks I’ve come to follow:

- Josie Ahlquist (@josieahlquist). Brilliant writer as she is able to present academic concepts about digital leadership and student development theories that is enjoyable and easy to understand. She is one of the few folks I know who’s doing research on digital leadership and the use of social media in student affairs. Check out her blog at http://josieahlquist.com/.

- Trina Tan (@trinastan). It’s refreshing to read Trina’s adventures as a Filipina-American graduate student. She shares some of her personal and career challenges and lessons learned along the way. Check out her blog at http://trinastan.com/.

- J Chase (@JChase_). Do you want to follow someone who’s not afraid to call things the way we all should? Follow this guy. He makes a lot of sense, too. From assessment to critically looking at the principles/practices of student affairs, his commentaries provide different perspectives. Check out his blog at http://jchaseblog.tumblr.com/ .

- Josh Kohnert (@joshkohnert). Josh is one of the emerging leaders when it comes to the use of social media for digital identity development amongst students and staff. I like the fact that not only is he writing about his ideas but he is also actively sharing his knowledge through his presentations and through his work as well. Check out his blog at http://www.joshkohnert.com/.

- Joe Ginese (@joeginese). Joe is definitely full of ideas, innovative ideas. What I respect about Joe is that he is a thinker and a doer. When he identifies an issue, like how conferences can be improved, he will actually provide some ideas. Too many folks, I think can say “here’s the problem” and stop there. Joe actually will present some possible solutions. Check out his blog at: http://joeginese.com/.

There are so many more folks I could add to the list above and the ones I mention are representative of the folks I enjoy reading for their unique and fresh perspectives.

Who are the folks you follow who bring new ideas and even challenge you?






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Reframing Technology in Student Affairs

Technology can be scary for some. The prospect of technology potentially replacing one’s position in an organization is even more scary. This is one of the reasons as to why advances brought upon by technology are not always embraced by all. From my experience working in student affairs IT for more than fifteen years, obstacles to implementing new systems are not always about the shortcomings of the technology themselves but rather, the bigger challenge lie with the resistance of those impacted by the new systems based on fear, unwillingness to embrace change, refusal to learn new skills, or the belief their current practices are superior to what technology can offer. When implementing new systems, as a project manager, a few of the questions from staff I know I have to address are “what’s in it for me?”, “will it replace me?”, and “how do I fit in?” The reality is that technology has changed manual processes that may have existed in the past. Technology has made certain processes more efficient through automation. In some cases, this has led to elimination of positions that used to perform these manual operations. For folks in these positions, they had to  learn and adapt to the new ways of doing things, moved to new positions, or leave.

One of the concerns about using technology in student affairs, particularly when dealing with students/customers, is that certain services requiring face-to-face communication should not be replaced with technology. I generally agree with this sentiment. Not every process can be replaced with technology. If that is the case, there would be no need for staff at all. However, consider the idea that technology may just provide staff with more operational efficiency and effectiveness so they can devote more face-to-face interaction and provide more time to students who need extra attention? Given the global nature and increasing online presence of our students in higher education, physical face-to-face may not be an option. Here are some examples on how technology complements and improves our work:

- Knowledge base systems like Intelliresponse that can answer most commonly asked questions can minimize the number of phone calls and emails to staff thereby providing more time to dealing with special scenarios.

- Electronic medical records and case management systems provide student affairs practitioners with relevant student information from different parts of the campus they can use to assist students. Institutions without these systems probably still need to gather the information on paper format from different places. Imagine students having to wait during an appointment as the counselor must wade through files, which may contain outdated information, and synthesize the information in front of them?

- Web-based self-service systems can delegate some of the tasks to students themselves. For example, disabled students could register for services provided by disabled students programs by providing their health information and requesting services (proctoring, notetaking, etc) online. Given some business validation to ensure all required documentations are provided, these self-service systems save both student and staff the unnecessary steps and time of going over required documents.

- Virtual conferencing tools such as Adobe Connect to provide webinars to incoming students who may not be able to visit the campus (international students, out-of-state, etc) are saving institutions time and money for travel. They can also accommodate the different time zones when students are available. I know colleagues who have held web conferences at 2 am to students in China.

- Digital x-ray systems in student health centers have significantly reduced the amount of time required to diagnose a patient. In the past, the process would have involved a couple of days to send these x-rays to facilities outside the university. Student health centers with digital x-ray capabilities can now do the same process in minutes.

- Automated degree audit systems can assist students and advisors with information to monitor academic progress. The efficiency and accuracy provided by these systems are tremendous compared to manual processes which require staff to enter and process volumes of student academic records.

With the topics I introduced above including staff’s attitude to change and looking at technology as a tool towards efficiency and effectiveness, we must also look at the subject of technology competency. What does technology competency mean? As I wrote on this blog post, I define student affairs technology competency as:

“Technology competency includes the knowledge, skills, and attitudes needed to use, design, evaluate and implement technology to support the goals of functional units and towards one’s work.”

Competency is not solely about the mechanics of using the technology itself but rather, how technology is applied in intentional ways. Technology competency involves technical and business aptitudes as well as the right attitudes. As an analogy, one does not develop competency with money, but rather, how money is used.

How do we then develop staff’s technology competency? Graduate programs must include technology as part of their curriculum, either as a component in other courses offered, or as a course on its own. Not all student affairs professionals have a degree in student affairs and so opportunities to develop technology competency must be available to all staff. One such opportunity, which is also applicable to graduate programs, is a course on technology in student affairs. This would be in addition to any training provided by institutions such as lynda.com as well as by sites available to individuals including codecademy and Smarterer.com. I also think our profession could encourage and promote discussions about effective technology use in student affairs by bringing the topic to the forefront and not just as an underlying component of other competencies. Perhaps, the next version of Professional Competency Areas for Student Affairs Professionals by NASPA/ACPA could include technology as a competency area and not as a thread.

For anyone to deny the idea that technology is an integral component of student affairs today has not worked in student affairs and/or they have not spent the time reflecting on how technology impacts our work and our students. The question is no longer about whether technology should be a part of how we perform our jobs but rather how can we best use technology in whatever capacity we contribute towards our mission of supporting student success. Student affairs professionals do not have the choice of accepting technology as part of their job.  This article, “You 3.0: The Most Important Evolving Technology“, says it quite aptly:

“The focus will be on the relationship between the evolving technology and the user—that is, on You 3.0.”

To be successful at what we do in providing service require our willingness to adapt, not react, to the realities of the world of our students.

What are your thoughts on how we should frame technology in student affairs? Do you agree/disagree with my assertion that technology is a critical component of student affairs?

Note: Products mentioned in this post should be considered as references only and not an endorsement by the author.

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Thinking About the Future of Student Affairs

Thinking about the future of student affairs and exploring ways to “predict” what the next few years hold for my profession -these are two topics that have occupied some of my thoughts lately. As a student affairs professional, I’m anxious/excited about how higher education and student affairs will be, even a couple of years from now. The technological advances the last few years including social media, cloud,  mobile and more recently, wearable computing, have and will change the landscape of higher education. Rising student debt and tuition cost lead to questions about the value of college degrees as well as affordability/access and accountability. The changing demographics bring new expectations and needs. Newer forms of instructional deliveries including blended and distance learning, specifically MOOC, introduce debates about the role of technology and the faculty. As more higher education institutions offer online courses,  the role of student affairs professionals in providing student services must also be explored. Given all the different factors driving changes in higher education, I am intrigued as to what the next few years hold.

