Adrienne Bricker and Jennifer Love return to the podcast to discuss the work of the AACRAO Mentorship Working Group, to talk about their research and the process of being involved in a working group, along with some of their experiences with mentoring. Plus we talk about breakfast food. 

Key Takeaways:

• The AACRAO working group on mentoring examined whether and how to implement a formal mentoring program for the AACRAO membership; the report from the group will be released soon. 
• Mentoring relationships work best when expectations are clear for each side. Sometimes that means being explicit in your ask: “Will you be my mentor?” 
• There are many ways to mentor: career advice, support and encouragement, sounding board for psychosocial development, etc.

Guests:

Adrienne Bricker
University Registrar
Ohio State University
[email protected]

Jennifer Love
Director, Texas One Stop for Enrollment Services
University of Texas - Austin
[email protected] 

The world is facing many challenging situations that require strong leadership. Even if you aren’t in a “leadership position,” you can be a leader. Transformational leaders are those who empower and enable those around them to achieve their highest potential. In doing so, their teams thrive. In this episode, we hear from Bianca Thompson-Owen as she shares her thoughts and reflections on various leadership styles, how failure is a key to growth, and ways that transformational leaders bring out the best in their people.  

Key Takeaways:

• Everyone in your organization has the capacity to be a leader. Yes, even you. Getting people to think of themselves as leaders and to recognize the ways that they are already leaders is an important part of being a transformational leader yourself.
• Transformational leaders empower others to empower themselves. They lead by example, are reflective, empathetic, and solution-oriented. They are change agents, and focused on bringing about meaningful change at their organizations. 
• Transformational leadership is an ongoing process. There is not a “one and done” action that you can do and say “I’m a transformational leader.” It takes self-reflection, vulnerability, a willingness to be adaptable and flexible, and a willingness to change. 

What is it like to be the first person in your family to be the first of everything? The first to attend college, the first to earn multiple advanced degrees, the first to be elected president of a regional professional association? In this episode Dr. Soraira Urquiza talks about her higher education and career journeys, highlighting the specific challenges first generation students encounter. We also discuss resources institutions should provide for first gen students and ways to ensure the students who need them are aware of them. 

Key Takeaways:

• First generation students have different support needs than students whose families have more experience navigating the college environment. And they may not even be aware that they have those needs until they’re in educational trouble. Institutions need to be proactive with outreach and be persistent with follow-up.
• Administrators should review their policies, websites, and communications, through the lens of a first generation student (or even work with actual first generation students in this effort!) to make sure that they are clear and communicate the anticipated message.
• If you work as a registrar for 16 years and serve as the president of a regional association, you’re always going to be welcome in the AACRAO family, even if you move on to your dream job of teaching at a community college. And the universe will remind you of this in ways you couldn’t imagine. 

Law Registrars are registrars, it’s right there in their title! But how much do you really know about the differences between the range and scope of responsibilities of a Law Registrar as compared to a University Registrar. In this episode, we talk to three individuals about their experiences working in a Law Registrar’s Office, identify and discuss the key challenges and “extra” administrative responsibilities, and highlight the skills and knowledge one needs to be successful as a Law Registrar.

Key Takeaways

• Law Schools have to adhere to a different set of standards and practices than other parts of an institution as required by the American Bar Association (ABA). Some of these require additional administrative oversight provided by the Law Registrar, like extended exam schedules, anonymous grading, verifying grade distributions, and calculating class rank, among others.
• The National Network of Law Officers (NNLSO) is a great way to connect with other individuals who work at law schools (including registrars!). NNLSO hosts a breakfast for members at every AACRAO Annual Meeting and sponsors sessions throughout that conference specifically aimed at Law Registrars’ interests. 
• Law Registrars rely on their campus counterparts for a lot. Keeping your Law Registrar in mind (if your institution has a law school, obviously), communicating and collaborating with them can make everyone’s lives easier. Reach out, make a connection, and build a strong working relationship. 

Hosts
Sarah Reed, University Registrar
University of California - Berkeley

Doug McKenna, University Registrar
George Mason University

Guests
Amy Chu
Senior Director, Academic Services & Registration
New York University School of Law

Jerri Cunningham
Director of Academic Services & Registrar
Baylor University

Lisa Erck
Associate University Registrar & Law School Registrar
University of the Pacific - Sacramento

Did you know that what we consider the “standard” letter grade system is a relatively recent phenomenon in US higher education? The history of grades and grading schemes is a long and circuitous tale that illustrates how higher education has evolved over time. From the first categorization of student learning in 1785 at Yale to the first letter grade system in 1897-1898 at Mount Holyoke, through the standardization of student records and grading schemes in the early to mid-20th century, registrars have been involved at every step of the way. This episode highlights the historical interplay of society and higher education through the lens of the student learning assessment practices, e.g. grades.  

