Check out the highlights from the HESA Program’s latest e-newsletter.
The Higher Education and Student Affairs (HESA) program in the Neag School’s Department of Educational Leadership focuses on building “Scholar-Practitioners.” HESA promotes the development of professional knowledge based on theory and practice, enhanced by personal values, lived experiences, self-reflection, and ethical conduct.
Adam McCready, assistant professor-in-residence of Higher Education and Student Affairs, says that the term “Scholar-Practitioner” lies in the interaction between knowledge and an individual’s practice.
“The HESA Program believes that it is fundamental to a student’s success to develop an identity as a Scholar-Practitioner,” McCready says. “The field of higher education is constantly evolving. Promoting a commitment to lifelong learning and development helps folks improve as practitioners or future scholars.”
“We provide a forum for students to seek opportunities to learn and grow,” he says
McCready’s research focuses on critically examining the college student experience and offering recommendations for practice in higher education and student affairs. By engaging in service directly related to his field, he hopes to provide excellent learning to his students. He encourages students to learn from theories and create informal theories through knowledge gained from practice.
“We hope to develop reflective and inclusive Scholar-Practitioners who work to address structures that marginalize or oppress students and other stakeholders,” McCready says, “We want to create a framework for students to engage in social justice throughout their careers in higher education and beyond.”
McCready believes creating an equitable higher education landscape is a necessary and inevitable goal.
Finding Where Scholarship and Service Converge
Sade Erinfolami ’22 MA says that “Scholar-Practitioner” is about finding where scholarship and direct student service converge and learning to use that scholarship to inform one’s practice. Erinfolami finds value in understanding the basic tenets of college student development, critical race theory, and scholarships surrounding international student support to inform her practice.
“At HESA, it was a great experience. I enjoyed my college student development course,” she says.
The HESA program encourages students to learn from direct experiences and reflect on them to master skills and principles. The experiential learning opportunities are facilitated through graduate assistantships and practicum experiences in addition to classroom learning.
As part of Erinfolami’s learning, she conducted informal research on international students and international student support. In addition, she worked at the UConn Law School in the international and graduate program.
“I got a chance to work with exchange students,” Erinfolami says. “The scholarship I found on international students’ engagement and acclimation to the American university environment was helpful.”
“This experience was beneficial in informing her practice moving forward,” she recalls.
Erinfolami also worked in the UConn Dean of Students office, as part of a practicum experience, on the UConn Storrs campus and engaged in one-on-one student advising support and case management.
“It was fantastic because I could grow my counseling, advising, and advocacy skills,” she says. “That was one of the best practical experiences. I learned to build on what we’ve learned throughout our coursework. The best thing I have gotten from the HESA program is how to be an advocate.”
Enabling Students to Become Critical Thinkers
saac Barber, a HESA-affiliated graduate assistant supervisor and director of Student Union and Event Services, plays a crucial role in supporting the HESA program.
“It is important to spend time learning, refining, and building the foundation of the actual discipline instead of looking at them as mere concepts,” Barber says.
“You must provide the learning opportunities and space for people to engage. That is how I approach this work and have approached being a part of HESA as a graduate assistant supervisor,” he says.
Barber believes that the HESA program enables students to become better critical thinkers and thus better Scholar-Practitioners.
“The ‘scholar’ part of Scholar-Practitioner is important, as are the outcomes of the HESA program” says Barber. “What a student learns and how a student develops when practicing what they have learned is also important.”
“I hope students get through this program through thoughtfulness and recognizing that the answer isn’t always there,” he says. “You have to reach for it.”
The Higher Education and Student Affairs (HESA) program in the Department of Educational Leadership is committed to creating a learning environment for its students that focuses on equity and inclusion. HESA embraces the lived experiences of students from historically marginalized communities such as BIPOC, across all religions, LGBTQIA+, disabilities, and gender identities or expressions.
Tania Flores, a current student, feels that the HESA program does a great job of incorporating equity and inclusion into the classroom and beyond. A better understanding of equity in practice, she says, has helped her think about her pedagogy and the kind of practitioner she would like to become one day. She says she believes that equity and inclusion are frameworks meant to be practiced and lived every day.
“When we think about the issues of equity and inclusion, it is necessary that we do not relegate them to checklist items and instead conceptualize them as integral parts of the work that we are trying to implement every day within the program,” Flores says. “Our professors do a great job at that. It is not something that ever feels like it is ‘tacked on’; equity and inclusion are a running thread throughout the program.”