Can anyone truly predict the future of student affairs? I certainly can’t, but it’s fun to think about the possibilities. While the services we will need to provide and the way we will provide them will change, the needs of students outside the classroom will not go away. The questions we should be asking are “what is our preferred future of student affairs?” and “what are the possible scenarios we must prepare for and how can we prepare ourselves?” . How can we use information available to us, such as Pew Research, ECAR Study of Undergraduate Students and Information TechnologyNational Survey of Student Engagement (NSSE) to inform us about current and future issues/trends? What prevailing beliefs/ideologies, if any, do we need to change? At this point, I don’t know the answers to these questions, but what I do know is that as we think towards our future, we must not be confined by our past, and how it’s been done in the past. As much as we would like to reminisce about how wonderful our college experiences may have been way back in the days, we are not designing/providing services for ourselves. As we think about our future, it’s probably a good idea as well to expand our local campus perspectives by having conversations with colleagues outside our institutions and include those who will ultimately lead us in the future – our current students and new professionals.

What are your thoughts about the future of student affairs?



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Why I’m Taking a MOOC on Student Affairs

This MOOC (Massive Open Online Course) entitled “Exploring the Student Affairs in Higher Education Profession” may just be the closest experience to being in a formal student affairs course for those who have not taken a course in student affairs and higher education. This is one of the reasons why I chose to enroll in this MOOC. While I have more than a decade of student affairs professional experience in my formal role as IT staff and through volunteer positions (FYE discussion leader, summer bridge program instructor, org advisor, ,,,), it is only through self-directed learning that I have been able to learn about some of the fundamental principles/theories and history of student affairs. I’ve always believed that to be an effective student affairs IT professional, I need to have the practical experience and theoretical knowledge  to be able to contribute to the mission of my university and the purpose of student affairs, which I understand it as creating the environment and providing support towards holistic student development and learning.

There are other reasons why I am in this MOOC which include the following:

  • Better understanding of MOOC. I need to experience MOOC firsthand to be able to determine the values and pitfalls of this form of online learning. I read enough articles about the merit and shortcomings of MOOC and it’s personally intriguing. As a higher ed professional, online learning (including MOOC), is an area I need to be more knowledgeable to better prepare myself and my department in providing infrastructure and services to support online learners, instructors, and student service staff. In addition, I am interested in learning theories as well as computer-mediate communication and how technologies factor/impact the learning and communication processes.
  • Create connections with other students. Much of my “alternative professional development” has been through the use of social media, mobile and e-books as well as my virtual Professional Learning Network (PLN)  consisting of folks I met through twitter. These are folks who share my professional interest in student affairs/higher ed, technology, and leadership. Beyond the resources (videos, documents, web pages, etc) provided by the course,  I expect that the biggest value I will receive from this MOOC is the new connections and interactions I will have formed by this course is over. I can’t think of any other venue that provides me with a platform to have discussions with this many aspiring and current student affairs professionals. To be able to tapped into their mindsets would be one of the biggest value from this experience.

I completed the first module (out of eight) this evening and since students are allowed to go through the course on their own pace, I am hoping to complete the course in the next few weeks. Given that this is my first MOOC, I am excited for this experience and to be able to learn about student affairs in a topic I am comfortable with.

What’s your experience with MOOC? What’s your take on it?

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Exploring Google Glass for Higher Ed and Student Affairs

google-glassA student saw my Google Glass the other day and asked me “Is it worth it?” It’s no secret the price of the device is $1500. My short response – “yes, I consider it an investment.” I’m not rich enough to have bought Google Glass for the purpose of showing off and just to have a new toy. Actually, I have several reasons as to why I decided to commit my money towards this device. It’s the same reason as to why I spend so much time using social media and on my mobile devices. They are integral to my work and my life-long learning. I may be mistaken but I believe wearable computing and internet of things (pervasive/ubiquitous computing) will be part of the next wave of technologies that as a higher education technology professional, I will need to be ready for. I bought Google Glass as part of my preparation and to learn more about these technologies that will become more common sooner than we think. These technologies will bring new opportunities and challenges in higher education in the way we conduct our business and how we provide support and environment towards student learning. Privacy, ethics, confidentiality issues need to be considered and policies will need to be adjusted. Frankly, I don’t know what to expect as I learn how Google Glass works. What  I do know is that part of learning involves encountering new ideas that will lead me to questions which will (re)-direct me to new topics I may not have considered before. Google Glass provides me with hands-on experience to help me in the learning process.

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No Accomplishment Is Done Alone

I’m always puzzled as to why most winners of award shows like Golden Globe claim and act like they had not prepared a speech when they accept their awards on stage. Maybe it’s a Hollywood practice to not prepare a speech as part of a superstition. I’m not in the movie industry, so I wouldn’t know. What I do know is that for most of these winners, this may be the only time in their lives when they will get this type of accolade and to not prepare for it doesn’t make sense. Here’s my other take, this would be an amazing opportunity to express their gratitude to those they work with. They must have someone to thank and so why not make sure to use this maybe once-in-a-lifetime opportunity to highlight the work of others and what they mean to them.

Personally and professionally, I have had many folks helped me, open doors for me, to get to where I am now. My family, friends, teachers, co-workers, and mentors are just some of these folks whose I am very grateful for. The way I look at it, no accomplishment is done alone.


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My First Days with Google Glass

“Is that Google Glass? Does it recognize my face and can you see my criminal records?” These are the first questions I received on my first day wearing Google Glass as my wife and I walked towards the Monterey Bay Aquarium during our holiday break. I figured this would be a good place to wear them for the first time since picking up the device from Google’s Venice Beach office the week before.  I felt self-conscious and unsure of how folks around me would react. I was pleasantly surprised that while folks at the aquarium gave me a look of curiosity, I didn’t hear any negative remarks. From what I’ve read online and from my conversation with the Google employee who provided me hands-on training, people’s reactions vary. I also expected at some point to be called a “glasshole“. What  I didn’t expect was that I’d be called by this name from another higher ed technologist I really admire after posting a picture of my wife and I on facebook, a platform I had found to be a safe place for sharing my personal experience. The comment made me think twice about bringing the device to our family holiday party so I ended up keeping them at home. I did regret that decision just because I wasn’t able to capture much of the fun moments we had as a family throughout the night, especially during the white elephant game.

My initial experience with Google Glass is in some ways similar when I started speaking about wearable computing, mobile, social media, cloud, and even the web way back in the mid-1990′s. Some folks were excited and there were those skeptical of the new “fad//toy/useless/wasteful to business” technologies. Given how visible Google Glass is on one’s face, the potential benefits as well as potential ethical/privacy issues it represents, I think opinions on both sides will be stronger this time. In a conversation with a friend, I mentioned how Google Glass could be used for photojournalism and immediately, his response was “or voyeurism” to which I immediately agreed to this unfortunate possibility.

I bought Google Glass for professional and personal reasons. Professionally, I want to explore how this device could be used in student affairs and in higher ed. I’d like to connect with other folks who are already thinking on the applications of Google Glass in higher ed. The ability to play around with the device itself has certainly helped me think more about the possibilities. One function I’ve found useful is the ability to take photos through the wink feature while I’m on the go. It’s really convenient to take photos without having to take my iphone out of my pocket.

I also bought Google Glass for personal reasons, primarily for golf. I’m curious as to how I could use it to improve my swing at the driving range. Apparently, I have a tendency to sway and move my head a lot and this is not a good thing. Using Google Glass to record my movement while I’m swinging should help analyze these problems. Another use is for GPS on the course. Two days ago, I tried using it with the available golf glassware on the course, with not much luck. Given my limited experience with Google Glass the last two weeks, here are my initial observations:


-Easy to learn. While there’s some learning curve involved, I was quickly able to figure out the basic gestures (back, forward, down swipes, tap) and voice commands for the device to be usable. Connecting the device to my iphone (personal hotspot/bluetooth) and with my wi-fi weren’t too difficult either. There were very specific steps involved, which includes pointing the Google Glass to a QR Code to connect it to the network,  so I just made sure not to miss any steps.