Key Takeaways:

• There were a variety of different approaches to assessing student learning in early US higher education. These systems coalesced around categories, ranking, and quality points to give us the standard letter grade system we know today. 
• The enduring variance in institutional grading schemes and grading practices highlights the inherent power of the faculty at each different institution, and makes the work of the registrar critical for accurate record-keeping. 
• Grades and grading schemes will continue to evolve and change, as external pressures (like a pandemic) necessitate new approaches to grading, and as faculty continue to explore the best, and more appropriate ways to assess and communication student learning and achievement.

Host:

Doug McKenna, University Registrar
George Mason University
[email protected] 

Very Special Guest:

LTC (Ret.) Doug McKenna, Ph.D.

Additional Resources:

Doug McKenna - HE721 - “Making Grades” learning activity 

We are seeing an increase in the frequency and strength of major weather events, or emergencies caused by weather events: Hurricanes, snow storms, wildfires, etc. In this episode, we use the backdrop of Hurricane Ian  to discuss preparedness for weather emergencies on campus. 

Key Takeaways:

• A Continuity of Operations Plan (COOP) is a critical document that enables rapid and thorough response to an emergency situation. If you haven’t reviewed your COOP, or if you don’t have a COOP, start there. Your emergency management team should be able to assist. 
• Registrar’s offices have a specific set of responsibilities that need to be accounted for in the case of an emergency; planning for a worst case scenario is a good idea. Assume no power, no internet, and no system status for some period of time.
• Designated, authorized individuals in the registrar’s office may need to create a “driveaway kit” that includes information about student class schedules, emergency contact information, and any other critical forms, documents, or information that your institution may need. 
• Often, the majority of the work relating to a weather emergency happens once the storm (or event) itself has passed. Maintaining flexibility, understanding, and working with compassion with your staff, your students, and your faculty can go a long way to restoring some semblance of normalcy. 
• Being able to coordinate with other registrars is very helpful! AACRAO and your regional association can help you make those connections.     

Hosts:

Sarah Reed, Registrar
University of California Hastings College of the Law
[email protected] 

Doug McKenna, University Registrar
George Mason University
[email protected] 

Guests:

Brian Boyd
University Registrar
University of Central Florida
[email protected]
https://registrar.ucf.edu/

Additional Resources:

ready.gov - Federal resource for emergency planning

Continuity of Operations Plans - FEMA guidelines

Core Competencies and Professional Proficiencies:

Leadership and Management

Collaborative Decision Making

Improving the transfer experience for students is a high priority for a lot of institutions, and nationally making transfer better is a huge conversation. In this episode, we hear from a faculty member from the University of Texas at Austin, Dr. Lauren Schudde, who has conducted research on the transfer process from a 2-year institution to a 4-year institution. In a lively discussion that ranges from systemic inequality to transfer articulations to football weekends, we hear some recommendations for registrars offices and others across institutions about ways to guide transfer students through the process.   

Key Takeaways:

• Transfer students need easy access to publicly accessible (and student-focused) transfer guides that help them determine how the transferability and applicability of their earned credits will advance them toward the goal of earning a bachelor’s degree.  
• Registrar’s offices are often responsible for significant parts of a holistic transfer guide: the coding of the degree audit, and the production of the institution’s Catalog. Incorporating accurate, up-to-date requirements and policies in a transfer guide is critical for transfer students who might be researching potential transfer destinations.
• True change with regards to improving the transfer process will need to be a comprehensive adjustment of people’s understanding about their responsibilities, the role they play in the process for their institution and in support of transfer students, and may require policy/legislative remedies. 
• Transfer is a huge topic and to better address all of the various topics relating to transfer, AACRAO will be launching a brand new podcast this fall called The Transfer Tea, hosted by Loida Utley. Look for it later this fall!    