HESA also aims to deepen the understanding of equity and inclusion through practical experiences. Practicum and graduate assistantships enable the students to transform knowledge into practice.
“When we think about the issues of equity and inclusion, it is necessary that we do not relegate them to checklist items.”
— Tania Flores, Current HESA Student
Flores was a teaching assistant in the Social Justice Leadership, Equity, and Change Ph.D. course with Dr. Saran Stewart, Associate Professor of Higher Education and Student Affairs, and Dr. Frank Tuitt, Professor of Higher Education and Student Affairs and Vice President and Chief Diversity Officer. It was an experience Flores calls “transformative.”
“It pushed me to rethink what equity means in practice, not just as a theoretical conception,” she says. “Such an experience allowed me to bring that knowledge into my assistantship and career moving forward.”
‘More Room for Vulnerability’
Shalyn Hopley Malko (she/her/hers, HESA ’20), an alumna of the program and now Academic Success Manager at Clark University, says the HESA program prepared her to engage in equity and inclusion work by emphasizing the importance of engagement with peers in her cohort.
“We all have different lived experiences and identities. Having peers to share those ideas and perspectives makes HESA worthwhile,” she says. “This program helped me take those experiences and put them into a larger context of research.”
The HESA program curriculum fosters collaborative learning enriched with knowledge gained from different life experiences. Students work through the curriculum together with the same cohort of students. Hopley Malko recalls having the cohort as a huge benefit.
“HESA’s structure allowed for a diversity of perspectives that you do not get as a professional, just going about your day-to-day,” she says. “You practice, have an assistantship, and also have your classroom learning. It gives more room for vulnerability, something I think is vital for practitioners with dominant identities who want to engage in equity work.”
“We all have different lived experiences and identities. Having peers to share those ideas and perspectives makes HESA worthwhile. This program helped me take those experiences and put them into a larger context of research.”
— Shalyn Hopley Malko ’20 HESA
Becoming Social Justice Equity Leaders
Another integral element of the HESA program is understanding issues that impact society, how they exist in the U.S. higher education system and institutions, and ways to address them in practice. The faculty at HESA play a vital role in developing leaders who can recognize such inequalities and implement the right policies to dismantle them.
Dr. Stewart (she/her/hers) says that through the HESA program, students become much more attuned with who they are in terms of becoming social justice equity leaders. For her, equity and inclusion in HESA means accepting, nurturing, and supporting students from all backgrounds. Her teaching and research address equity, inclusion, access, critical race theory, and inequities in higher education.
“My research led me to use my capital within higher education as a professor and recenter the voices marginalized within traditional research,” she says. “Equity is providing the resources that the individual needs based on their identities and circumstances. Inclusion is beyond just identities, but their journeys, familial histories, and stories.”
Dr. Stewart also incorporates this mindset in course assignments. For example, she uses analytical self-reflective journals that allow students to use their lived experiences as anchors for knowledge.
“Equity is providing the resources that the individual needs based on their identities and circumstances. Inclusion is beyond just identities, but their journeys, familial histories, and stories.”
— Saran Stewart, Associate Professor, HESA
“We encourage students to bring their whole selves into the learning environment to better understand equity, inclusion, and a lot more. That self-work is essential before they go out into other organizations and do the real work.”
Truth Hunter (she/her/hers, ’14 HESA), current Ph.D. student, is co-instructor for the Structured Dialogue in Student Affairs course. HESA is one of the few programs of its kind that requires a structured dialogue course that focuses on basic approaches to intragroup and intergroup dynamics and implications for personal and educational development of students and student affairs professionals. Truth encourages students, particularly underrepresented students, to develop a scholarly identity, which affirms their intellectual contributions and distinct perspectives in the academy.
“What’s revolutionary about inclusive learning in the intergroup dialogue class is that I am positioned as an instructor to honor what each student brings into the classroom and then think about how the class curriculum can meet students where they are,” she says. “As an educator, I think equity is about removing those barriers that prevent someone from excelling.”
Check out the highlights from the HESA Program’s latest e-newsletter.
As UConn’s assistant vice president for student affairs and executive director of student activities, Joseph P. Briody ’86 (BUS), ’95 MA, ’96 Ph.D. is a Husky through and through.