- It fits comfortably and adjusting it is very easy. The frame is made with titanium and so it’s strong and malleable.

- The wink feature, just recently added, is by far my favorite and most convenient to use. That  I didn’t have to take my iphone out nor did I have to issue a voice command “OK Google take a picture” to take photos is nice.

- Social media sharing. There are two ways to share photos/videos. First option is to “Send” to an individual who is in your Google+ contact. The second option is to “Share” to twitter or facebook. I’ve been able to share a photo via twitter (tagged with #throughglass) but I’m still figuring out how to share on facebook. I suspect this is because I have two-factor authentication enabled.

- Screencasting. The guest feature, which allows a Google Glass owner to share the device to others without exposing their personal information, has been disabled with the newest version. Screencasting, a feature which allows the display of what is on the Google Glass screen on a paired mobile device on the same network, is very convenient for demos.

- Google Support. My experience with the support team have been superb since I first inquired how to be on the Explorer Program months ago. Whether through their twitter account (@googleglass), via e-mail, phone calls, and the staff at the Google office, I’ve received very timely, professional, and friendly support.


- I wear prescription glasses without them, the smaller text are hard to see as they are blurry. I will now have to use contact lenses for me to use the device. Another option, which I’ve already signed up for is to get a prescription eyeglasses for Google Glass.

- Wink feature doesn’t work with the shades on. While this should have made sense to me, I had to laugh at myself for not realizing this would not work since the camera could not detect my wink behind the shades. The problem with this is that I will most likely need the shades to see the screen better when I’m outside, like playing golf. I would like to use the wink feature, but it will not work.

- The case is a little bulky. The device doesn’t fold like a regular pair of glasses so it’s stored in a

Given my limited experience with Google Glass, I have many features to learn and I will be sharing them in the future as I use them.

As I’ve done with new technologies I’ve come across during my professional life, I look at Google Glass not only from a technologist’s perspective but from one who is curious about the sociological implications of this device. How will folks interact with me and what concerns will they bring up? I also try to look at this device from a student affairs perspective. As wearable computing becomes more prevalent, how will these devices change the way students communicate, how they build relationships, and how do they impact their identities in the way they represent themselves to others? How can we use these devices as part of our work? What ethical/legal/policy/privacy issues need to be considered?

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Asian American Identity Development In the Age of Social Media

I sometimes wonder how my ethnic identity development process would have been if social media were available during my college years in the 1990′s. This was a formative time for me, when I may have been in the midst of Stage 3 (Awakening of Social Political Consciousness) and Stage 4 (Redirection) of Kim’s Asian American Identity Development Model. I wonder about this when I come across tweets and blogs that remind me of these stages of my life when upon learning about  discrimination against Asian-Americans and from personal experience of what I perceived to be discrimination led me to being more politically aware and active. It was a time when I went through a period of discovery/exploration about my Filipino-American ethnic identity. Some may have perceived me as being angry while some may have viewed me as extreme in how I shared my pride as a Filipino-American.

As I think back to my time in college, I remember the times I watched movies and how I analyzed them from different perspectives.  For me, movies were more than entertainment. They were social and political commentaries. For example, why is it that white male characters are made to look bigger (camera angle points up) and Asian males are made to look smaller? There’s this one time we watched a Bruce Lee movie and a scene of Chuck Norris coming out of a plane shot in an angle which seemingly focused on his crotch. While watching this scene, I expressed to my then girlfriend that it’s Hollywood’s way of showing white male virility and proceeded to share my frustration about the portrayal of Asian men as geeks and asexual.  As the movie went on, I provided commentary on the significance of the characters and how the movie was made in relation to history of racial discrimination against Asian Americans . By the end of this movie, she was very frustrated that she could not enjoy it. I think she even refused to go to movies with me for awhile. I had taken a course on History of Asian Americans in Media where I learned the portrayals of Asian Americans throughout American movie history (Fu Manchu, White Peril, dragon ladies, asexual males, …).  What I learned from that class and my discussions with classmates led me to my extremely pessimistic view of the media, specifically when it came to portrayals of Asian Americans.

In relating to this day and age of social media where I see racism against Asian Americans like this  or this or this, I think how I would have reacted and expressed my views if social media were available at that time. As one who understands the capability afforded by social media as a platform to broadcast opinions/ideas to a large audience and to be able to do it anytime/anywhere with a mobile device, I wonder how my identity development during college would have been impacted by social media.

I suppose at this stage in my life, I’m in stage 5 of Kim’s model (incorporation stage) wherein I’ve come to terms with some aspects of my identity. I will note however that while my views and reactions may be less extreme, there are still many things around me today that really upsets me and I deal with them in my own way. For those who read my blog, you would have read some instances of what  I perceive to be personal experience of discrimination and unfairness. So, the struggle continues.

What’s your identity development process as it relates to social media? What role do social media play? Also, does Kim’s Asian American Identity Development Model resonate with you (if you’re Asian American)? If not Asian American, what model could you use for yourself?

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My Professional Reading List for 2013

kindle_joe_listThis year has been an intense learning experience for me. It was a year of learning driven by curiosity, the need for background information for projects with folks I met via social media, and in preparation for major projects at work. In addition, a significant portion of my learning came through reading, mostly on my iphone and kindle app. The topics I read include the following:

For the most part, I went through these books by skimming and scanning them. I then went back and deep read those I found really interesting and/or those requiring more analysis. There are some books who could have been better written, but I always start a book with an open mind so I try to find new ideas from them. However, there have been some books I have had to return (Amazon allows electronic refund within a couple of days after purchase) as I either found them to be too hard to read (author uses too many big words I don’t understand and I fall asleep/get headaches), or ideas are not well thought out, or just not very interesting. I found that in reading enough books of similar topics, I came to find themes. It is during times when I could combine themes from across disciplines/industries and analyze them as they relate to my current work and future of higher education that I find myself thinking about possibilities of where my world could be heading.

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Disrupting My Own Thinking

I don’t know about you, but I’m so busy at work just trying to keep up with what we need to build and maintain existing systems for our customers, it’s hard to see what’s coming ahead even a year ahead of us. Projects I work on take months, even a couple of years to build and I’m working on many of them at a time. I’m very busy managing. I think this is the issue posed by Clayton Christensen about disruptive innovation. Organizations miss emerging technologies/opportunities beyond their horizon because they’re too busy trying to meet the demands of their current customers. I can definitely relate to this.

If I don’t read books, blog posts, tweets, collaborate with folks outside work, I don’t think I would not even know about the larger issues and trends impacting higher education like MOOC, online learning, and student financial debt crisis. I work to satisfy the needs of our university students and our customers  but I read/communicate outside my university work to keep up with larger issues.

In a way, my interactions/experience with my personal learning network (PLN) which consists of higher education professionals and those outside higher education are what I use to disrupt my day-to-day, localized thinking. There are many ideas, programs I would like to implement at work but the reality is that I first need to satisfy what our customers demand and need. Does that mean I don’t think about new ways to meeting these demands? i absolutely think about new/improved ways, but they cannot be disruptive to a point where what I do severely impacts how they serve their customers in the process. They are incremental improvements. I believe in the idea of learning through failing, but “failures” do cost resources and money so when we implement or try new programs, we better start out with some thoughtful approach and define what we need to accomplish, we just can’t be trying new things just for the sake of experimenting. After all, our salaries and resources we use come from students and their families.

