Working in higher education, specifically Student Affairs, you’re bound to find a diverse student population. How that diversity is defined and exhibited depends on the type of institution. I’ve been working in Student Affairs on and off for the past nine years, predominantly at 4-year religious institutions with a traditional residential campus life. In looking to diversify and build my skill set, I’ve ventured away from those institutions and have worked at a 4-year non-religious private institution and currently work at a public 2-year community college that is 100% commuter. In addition to my higher education experience, I have a master’s degree in counseling and have worked as an addictions and vocational counselor. Needless to say, I’ve worked with diverse student populations and staff, but the keen differences I’ve seen in the transition from working at 4-year institutions to the 2-year community college is something that every professional should have the opportunity to experience.
Traditional vs. Non-Traditional Students: My definition of non-traditional students has been expanded working at a community college. It’s not uncommon to see veterans, retirees, or high school students in the classroom and at campus events. According to the U.S. Department of Education, “between 2000 and 2010, the number of 18- to 24-year-olds increased from 27.3 million to 30.7 million, an increase of 12 percent, and the percentage of 18- to 24-year-olds enrolled in college rose from 35 percent in 2000 to 41 percent in 2010.” Due to the economic recession, increased unemployment rates, and employers demand for better trained employees, that number continues to grow. “In recent years, the percentage increase in the number of students age 25 and over has been larger than the percentage increase in the number of younger students, and this pattern is expected to continue. Between 2000 and 2010, the enrollment of students under age 25 increased by 34 percent. Enrollment of students 25 and over rose 42 percent during the same period.” [U.S. Department of Education, National Center for Education Statistics. (2012). Digest of Education Statistics, 2011 (NCES 2012-001), Chapter 3.]
The community college student’s average age is 29. In addition, two thirds of community college students attend part-time. “At the same time, community colleges are not only providing access for adult students, but also serving an increasing number of traditional age and high school students who take specific courses to get ahead in their studies. In fact, half of the students who receive a baccalaureate degree attend community college in the course of their undergraduate studies.” [American Association of Community Colleges, http://www.aacc.nche.edu/AboutCC/Trends/Pages/studentsatcommunitycolleges.aspx]
So what does this mean for today’s higher education graduate student and professional? How can one transition from working at a 4-year institution to a 2-year institution? The answer for both questions is professional development.
Professional Development: As the college student population continues to change and become more diversified, not only at community colleges, but also at 4-year institutions, there’s a great need for cultural competency from higher education professionals. Some of this professional development may have to be self-started based on the institutional culture and resources, monetary or otherwise, available to you. Resource sharing is greatly facilitated by the NASPA Knowledge Communities and online materials. In looking at the ACPA and NASPA Professional Competency Areas for Student Affairs Practitioners, the competency area of “Equity, Diversity, and Inclusion” can provide needed guidance. “The Equity, Diversity, and Inclusion (EDI) competency area includes the knowledge, skills, and attitudes needed to create learning environments that are enriched with diverse views and people. It is also designed to create an institutional ethos that accepts and celebrates differences among people, helping to free them of any misconceptions and prejudices.” [ACPA/NASPA Professional Competency Areas. (2010). http://www.naspa.org/regions/regioniii/Professional%20Competency.pdf] With the listed knowledge, skills, and attitudes that Student Affairs practitioners should demonstrate at a basic, intermediate, and advanced level, individuals and departments can create assessments and rubrics to determine the competency level of their students, graduate staff, and professional staff.
Taking The 2-year Institutional Plunge: How do you know if working at a 2-year institution is a good fit for you? Just ask! Networking with peers who currently work at 2-year institutions is a good way to start exploring this area. Don’t know anybody working at a 2-year institution? Then reach out to the NASPA Community Colleges Division [http://www.naspa.org/divctr/ccdiv/] or to Kristina Testa-Buzzee, NASPA Region 1 Community College Division representative. Joining the NASPA family gives you unparalleled access to meet and work with student affairs professionals locally within your region and within your content area of interest. Looking to transition to another area of student affairs? Don’t be afraid to include community colleges and other 2-year institutions as part of your job search. Working at a 2-year institution allows for the development and strengthening of cross functional skills as staff get to wear many hats. Not ready to leave your current institution but still want to gain knowledge in another content area? As Gandhi says, “If you don’t ask, you don’t get.” Ask your supervisor, department, or division for new projects that would cross functional areas such as academic affairs with residential life in the implementation of a living-learning community. If that opportunity isn’t available, join institutional or organizational committees to gain the skills you seek. As we learned via this year’s conference theme, whether in person or online, we need to be “Bold With Boundaries!”
*** This post was originally published in the NASPA Region 1 May 2013 newsletter ***
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