From graduating with a bachelor’s in accounting to attaining his master’s in education and his doctorate in higher education administration, Briody shaped his career through an extensive academic career, paired with professional roles in accounting and nonprofit organizations — not to mention his earliest professional experience: dressing as UConn’s quintessential Husky mascot, Jonathan. He was also instrumental in the mascot makeover, and two generations of Briodys have donned the costume. Here, he explores the factors that fueled his academic decisions, the responsibilities and accomplishments of his current position, as well as the effects of the COVID-19 pandemic on his position.
Dear HESA UConn Alumni,
Greetings from Storrs! I hope this newsletter finds you and your loved ones well as we grapple with the COVID-19 pandemic that continues to engulf our lives.
I thought to begin my inaugural newsletter as HESA Program Coordinator with a story I enjoy sharing with prospective and incoming students. While UConn is composed of about 40,000 members, the acronym “HESA” is widely recognized on our campuses.
When I arrived at UConn, over three years ago I would reveal my affiliation with HESA with colleagues across our campus and they immediately recognized our program, and often they would share how they were connected to our Program (most often through current and/or past students who had assistantship and/or practicum in their offices). I share this experience because our community is a special place and you have contributed to that legacy—working at your assistantship, engaging in your practicum, connecting with and supporting the thousands of students who made their way to our offices, participating in campus activities, and countless other ways. That legacy is the foundation we use to continue to strengthen our program and develop HESA professionals to be the next generation of change agents on our college campuses and in our society.
Now, let me transition to some program updates. In true HESA fashion, there has been much going on in our vibrant community in recent months. This semester we greeted our first- and second-year cohorts to campus for our welcome events, which were held in person in late August. Our first-year cohort has a slightly adjusted program of study, including some revised titles of our course. You can view those modifications here.
Recently, the HESA faculty decided to pursue a pilot admission process, which makes some slight adjustments to how we have admitted students in the past. While this pilot admissions process unfolds, we remain committed to support the learning, development and growth of HESA students as practitioners who are grounded in our field’s scholarship. In particular, we strongly believe that practical experiences in higher education and student affairs are vital to the learning and success of our students, and are committed to identifying and placing HESA students in graduate assistantships, practica, and other professional experiences relevant to our HESA practice. I encourage you read that information in this edition of HESA Happenings.
We are actively recruiting for our UConn HESA Class of 2024. Please encourage interested students to attend one of our upcoming information sessions scheduled for Wednesday, October 20, 2021, 5:30pm EDT and Tuesday, Nov 16, 2021, 8:30pm EST. More information about our program and admissions process, including how to sign up for an information session, can be found here.
Last academic year the HESA faculty was successful in getting a new PhD concentration approved—Higher Education, Racial Justice, and Decolonization—in the department’s Learning, Leadership, and Education Policy Program. The title and focus of our concentration align with ACPA’s Strategic Imperative for Racial Justice and Decolonization. We are actively recruiting students for that new program; if you are interested or know of people who might be interested please encourage them to explore our program. More information about the new Higher Education, Racial Justice, and Decolonization PhD concentration can be found here. General inquiries about the new PhD concentration can be sent to Dr. Saran Stewart.
While the faculty have been busy with (re)envisioning our curriculum, programs, and processes, they continue to excel in our field and on our campus. Their work is truly inspirational and at the core of that work is disrupting persistent and systemic inequities in Higher Education while also making campuses more welcoming spaces, especially for minoritized students, including at UConn.
We are launching some new initiatives to further engage with you, our alumni. We want to know about all the great things happening in your worlds—good news, publications, promotions/new jobs, programs developed, and more. To let us know, please complete our HESA Insider. We plan to highlight some of these good news on our social media accounts, website, and/or future newsletters.
Another way to get involved with our program is to consider hosting a practicum opportunity for a current student. We are currently collecting practicum opportunities for the spring 2022 term. Practica can be in-person or virtual, so if you are an alumni a far distance from Storrs, this is your opportunity to supervise and mentor a current UConn HESA student. To see more information about hosting a practicum opportunity and how to submit a potential site you can go here. If you have any inquiries about how to host a practicum opportunity, please contact Dr. Adam McCready.
Also, I encourage you to follow us on Facebook, Instagram, Twitter, and LinkedIn. We enjoy hearing about all the wonderful work you are doing, so do contact us via email and/or by tagging us on social media.
Wishing you a positive conclusion to 2021 and that 2022 brings you health, happiness, and more good news for you to share with the UConn HESA community!
Take care . . . cuídense!