So, I go back to the idea of using my PLN and my experience outside my work to explore new ideas, to dream beyond possibilities, and to disrupt my own thinking. I was in with a twitter conversation about technology and graduate programs earlier tonight that got me thinking about the future of student affairs profession. I write this post, I am looking at my Pebble smart watch and waiting for my invite for a Google Glass. I’m thinking about buying this Estimote Beacon and combine it with Leap Motion to experiment with the idea of geo-fencing in my home. These are wearable and sensor technologies that I can’t see us using at work anytime soon (though I think they’ll be as common as smart phones the way it is now). But, it does not mean I can’t dream about what it may be like a few years from now either and imagine a campus so different from what I see now.


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Maintaining Your Sanity By Managing Your Expectations

sanity-insanity-road-signI believe one of the sources of our frustrations is when our expectations do not match the realities of our situations. I’ve learned through the years to recognize what I can control or influence and those I just simply need to accept as I’m in no position to change them. I’ve also learned it’s easier to change my perception and my emotional response than changing those around me. By re-framing or recognizing the boundaries of my control/influence, I’ve come to learn how to minimize my frustrations and even make the best of my situation.

One of the most important lessons I’ve learned in life is that it’s probably easier to change myself (or my attitude) than to change other people. For example, some folks are just more naturally outspoken and have more dominant personalities than I do and during meetings, I’ve gotten frustrated when I’m not to be able to express my thoughts/ideas when the discussions are happening. Maybe it’s because I’m introverted and it takes a lot of energy for me to be in these situations or that I’m just not eloquent enough to be able to verbalize my thoughts. Sometimes, these folks are way above the organizational hierarchy or from other organizations and asking them to change their ways would probably not the wisest, nor the most effective move on my part. Given that I can’t change these folks, I’ve learned to change my attitude and expectations when attending these meetings. I’ve learned to relax and accept that these meetings are sometimes monologues and I’m there to just listen. I’ve come to realize when decisions have already been made and I wasn’t going to waste my effort and energy having to argue my points. If I do need to convey my ideas, one of the things I do is to write them down and email them to the group before or after the meetings. I may also just share my thoughts to other folks individually so they know where I’m coming from and they can help me express them during the meeting. Just a side note, when I facilitate meetings, I definitely make the effort to encourage other folks to participate and acknowledge their ideas.

Another scenario I’ve come to accept is that formal positions don’t always mean being in a position of authority. Throughout my career, I’ve led several committees and projects at our university ranging from departmental, divisional, to campus level. For the most part, my position as chair/leader of the committee/project meant I’m able to have a fairly high level of influence and I’m able to shape the discussions because of my expertise and/or position in the organization. However, there have been times when I find myself having the position in name only. Based on the politics, personalities, or the expertise of those involved, I find myself in the position in a role with limited authority. In the past, this would have bothered me and took it personally.  However, I’ve come to realize that as long as the objective of the project is being met and the process is generally what I consider respectful and productive, I will contribute in the way I can, even if it means just scheduling the meetings. This doesn’t mean however that I don’t exert my “authority” as a chair/lead and adjust the direction of the discussions when needed. What it does mean is that I’ve learned to “pick my battles” and not to take my situation personally.

It’s easy to get lost in the messiness we encounter along the process. Keeping the bigger picture and end goal in mind gives us compass to guide us along the way.

We all have ideas on how things should be. Personally, I’ve read so many books on leadership, communication, and organizational management and I sometimes forget these books are about what and how things should be in an ideal world. The reality is that these ideals could be far from our realities. Because of our value systems and experiences that shape our views of the world, we also set our own expectations. When these expectations are not met, it’s when we get frustrated. Keeping in mind that our ideals are not always shared by others and accepting this fact may just prove to be the difference in how well we maintain our sanity.

image credit: http://blog.tangocard.com/2012/12/28/definition-of-insanity-and-a-real-solution-for-gift-cards/sanity-insanity-road-sign/



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Challenges with Change and Innovation – More Than Technology

innovation_changeThe topics of change and innovation, specifically those related to technology intrigue me. I read about concepts of disruptive innovation, diffusion of innovation, and continual improvement process and at this point, I’m still trying to wrap my thinking as to how these relate and when can/should they be applied in higher education. Frankly, I have more questions than answers and so I continue to seek new knowledge and perspectives to make sense of it all.

I work in the technology field within higher education where I’ve witnessed and implemented business processes, enabled by technology, since the mid 1990′s. In the last few years, it seems the pace at which technologies change have become even faster. Who would have imagined the growth and impact of social media, cloud, mobile, and big data just five years ago?  In the last year or so, I started noticing more articles about wearable computing and “internet of things”. The blurring of the lines between computing services and products only available via IT departments years ago and those readily available to consumers , also known as “consumerization of IT“, have only become more pronounced in the last few years. These changes have provided opportunities and introduced new challenges. All these observations have led me to become more interested in trying to anticipate where the future of higher education and technology may be heading.

If change and innovation in higher education is only about technology, maybe, just maybe, it would be easy, if not for the fact that change involves culture, politics, traditions, paradigms, and personalities. Technological changes happen within the context of how higher education views itself in terms of its perceived roles (preparing students for careers,  to provide civic service by molding students as productive citizens, research) and how it operates (shared governance, teaching methods, funding priorities, etc). There is not a consensus on these views. The role of faculty and teaching methods are now being challenged in light of new learning opportunities provided to students because of technology, including Massive Open Online Courses (MOOC) and personal learning networks. Current technologies have also added a new spin to the old debate of how individuals learn (objectivism vs. constructivism).

Beyond philosophical debates about the role of technology in higher education, from practicality’s perspective, it takes time and resources to introduce and implement new ways of using technology. It’s a process and the process involves human emotions. As one who works in IT, my role is a service provider to my university’s communities of staff, faculty, and students. At the core of my responsibility is to make sure the systems they use work properly as they would expect. Network outages and disruption of applications/web services are what we try to avoid. Given that failures, trial-and-error, not-so-perfect systems that lead to disruptions of services  are all part of the process when it comes to introducing new systems, how do organizations balance the need to manage for stability and provide room for transformational (and potentially disruptive) innovations? How do organizations gain buy-ins from faculty, staff, students and administrators to adopt new systems and new ways of doing things? I suppose more importantly, the question is when and how do we know when to apply incremental improvements vs. introducing radically new way of doing things and disrupting the system?

I’m hoping someone out there in higher education has figured out the answers to the questions I pose above because I have yet to I’ve figured all these out yet. If you have figured it out or have some ideas, let’s talk.

image credit: http://www.innovation-post.com/what-is-the-difference-between-innovation-management-and-change-management/

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Reminders of My Inferiority as a POC

I write this post with the acknowledgement that I own many privileges as a male, heterosexual, college-educated, Christian, able-bodied, employed, and a person living in America. Even with these privileges, there are times when I am faced with situations that remind me of my inferiority as a person of color. It was only last week when I went to a Best Buy store and the sales person would not even acknowledge me when I was just a couple of feet away from him. It probably took more effort to ignore me than to say hi or say the words “how may I help you”? Did I not look like I had any money to spend? When a waiter so obviously ignores my table and treat us and my friends like we don’t belong there, it bothers me. When a sales person at a Nordstrom store goes out of their way to go help a white couple, looking affluent, across the store and ignores me while I’m standing next to him, it bothered me. It bothered me enough I went and spoke with the store manager.I asked myself, was it my age, my look, the way I dressed? Today, a person at my university told me, unsolicited, “I didn’t wear my tie today just to feel important.” a reference to the fact that I was wearing a tie, like I do most days. I half-jokingly pointed to my arm and tells him “I have to wear ties just to be equal to others because of my brown skin.”  This person says “Oh no, I didn’t mean it that way, not at all.”  When another person jokingly, I think jokingly, asked me “whose ass did you kiss to get to where you are?” my immediate reaction at that moment is that they were just kidding and laughed it off, just to wonder later on what they meant. Did they think I got to where I am through some exception or tokenism? Maybe I don’t need to prove myself, but I have the feeling as if I need to prove my worth by working harder, longer hours. When a vendor I invited to demo a product chose not to look at me during his one hour presentation and focused on my two white colleagues the entire time, I wondered why was that?