Hosts:

Sarah Reed, Registrar
University of California Hastings College of the Law

Doug McKenna, University Registrar
George Mason University

Guests:

Dr. Lauren Schudde
Associate Professor, Department of Educational Leadership and Policy
University of Texas at Austin
https://education.utexas.edu/faculty/lauren_schudde  

Additional Resources:

AACRAO Re-Envisioning Transfer

Schudde, L., Bicak, I., & Meghan, S. (2022). Getting to the core of credit transfer: How do pre-transfer core credits predict baccalaureate attainment for community college transfer students? Educational Policy. https://doi.org/10.1177/08959048211049415 

Schudde, L., Jabbar, H., Epstein, E., & Yucel, E. (2021). Students’ sense making of higher education policies during the vertical transfer process. American Educational Research Journal, 58(5), 921–953. https://doi.org/10.3102/00028312211003050 

Core Competencies and Professional Proficiencies:

Transfer & Articulation

Interpretation and Application of Institutional and External Data

Holistic and Systemic Thinking

In this episode, three women share their experiences with supporting and being supported by other women and what that support has meant for their careers and themselves personally. In a lively conversation, we discuss ways that allies can and should provide support, as well. Sara Sullivan, Becky Keogh, and Beth Warner talk about dealing with slights, lifting others up, the changing AACRAO leadership demographics, and dealing with that little inside voice. 
Key Takeaways:

Women can and should support women because women are not always great at supporting themselves. It’s important to acknowledge the women who were on the path ahead of you who opened doors, and recognize that there are women on the journey behind you for whom you are blazing a trail. 

Allies can support women in a variety of tangible ways: mentorship, opening doors to opportunities, giving credit appropriately, giving clear, actionable feedback are just a few.

Don’t be afraid to be yourself, to bring all parts of you to bear in your work. Don't worry about whether someone thinks you’re taking up “too much space” or “being emotional.”    

Hosts:

Sarah Reed, Registrar
University of California Hastings College of the Law

Doug McKenna, University Registrar
George Mason University

Guests:

Sara Sullivan
Associate Registrar
University of Iowa

Becky Keogh
Senior Associate Registrar
Michigan State University

Beth Warner
Associate Registrar
University of Wisconsin - Madison

The modern registrar’s office moves readily from one project to the next in our work to support student success and provide outstanding service to the university community. Employing best practices from a project management framework can go a long way to making those projects run more smoothly, efficiently, and more successfully. Rita Peaster and Aaron Apel talk about their background and experience with project management frameworks, provide insights into ways to improve your office’s overall project management capabilities, and reflect on various aspects of project management.         

Key Takeaways:

• Application of project management best practices can make the work of your office more efficient, effective, and successful.
• Pursuing project management certification makes sense if your work includes significant project work. Otherwise, informal training will be sufficient. The Project Management Institute is a good place to start if you are interested in formal training or certification. There are also many free resources available with a simple web search.
• Many downstream issues can be alleviated with careful, thoughtful preparation and consistent, transparent communication in the early stages of a project. Consider the stakeholders who will be affected and keep them in the loop. There will be surprises with every project and open communication from the start will help immensely.   

Hosts:

Doug McKenna, University Registrar
George Mason University
[email protected] 

Sarah Reed, Registrar
University of California Hastings College of the Law
[email protected] 

Guests:

Rita Peaster
University Registrar
Oklahoma State University - Main Campus
[email protected] 

Aaron Apel
Assistant Registrar for Enrollment & Residency
University of Wisconsin - Madison
[email protected] 

References and Additional Information:

Project Management Institute  

scrum.org - the home of scrum

Project Management Best Practices: Salapatas, J. N. (2000). Best practices—the nine elements to success. Paper presented at Project Management Institute Annual Seminars & Symposium, Houston, TX. Newtown Square, PA: Project Management Institute.

PMBOK Guide - A Guide to the Project Management Body of Knowledge - 7th Edition

Project Management classes via LinkedIn Learning

Core Competencies and Professional Proficiencies:

Leadership & Management
Data Systems Management

Change Management

The AACRAO community was shocked and deeply saddened by the sudden passing of our friend and colleague, Tina Falkner at the end of March, 2022. She was such an incredible presence within AACRAO and state and regional associations, who was incredibly generous with her time, energy, and expertise. Collected here are but a sampling of the testimonials and remembrances of Tina from people who knew her..          

Contributors:
Doug McKenna
George Mason University

Ingrid Nuttall
University of Minnesota - Twin Cities

Helen Garrett
University of Washington

Rhonda Kitch
Cornell University

Sara Sullivan
University of Iowa

Jackie Carter
Washington University of St. Louis

Scott Dittman
Washington & Lee (Retired)

Sherri Wells
Lamar University

Adrienne Bricker
Ohio State University

Tim Amyx
Volunteer State Community College

Sarah Harris
University of Iowa (Retired)

Alex Frain
Marquette University

Mark Hommerding
The Grad Team

Music:
“Better to Light a Candle” by Doug McKenna