Kenny Nienhusser, EdD (él, he, him, his)
Associate Professor and Program Coordinator, Higher Education and Student Affairs
Faculty Director, La Comunidad Intelectual
By Jillian Ives
Interviewing season is upon us, although it might look a bit different this year. I’ve had a fair amount of virtual and in-person interviews over the years, both as an interviewee and interviewer. There is a wealth of information out there, so I do not plan to summarize it all here. However, I would like to offer my fellow HESAs a different perspective on interviewing as they prepare to search for summer internships or full-time positions. When facing the daunting job search, taking the time for reflection is essential. Interviewing is just like any other learning experience—it is a developmental process for the mind, body, and soul, not an obstacle to overcome for a final result. I like to reframe interviewing, to see it as an opportunity to check in with myself and further refine my values, my goals, and my experiences.
When facing the daunting job search, taking the time for reflection is essential. Interviewing is just like any other learning experience—it is a developmental process for the mind, body, and soul, not an obstacle to overcome for a final result. I like to reframe interviewing, to see it as an opportunity to check in with myself and further refine my values, my goals, and my experiences.
First, reflect on how your mind functions under the stress. When you are nervous, do you talk fast, slow, or stumble over your words? Do you get easily distracted? Try to think through these things and be proactive where you can. For example, if you are virtually interviewing and know you get easily thrown off by distractions, close out of your email, silence your phone, and try to find a quiet and minimally decorated space. I know that I tend to not talk much when I’m nervous, so I purposefully post bullet lists of key experiences I want to highlight near my computer screen so that I can remind myself to expand on my answer by adding an example. For the things you can’t control, just be honest about them. If you get nervous and you forget what you were saying or can’t get the right word out, just reset by saying something like, “I’m sorry, I’m so excited to be interviewing for this position that I think my brain was moving faster than my mouth!” Reframing your nerves as excitement can make them less intimidating. Admitting your nerves can also go a long way with a search committee. We are all human after all, and they are probably nervous and stressed too!
Also know how your body functions under stress. Reflect on your nervous habits in an interview—do you tap your foot or pen? If you aren’t sure, run a mock interview with a friend or at the Center for Career Development and have them look for those habits. I know I tend to play with my jewelry when nervous, so I make sure to wear smaller earrings and no necklace when I interview to mitigate that habit. Although sometimes these small habits help us relieve stress, so if you are interviewing virtually you can take advantage of the format by squeezing a stress ball under the table. Also know how your body reacts to prolonged stress if you have an all-day interview on campus or are doing multiple virtual interviews in a row, like at The Placement Exchange. Pace yourself, and do what re-energizes you during breaks. Listen to a song, meditate, eat a snack, or whatever helps de-stress you.
Lastly, reflect on your soul. By this, I mean whatever soul means to you—whether that is spiritual, religious, or just what centers and nourishes you. One of the best ways to feed your soul is to not compare yourself to your peers during job season. Everyone will get jobs at different times, and it is not a reflection of your worth. Plan ahead of time what you are willing to accept and not accept in a job offer so that you do not question whether you are settling or not when you start to feel peer pressure. You do not need to find the perfect job because this will be the first among many. However, you do want to find a position that you can be happy in for at least a few years. Your soul impacts your mental and physical wellbeing—they are all connected. This is proven in research on how racially minoritized people end up facing physical and mental health conditions when working in a racist workplace—it is damaging to the soul, body, and mind. During the interview, pay attention to the diversity of the office space and gauge whether they value and prioritize equity. Ask questions about whether they have the resources that will feed your soul, whether that be affinity groups for faculty and staff, churches nearby of your religion, or beauty salons or barber shops that cater to your hair type. Make sure to reflect on what you personally need to be happy, healthy, and positive. For me, family nourishes my soul. I made finding a position near family a priority, so I didn’t feel pressured by the normative idea of conducting a national search.
A Few Other Tips and Tricks
Staying organized is perhaps the best advice I have for tending to your mind, body, and soul during interview preparation. Start by creating a spreadsheet to track every position you are planning to apply to. List the positions in rows, and the different information about the job and application in columns. For example, in the columns note the application materials required to apply, due dates, basic information about the institution, office, and position. Color code or mark off each as you submit the application. This will help you stay on top of due dates, but it will also help you remember what you’ve applied to and where, as your mind starts to muddle the applications over time. Then create a folder for each position, and save the final versions of the application materials you submitted and any research notes you collected about the position. If you get an interview, this will be very helpful for you to refer back to. Not only will it help you not duplicate your research efforts, but it will also help you remember what experiences you mentioned in your materials.