As a person of color, an immigrant, there are things I notice that maybe my other colleagues or those around me probably don’t. It’s hard to explain, but there’s a gut feeling when these things happen that things just don’t seem right. The response I’ve gotten when I’ve questioned situations was “I was too sensitive.” Am I too sensitive? I don’t know. Maybe. At some point, I stopped sharing some of my concerns so as not to hear those words. What I do know is that I sometimes find myself trying to find reasons to justify  the actions of others directed at me and leading me to ask myself why was it that I was treated in a certain way. Is it simply because of how I look, how I act, how I speak, that I’m short? is it because of my skin color, my race? Maybe it has nothing to do with me. It’s just them.

When I was a freshman at UCSB a couple of decades ago, several of my hall mates had a discussion about how we were accepted to UCSB. One of them told me I was accepted because of affirmative action and that he had other white friends who had better grades than  I did who did not get in. Somehow I still remember this situation probably because throughout my life since this occurred, I am reminded of the fact that I am still seen as inferior and my accomplishments may have just been a result of tokenism and maybe that somehow I did not earn them.

These negative experiences I’ve had pale in comparison to what other friends of mine have told me. I’m fortunate I didn’t have to go through what they’ve gone through as persons of color, and here I am again, trying to minimize the negative impact of these experiences have had on me, but sometimes, they really do get emotions out of me. As individual incidents, they probably don’t amount to anything, but when these things happen often enough in one’s lifetime, they become hard to ignore.


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Experimentation Within Student Affairs

My “day job” as a service provider (IT) includes keeping the lights on, which means making sure the vendor and home-grown applications are functioning, managing several projects, fulfilling my leadership//supervisorial responsibilities to my staff, planning department/technology roadmaps, making sure my staff and our customers are happy, meetings, and dealing with emergencies in between. This is the reality of our daily work for many of us, not only in IT, but student affairs practitioners as well.  From IT perspective, any changes we introduce must not have disruptive and negative impact on our departments and their customers, this means changes must be incremental. Certainly, new projects present opportunities to think about and implement business process transformations. These projects take time, people, resources,and require navigating the politics, personalities, and cultures of the university. These all lead to the fact that we rarely have time to spend on experimentation to explore what may be considered radical ideas. Given the constraints and realities of our work, how can we then find the time and place to experiment and explore new ideas?

I spend enough time on various social media platforms (twitter, linkedin, blogs, facebook, etc) to read exciting ideas from professionals in and outside higher education. Following twitter back channel conversations from conference can be exciting at times just because this is when folks share ideas and intentions to go back to their campuses to implement what they just learned. I do wonder how many of these ideas ever come to fruition. Personal interest is one thing but to promote ideas as part of one’s formal job responsibility/authority is definitely more challenging. Even grass roots initiatives which may succeed at a small scale, at some point will require institutional support for these initiatives to grow at a larger scale.

To student affairs and higher ed colleagues reading this post, how have you manage to find time to do your “day job” and experiment at the same time?


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Work/Life Balance Discussion – A Privilege?

This is a post reflecting on this concept of work/life balance and how my upbringing  in an immigrant working class household whose father worked three or four jobs to support his family, shaped how I view my work and life.  It also led to me to thinking on whether this discussion is in itself a privilege afforded to those who have enough financial resources to have this conversation. This reflection is a result of observing conversations about this topic and wellness on social media amongst a group of student affairs professionals and at the same time painfully watching the devastation brought on by the typhoon in the Philippines and watching those lucky enough to live through the typhoon go in survival mode. This post is by no means a commentary on other people’s thoughts and their definition of proper work/life balance as ultimately, work/life balance is a personal decision. For me, I grew up thinking I’m fortunate to have a job and I do what I need to do to succeed, including working long hours, more than anyone else, to be able to be considered equal to my peers.

When my family and I immigrated to the United States, my parents, who are both educated in the Philippines, took jobs at the mall. My dad worked as a janitor and my mom worked at a pizza place. They needed to get the job they could get to support us. When I was in high school, they established their janitorial business in addition to their full-time jobs and my dad also mowed lawns. I don’t remember having any discussions about work/life balance growing up. This is the environment I grew up in. It wasn’t as if we were poor, maybe we were middle class, but certainly did not have the material belongings and other opportunities my wife and I could fortunately afford now. So, thinking about how I grew up, I ask these questions – do folks who are working in manual labor, working two or three jobs at minimum wage, ever have discussions on work/life balance when they’re trying to feed their families? How about single parents who need to work more than 8-5 to survive and at the same time must schedule their lunch breaks to accommodate their children’s activities? How about folks who are just trying to get jobs?

I’m not saying folks work/life balance should not happen because it definitely has real implications when it comes to mental/physical well-being and relationships. I do wonder if this discussion in itself is a privilege not afforded to all.


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Learning Student Affairs Through IT

One of the benefits of working for a central student affairs IT department is that I get to work and learn about the different business processes of the different units within student affairs. I also learn about other units on campus like academic departments who are often our partners when it comes to the information systems we provide. More significantly, I learn about the sub cultures, issues specific to each department and those they serve. By working with these units for many years, I’ve been able to witness and be participate in these evolutionary changes and business transformations on our campus, changes that span the entire student life cycle including enrollment management services units, student services, academic services, and residential life.  Most of these changes have been responses to issues the departments and the university were facing at that point in time. By looking at when systems were placed into production and the reasons behind them, it’s quite possible to figure out the political, cultural, student demographics, and environment of the campus, or beyond, at that particular time. An example is the Student and Exchange Visitor Information System (SEVIS), a program to track foreign students and scholars in the United States. It was a program we had to implement on our campus by 2003 because of a federal mandate. This holistic perspective of student affairs is a unique view that is probably only available to Senior Student Affairs Officers (SSAO) as their positions are at the level where their scopes of responsibilities span multiple units.

Understanding the business processes is the window to my education on what student affairs is. My view of student affairs is that as a profession, we provide support for students on their personal and learning development while at our institutions. To understand student affairs, it is not enough to know what these units do. One must seek to understand the reasons behind them. This process involves learning about student development theories, history of higher education and student affairs, administration, governance, professional competencies, and topics specific to each section of student affairs. Because I did not attend a graduate program in student affairs and higher education, this process has been through self-directed learning, most of which comes from reading textbooks, journals, social media, and materials I can get my hands on.

To get a wider perspective of student affairs meant extending my experience and knowledge beyond UCSB student affairs where I work. Social media has made it easier to connect with colleagues from other institutions. It is through social media that I’ve developed my Personal Learning Network (PLN). I work for a research university and it’s been enlightening to learn from colleagues from community colleges, small liberal colleges, private, and other public institutions. While the theories an topics contained I read in textbooks may have come from decades ago, the lessons I learn from my other colleagues are present and often involves discussions about the future of higher education and student affairs. I even recently had the opportunity to visit another campus to do an external review of a student affairs IT department which further provided me a different perspective.