There are many resources out there on how to research a position and prepare for interview questions, so I won’t expand on that much here. However, one tip I have to save you some time—and thus save you effort in mind, body, and soul—is to have an interview question cheat sheet that can apply to all positions. Write out the most common interview questions in higher education (you can find many online), and the ones that are common to your functional area (experience advising, supervising, organizing programs, etc.). Write out your general philosophy for each question—what is your advising or supervision style for example. However, the key here is to think about all your experiences over time and map them onto these questions. You can actually create a table with the questions in rows and the experience examples in columns. This is important because a good interview answer moves from the hypothetical or theoretical, to include a specific example to illustrate your answer. This is often called the STAR method—the example should briefly explain the Situation, Task at hand, Action you took, and Result. So the table will help you think through the different experiences you have, what questions they might apply to, and if you have any gaps to consider. This really helped me in my interviewing experiences. When they asked a question about advising a student who was facing personal challenges, I knew I had 2-3 stories in my pocket to use. Maybe I had already used one that overlapped with another question they asked about advising students with minoritized identities, so I had 1-2 back up stories planned.
There are so many resources out there about interviewing. I’ve listed a few below as a start.
UConn Center for Career Development has many great interviewing resources, from videos on how to answer common questions, mock interviews, negotiating job offers, and more. They also have resources specifically for graduate students, and the common materials required for job applications.
The Student Affairs Collective has many blog posts written by student affairs professionals going through the job search process, and their tips and tricks. For example, see this post on the TPE experience.
Also, don’t forget that your network is a resource. Lean on HESA and UConn alumni. Check LinkedIn or HESA alumni groups to see if you know anyone working at the institution you are applying to. Email or call them to see if they can give you some insight into the institutional culture—what do they like or dislike about working there, what are the students like, etc. This will help in your preparation, but also give you better insight into whether you would want to work there.
Jillian Ives is a 2014 graduate of the HESA Program and a current PhD candidate in the Neag School of Education’s Learning, Leadership, and Education Policy program. Jillian also represents the Department of Educational Leadership as a representative on the Center for Career Development’s Graduate Student Career Council.
As the season changes and we enter into the crisper and cooler months, I want to send a warm and heartfelt welcome to our HESA community. This Fall semester is different from any other we have experienced before given the wave of the COVID-19 pandemic and surge of anti-Blackness racism in the US. More than ever, the student affairs professional is being asked to redefine their role and re-conceptualize programming and activities to both combat anti-Blackness, simultaneously contend with the spread of a pandemic and traverse virtual and racial battle fatigue.
Throughout it all, the HESA faculty continues to excel, lead and set an example in the field of higher education and student affairs with their scholarship, leadership and activism. I invite you to visit our HESA website to see all they have been engaged with and accomplished. They work tirelessly to prepare for a virtual Fall semester and like many of us, have had to pivot, become more agile and adapt to our “new” normal. I would like to welcome both Drs. Frank Tuitt and Adam McCready to the team as well as our graduate assistant Ashley Robinson. We are excited to have this stellar compliment of scholar-practitioners within the HESA program.
This year, we hosted our first virtual academic welcome and welcome back retreat for both cohorts of students. Our admissions cycle went live in September and we are actively preparing for our upcoming informational webinars. Our first HESA Prospective Student Webinar will be held on October 13 from 5:30 – 6:30 p.m.
The HESA program continues to engage in curriculum renewal and we will announce some exciting changes to our program in the near future. As we strive to engage our students in transforming theory to practice, the program faculty decided to sign up for a program-wide registration for this year’s ACPA21 Virtual Convention. This means that all students and faculty in our program will be able to participate in the convention, which will take place from March 1-17, 2021. The registration also includes a complimentary 1-year membership for master-students who are not currently not members.
Lastly, I want to thank our graduate assistantship and practicum site supervisors, who continue to provide invaluable on-site training and professional development for our students. Without you, our program would not be complete. As we all continue to pivot and adjust to a constantly changing climate, I ask that we show grace, support and care for each member of our community. I wish for you and your loved ones continued good health, safety and wellness.
Saran Stewart, Ph.D.
Following a national search, Central Washington University has named HESA alumna, Abby Chien as director of their Diversity and Equity Center.