Learning about student affairs through IT may not be the conventional way, but I’ve come to appreciate the value of my experience working in IT when it comes to learning about student affairs. I also realized a long time ago that I also needed to combine my practical experience with theories to have a fuller understanding of student affairs. It’s an exciting time in higher education and technology is a major component and a driver with the changes happening in our field. Social media, mobile, cloud, big data, distance learning are technologies that have introduced new issues and opportunities to students and student affairs staff as well. It’s fun to learn these new technologies, but what is important is to understand the implications behind the use of these technologies. What do these technologies mean when it comes to how we perform our work, how we communicate with students, and how do they impact student development and learning? Working in student affairs IT is a good place to be a witness and be part of these changes.

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Student Employees in IT and Learning Outcomes

Higher education IT departments’ indirectly support student learning, development outcomes, and student success by providing technical support to the departments. In addition, by employing students, higher education IT departments have opportunities to directly impact student success by providing them with experiential learning opportunities to learn soft and technical skills in preparation for their careers. Given thoughtful consideration, students could be provided with learning opportunities that complements/enhances the lessons they learn in the classroom. This mindset is consistent with the values of student affairs, the belief that learning happens within and outside the classroom.

To maximize these  learning opportunities require re-examining technical job duties (code, troubleshoot) to include non-technical activities so they may learn how to communicate, work in teams, lead, and develop critical thinking skills. One of the consistent comments from computer science students we’ve hired in the past is how much they learn about working collaboratively and in teams from their experience working for our department. It seems they only get to work in teams in one or two of their computer science classes. As supervisors, how then do we ensure that learning happens both in the technical and soft skills areas? With career staff, we have performance evaluations based on job descriptions. We can extend this practice to students by providing them with performance evaluations and also defining learning outcomes, using assessment techniques to measure their progress towards these learning outcomes along the way. These learning outcomes could be growth in areas of technical and non-technical competencies.

By being intentional with the areas of competencies for our students to develop by defining learning outcomes, I believe they would be more effective in their positions and at the same time, we are both contributing to their learning process and preparing them for their careers ahead of them.


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Reflections from WRCSAD13 – Social Media and Student Affairs

wrcsadI attended the Western Regional Career in Student Affairs Day (WRCSAD) at Long Beach State University last Saturday as a member of the UCSB NASPA Undergraduate Fellowship Program (NUFP) group. This was my first student affairs conference aside from a student affairs technology conference (satech) in Rhode Island two years ago.  I met a few folks I have known via twitter in person (face-to-face) for the first time. I was also pleasantly surprised to meet a couple of student affairs pros who told me they’ve been following me on twitter. The sessions I attended including “Reflections from Senior Student Affairs Professionals”, “Professionals of Color” and “Research in Student Affairs” really invigorated me and validated the work that I do with students and through technology. The opening and closing keynote speakers were dynamic and provided personal perspectives on why they chose student affairs as a career. Another session I attended was “Social Media in Student Affairs.” The panel provided their insights on their personal/professional use of social media. The students and professionals in attendance also asked questions about issues/concerns they have about social media and one even shared their hesitation for using it. As I listened to the discussion, I thought about the different ways I use social media and how student affairs are using it. I was also thinking about the message from the opening keynote speaker, Dr. Dyrell Foster, Dean of Student Affairs from Rio Hondo College. Here are some of the topics he shared and how I think social media relate:

Congruence of personal and professional values:

Dr. Foster spoke about how his personal life experience and the values he learned from his family are consistent with his professional value system. I think the topic of “authenticity” comes up from time to time when it comes to how one represents him/herself on and off social media. Do we share/relate with others online as we do “face-to-face”? In addition, how much can we really separate our personal and professional lives on social media? Similarly, when it comes to our work, how much can we separate our personal values/perspectives with our work?

What is your reputation/legacy?

Dr. Foster asked the questions of what will be your reputation and the legacy we will leave behind. In my opinion, reputation is subjective, it’s how others define you from their perspectives. As subjective as it is, I think through our consistent actions and what we share, we develop reputation(s) and we do have the ability to shape how others view us based on how we act online or what we share through our facebook statuses, instagram photos, Vine and YouTube videos, tweets, Linkedin profiles and our blogs. With regards to legacy, what we write have the potential to be read and shared by more folks than we probably intended, and in some cases, even become the foundation for new projects at individual and institutional levels.

Who are your mentors/who will you mentor?

Dr. Foster also reminded the audience that student affairs is a very small field and that the student/pro we are sitting with may just be the one who will hire you or will connect you to the person who will be able to help you. Thank your mentors, he also said. I’ve met a few folks via social media who I’ve come to respect and follow. These are folks in student affairs, higher education and in technology fields. Since joining twitter on August 9, 2010, I’ve had the opportunities to share some of my personal experience and advice with some graduate students and other student affairs professionals. I consider mentoring as a relationship and so my experience with other folks on social media may not be defined as “mentorship”, though the potential for conversations that started via social media could lead to meaningful mentoring relationships.

 As student affairs professionals, our identities and value systems are very much related to our work. The enjoyment and satisfaction we receive from our jobs I think relates to how aligned our value systems are with the work that we do. The folks around us and the communities we work with also matter. In this digital age, our communities have become larger than on our physical campus. Our identities and the impact of our what we do are also changing because of social media.


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A Glimpse of Student Affairs in the (Near) Future?

future_of_student_affairsThere will come a point in the near future when these five forces — mobile, social media, data, sensors (internet of things) and location, as Robert Scoble and Shel Israel call them in their book “Age of Context” will transform student affairs. As with every technology, the applications of these technologies have negative and positive consequences. Privacy is certainly at the forefront of concerns. For example, this article is about a proposed legislation related to cell-phone tracking in retail stores. Consider these probable scenarios: Continue reading

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Preparing for a Career Yet to Be Invented

Even the most skilled and brightest futurists in the 1990′s could not have predicted the upcoming massive changes in the first decade of 2000 in higher education brought upon by consumer technologies such as web, social media, cloud, and mobile computing. I still remember a job interview in the late 1990′s for a university web director position in which I was asked to present on my vision of the university in the next decade and the role of web and other technologies. Nowhere in my mindset were the consumer technologies that changed how we in the universities and students now do our day-to-day activities and business processes. I am intrigued and curious as to what the higher education of 2020 would be like. I read predictions such as this “Higher education in 2020: three key forecasts from new report” and this (“College 2020″)  as well as Gartner IT Predictions for 2014 and Beyond to get a sense of what’s to expect, though the accuracy of these long term predictions obviously remains to be seen. However, even as I remain cautious about the validity of these predictions, what I know is that I better keep up with the trends, even if these trends are not part of what could be considered as part of my job.

Yesterday, I spent a few hours with some student affairs directors brainstorming about communications in our division. I’ve been told in the past that our role as IT is to provide the tools and the departments are the ones who communicate with students. Frankly, I’ve never believed in the idea that IT is just a tool/utility provider. I believe the value of IT comes not only from the infrastructure we manage but as well as from the innovation and transformation of business processes that became possible because of the partnership we have with our business units to develop new systems and new processes to do our business. It is with this mindset that I approach communication and the role of IT. It is also with this mindset that I view my role as an IT manager/leader. I personally believe, to be an effective IT leader, I need to keep up with the preferences and demands of our students, our staff and other customers, including the way they would like to communicate. I need to keep up with technologies and the mindset that come along with them.

I was recently asked if IT should be involved in communications and marketing, to which I responded “I don’t see any reason why IT should not be.” Traditional thinking of IT probably does not include communications and marketing as part of their responsibilities but the way I see it, given that technology is such a big part of communication these days (as it has been in recent years) as well as in the future, IT folks better start re-considering this traditional view.

The increasing convergence between IT and marketing/communication led me to think about what my career in the future would be. A few years ago, the idea of a social media/communication/marketing position and a videographer reporting to me in IT would probably not have been an idea well accepted. After all, that’s not what IT does. It’s probably not a conventional arrangement to have these positions in IT in many organizations, even to this day. Thinking a few years ahead from now, I wonder how the role of IT will evolve.  Will IT, as an organization, be combined with other departments, like marketing and communication and be seen as part of digital service organization? With this evolution, how will my role and responsibilities change?  Ten years from now, will I have a career I would never have envisioned as it does not exist today?

As I think about the possibilities and the uncertainties of the future, what I do know and what I’ve committed myself to, is to continually learn and understand emerging technologies, the changing nature of higher education, the changing demographics of our students as well as their preferences and demands. Learning is a process and it takes time. Learning is a journey that’s not always straight line. Along the way, I’ve been introduced to ideas, people that I did not expect to meet. So, while I do not know what my career holds in the future, I will continue to prepare and learn towards whatever the destination will be.



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Reframing Our Professional Purpose

frameAbout a year ago, I wanted to attend a student affairs technology conference that did not necessarily focus on IT (application development, networking, security, enterprise software) but rather on topics like social media, engaging students with technology, and digital identity. I shared my hope to attend with a colleague in IT and the response was “that’s not what we do. That’s what the other departments do.” I would say, given my job description and what I would consider the role of traditional IT, my colleague is correct. Traditional IT is seen as a utility and what we do is implement/support systems. We enable student affairs departments as well as the campus to do their business functions.

How I view my position in  student affairs IT is a little different. I see myself as a student affairs professional serving students through my work in IT. I see myself as a member of the university community, and not just an IT employee. Because I see myself as a student affairs professional, I also view myself as an educator, a student mentor, advisor, and advocate for their success and I’ve demonstrated these through volunteer positions outside my formal role in IT (First Year Experience teaching assistant, organizational advisor, applications reader). Given this perspective, I saw the conference as an opportunity for me to learn about technology-related  topics and to understand the perspectives of student affairs practitioners. It was my opportunity for me to understand the purpose of why we, in student affairs IT exist.

I also wrote this blog post about my view of the role student affairs IT should play. As I mentioned earlier, IT is traditionally seen as a utility provider. I would like to think that given the significant role technology plays in student affairs and in the lives of our students and other customers, we need to be viewed both as a utility, providing the infrastructure needed (network, servers, hardware, software) as well as partners in defining how we can use technology to transform how we do business in student affairs and on campus.

We have formal job titles with given job descriptions and we get paid to perform these responsibilities. I think it’s important to re-frame our purpose beyond what is listed as job responsibilities on our job descriptions. Our organizations, as they exist,  probably need some examination to determine if we are current with the times. We need to go beyond the boundaries of what we see when we come to work everyday. We are a part of a bigger system.

Ultimately, we need to ask bigger questions beyond what is it that we do. We need to ask the questions “what is our ultimate purpose?” and “why do our roles exist”?

image credit: http://reframemedia.com/about


Year in Review – Professional/Memorable Moments of 2013-2014

Academic year 2013-2014 was a year filled with accomplishments and memorable events that impacted me professionally and personally. It was a year of connecting and working with new students, UCSB colleagues, as well as professionals from all over the country I met via social media. It was a year I committed myself to learning as much as possible about student affairs, IT, and higher education through books and my personal learning networks. Below are some highlights as well as memorable moments that impacted me personally and professionally.

Student Information Systems & Technology (SIS&T):

Our student affairs division and my department started working on several major projects this year as part of a comprehensive suite of technology initiatives we will be working on for the next few years. Amongst those projects I directed/managed include:

  • Student Financial Systems Project – a redesign/migration of our existing undergraduate/graduate financial aid and scholarships system.
  • Adoption/implementation of communication/collaboration applications:
        • Emma (mass e-mailing solution)
        • BaseCamp (project management)
        • Google Analytics
        • Sitefinity (web content management system)
        • Sharepoint
        • Intelliresponse (knowledge base system)
        • Policy & Procedure Management (PPM) – document workflow approval system
  • Communication Collaborative (CommCollab) – a divisional communication initiative aimed to advance the mission of our division using the network of staff from within our division using the tools mentioned above.
  • Cloud Services Usage Guidelines
  • Data Retention/Destruction Guidelines

We are indeed busy with projects, but our department likes to have fun as well. Our department retreat last December was one of the most fun events I’ve had with my colleagues. Check out this youtube video of our team having fun – http://www.youtube.com/watch?v=AU_P6a3nKp0.


UCSB STEP Program (August 2013)

I was a Transitions course facilitator for this one-week summer bridge program for under-represented and first generation students.  Just like the previous three years, it was a very enjoyable and satisfying experience, personally and professionally. This one week in August is my probably my favorite week of the year because I get to meet new students. These are students who are eager to learn and who are in a major transition in their lives. It’s amazing to watch the transformation that happens in a week. Personally, my interactions with the students are reminders of why I work in student affairs.


Foundations – New Student Affairs Professional Development Program (October 2013 – June 2014)

Foundations is a cohort-based program professional development program for new student affairs professionals at UCSB. It’s a new program intended to introduce new staff about theories and issues applicable to their roles. The program started with a three half-day “New Professional Institute” in October to introduce the participants to professional competencies, student affair structures, and overview of topics to be discussed during the year. Each month, we had a session devoted to topics including work/life balance, workplace communication, creating change, technology, shared governance/student leadership, and budget/salaries. After each session, a survey was conducted to assess the effectiveness of  the event. I was fortunate enough to have been one of the program’s coordinators. I enjoyed working with the coordinating team and our cohort members.


Gaucho U Learning and Leadership Program (October 2013 – May 2014)

I was a mentor for a team of 12 staff (cohort G) for this university-wide professional development program. It’s a cohort-based training and development program founded on the UC Core Competency Model. I was a participant two years ago and that experience provided me with some perspective on how to serve as a mentor effectively. Our project was to implement a prototype of a mobile version of our campus homepage. Part of the effort included research by the members on what other UC campuses have already in place, as well as soliciting feedback from our campus via a survey of mobile use and preferences. From what I know, this is the first campus-wide survey regarding mobile usage that’s ever been done at UCSB. What I loved about this program was the opportunity to work and mentor staff from other parts of the campus I would never have had the chance to interact with if it was not for this program. The best part of the experience for me is watching the members develop as leaders. There was one staff in particular who was very shy at the beginning of the program but I had the hunch she could serve as an effective leader for our group, based on the initial interactions I had with her. I selected her as one of the team leaders and it was amazing watching her come out of her shell and show her leadership skills.


NASPA Undergraduate Fellowship Program (NUFP) (October 2013 – June 2014)

NUFP is a program designed to provide mentorship to underrepresented students interested in pursuing careers in higher education and student affairs. Students are provided with opportunities to learn more about student affairs via activities and discussions, including a trip to the NASPA national conference. I was a mentor this year and it was an amazing experience working with the highly motivated, smart, and very involved students. Some of the highlights include a trip to the Western Regional Careers in Student Affairs Day in November at CSU Long Beach. It is during this trip that I had the opportunity to interact with some of our NUFP fellows and talk about their interests and issues. It was also during this conference where I met a few student affairs colleagues I met through social media for the first time face-to-face.


The trip to the NASPA national conference in Baltimore last March was a fun experience for the mentors and our fellows. The trip provided our team to get to know more about each other. It was an educational experience for all of us, learning more about issues/trends in student affairs and networking with other graduate students and professionals outside our campus.


The year ended with the fellows presenting their research topics to the campus. The topics included the use of resource center towards student success, multiracial identities, and LGBTQIA. The event was attended by our Vice Chancellor for Student Affairs, other senior student affairs officers, staff, and students. Watching the fellows present, including my mentee, Navkira (Navi) Kaur, was a moment of pride and joy.


External Review of Texas A&M University (TAMU) Student Affairs IT Department (September 2013 – December 2013)

I had the honor and privilege of leading an external review team to examine the IT department as part of TAMU Division of Student Affairs’ assessment efforts. I consider it a privilege because I was recommended by their IT Director for my online reputation as one who is experienced in student affairs technology. I learned a lot from this experience. For one, I was able to get a glimpse of another student affairs IT department and compare it with my own IT department. In addition, I read many IT and technology-related books, including ITIL framework, governance, and funding models. It was one of the most intense project I’ve experienced professionally. As the team leader, I had to quickly develop rapport with the other members (TAMU staff) virtually (web conference calls), and plan the three day on-site visit. As soon as I arrived on the campus and got my luggage in my room, the work immediately started with a meeting with some of their student affairs senior leadership to outline the expectations during the visit. For the next three days, it was back-to-back meetings all day, interviewing different constituencies including the IT group, the divisional customers, and the division’s senior student affairs officers (Vice Presidents). The days ended with a team meeting in the evening to review our notes. The on-site visit ended with a presentation of our findings to the directors and IT staff. My work was not done after the visit as I still had to produce a report of our findings and recommendations, with input from the other team members. In the end, it was one of the most satisfying experiences of my career. What I remember from this experience are the friendly TAMU staff and the very polite student leaders. The student representative on our team was the student body Vice-President and he wore his cadet uniform the whole time I was there. He was very formal and very respectful, addressing me and other staff with “yes, sir/yes, ma’am.” He had very thoughtful input and added a very important perspective to the process.


NASPA (National Association of Student Personnel Administrators) – (October 2013 – June 2014)

NASPA is one of the two major student affairs professionals organization. I became more involved with NASPA this year through NUFP as well as through their technology initiatives. I attended the national conference for the first time and I was very impressed with the programming and the size of attendance. I was honored to be asked to participate in a two-day technology summit in Washington, DC to talk about issues and trends related to student affair technology. The group represented different constituencies in higher education and student affairs. One of the many highlights of the tech summit was meeting other colleagues I met via twitter for the first time face-to-face. While we’ve only interacted virtually before the tech summit, it was as if we’ve known each other and have been friends for a while.

NASPA Tech Summit (February 28th – March 1st) – Washington, DC


NASPA National Conference (March 14th – 19th)

The trip to the national conference in Baltimore was a very memorable experience. Spending time with our NUFP team, meeting and spending time with someone from Scotland, learning about student affairs issues/trends all contributed to a week I will never forget. In addition, I also had the opportunity to meet other Asian-Americans and Filipino-American colleagues. We also had a #sachat meetup. This is a get together of folks who are part of the #sachat twitter community.

naspa_national naspa_national_lisa naspa_national_miles_danielle naspa_national_opening naspa_national_pinoys

Kapatirang Pilipino (KP) – (Spring 2014)

KP is the Filipin@-American student organization at UCSB. As an undergraduate student, I was very involved as a member and a leader. I was also KP’s staff advisor for years. A few years ago, KP leaders decided to go with a new staff advisor, and so I gradually became less-involved with the organization to a point where I did not know many Filipin@-American students. I was invited to attend an event during Spring quarter this year and I was more than glad to attend. What a wonderful feeling it was to be able to meet the students, including a group of them, who are part of my “KP family” lineage. One of KP’s long running tradition/program is the Kuya/Ate (big brother/sister) program that promotes the idea of mentoring by more experienced members to new members. As years had gone by, these “family lines” continued.


I also attended KP’s 35th anniversary celebration. I met additional students and reunited with some alums. One highlight of this celebration was getting to serve a lechon – a whole roasted pig.

kp_35th kp_35th_reunion_30thlechon

Isla Vista Shooting Tragedy (May 23rd)

The tragedy that happened in Isla Vista on May 23rd when we lost some of our students really impacted me personally. UCSB/Isla Vista is a community I’ve been a part of since 1991 when I entered UCSB as a freshman. While I didn’t know the students we lost, I felt angry, lost, and confused. At the same time, in the midst of this horrible tragedy was a display of community I have never seen before. From my colleagues volunteering their time to counsel and provide any needed services, moments after the shooting, to the candlelight vigil attended by 5,000 students and community members, to the 22,000+ who attended the memorial at our stadium, these actions/events really confirmed why I love my job and while I’m still at UCSB.


Commencement Ceremonies (June 12, 2014)

I volunteered to be part of the commencement ceremonies for the first time this year and what a fun experience that was. Helping students inside our gym as they line up and watching them find their friends so they can march together was a really satisfying moment for me. I also got to work with my wife, who helped coordinate the College of Engineering and Sciences Commencement Ceremony.


STEP Program in August started the year for me and I ended this year by saying goodbye to one of the students, Ange, I met three years ago via this program. I am very honored for her to consider me as a mentor. Ange will be spending the next three years in China pursuing her Masters Degree.


I also received a very nice “thank you note” from a student I just recently met through KP. The note was particularly significant to me because it showed that as a student affairs professional, I can be a difference in students lives the first days they arrive on campus, like at STEP Program, or during their last months here at UCSB.


I’m excited and the same time anxious to what the next academic year brings. There are significant changes in our division with the retirement of our senior leadership and the change in leadership will provide opportunities and challenges.

Why I Love My Job In Student Affairs at UCSB

For all the challenges I face in my job from time to time, I can’t see myself working for any other place outside UCSB student affairs at this point in my career. It’s been more than a week since the Isla Vista tragedy and within that time, I’ve seen so many remarkable acts, events, selfless dedication by my colleagues and students that remind me of how remarkable UCSB community really is. I was further reminded of how blessed I am to be working in student affairs at UCSB during our divisional meeting when our Vice Chancellor Michael Young recounted all the amazing campus-wide collaboration in response to the tragedy. As he said “people just showed up and did what needed to be done.” He also acknowledged the leadership of the key individuals who were on the front line, moments after the incident.

It is during this time of the year, when I feel mixed emotions. I’m both happy to see the successes of our students and at the same time, I can’t help but feel sad that I will no longer seeing them, some of them of which I’ve seen grow since the first days of their classes at UCSB and whom I’ve developed mentor relationships with. I feel honored when students asks me to go to lunch and take the time out of their busy schedules preparing for finals and graduation to chat before they leave. I feel honored when a couple of graduating seniors I just met a month ago wanted to have lunch with me.

I have a great job and I’m very proud to say that. At the end of the day, in spite of the challenges of the job, what an honor it is to be able to serve the students and to be able to play a part in their lives. As VC Michael Young said this morning, “It’s often the personal connections that matter in the lives of our students.” I think he captured the essence of why I love my job. Through technologies, I help serve the UCSB community so students may successfully navigate the university and prepare them for their careers and develop as human beings. However, it is through the personal connections I’ve made with the few students that really makes me realize how blessed I am to be in a position wherein I can make a difference in their lives.