I recently got back from a long-awaited and much-needed vacation, and several of those days were spent on the beach. I know, tough life, right? Something interesting to me during this vacation was that I had the opportunity to experience what it is like to be on a boardwalk, which is simply a bunch of arcades, fair-style games, eateries, and beach shops. This is unknown to me, since I spent the better part of my summer vacations as a youth in Florida, where the closest thing we had to a boardwalk was a nearby pier with a bar/club at the base and a seafood restaurant at the end – nothing like the boardwalks in Ocean City, MD or what I can only assume are in NJ (from what I’ve seen on the Jersey Shore).
Anyways, after walking past several beach stores on my boardwalk adventure, I can only assume that the new fashionable thing for our young ones today is bright neon-colored tank tops with pop culture messages on them. One of these tank tops specifically caught my attention, which simply had the acronym “YOLO” on it, which stands for “You Only Live Once.” Now I can’t speak for other universities, but at my current institution, I can’t walk through the student center without hearing at least one of the students proclaiming YOLO as a reason to do something, for doing something, or simply quoting the Drake song from which YOLO sprung into our present day vernacular. It’s bigger right now that “OMG” or “LOL.” Therefore, to see this on a boardwalk where many a young person – high school and above – was congregating wasn’t surprising, yet I started to think about the method in which this message is followed by our current generation.
As adults, we hear the phrase “you only live once” and probably consider how precious and valuable the life that we’ve been given is, or maybe even think about our personal aspirations in a motivated way. But what about for our students? YOLO has started making its rounds for both incoming and graduating college students as a theme for their next step, which for the most part is empowering – you only live once; make the most of your time! – but as this phrase settles into our language, one has to wonder whether YOLO in the hands of a ‘nothing can stop me’ young person provides them with enough impetus to shirk rules, reason, and responsibility for the sake of having fun.
You can almost see it playing out like a scene from a movie: a college freshman at their first campus party, wanting to have fun but still hearing the words of their parents ringing through their head – be responsible…make smart choices – torn between first impressions with their peers and past parental lessons. He/she begin to meet people while making their way through the party, various illegal substances in sight. Across the room, a group of students proclaim “YOLO!” before putting a tablet of something in their mouths and washing it down with a shot. The student continues to see more and more people enjoying themselves throughout the party, every so often hearing YOLO from various places. The edge the student was teetering on starts to tip toward the direction of fun, their parents’ voices become quieter and more muffled. He/she walks over to the nearest keg, barely able to hear those voices now through the music and the overall party dissonance. The student fills up their red plastic cup and…YOLO.
Although it might not look this way in real life (right?), we would be foolish to think that YOLO isn’t being used as a tool by our students to ignore the right way and go with the wrong way. Alright, so this is happening….now what?
It’s shortsighted to think that simply addressing the YOLO phenomenon with our students is going to quell the negative effects of its message, but it is equally shortsighted to understand what is happening and do nothing to confront it. What can we as student administrators do to start these conversations? It’s not as easy as meeting with a student in a corrective action/judicial meeting and say, “Was it because of YOLO?” As it took creativity to come up with the YOLO acronym and use it in a song, we need to use that same creativity to develop methods/programs/approaches to address this phenomenon – not to eliminate it, but to put a positive spin on it. Create a YOLO program for first-year students that discusses goals and aspirations while they are at school, or for upper-class students focused on what they want after graduation. Develop a bulletin board around fun – and, more importantly – legal ways for students to use YOLO with their friends (have a dance party in the rain, fill up a friend’s room with balloons, take an impromptu weekend road trip somewhere, etc.). There are plenty of ideas out there if we just open our minds and think creatively. And hey, if you are on the fence about a particular idea or worried that one of these programs might not go the way you want it to, just remember…YOLO. 😉
Do you have any ideas to contribute on how to incorporate YOLO into our work with students? Is this something that you’ve already done? Please share your creativity and insight below!
Each person has several immutable truths which provide definition and direction to their lives, and embracing/capitalizing on those truths very often lead to creative explosions, greater understanding of the world around them, and experiencing deep emotional/physical/spiritual connections. These truths can be personality traits, tastes and preferences, passions, or as Mike Brown, founder of The Brainzooming™ Group, details, “distinctive talents.”
Chances are that if you’ve ever had a 5-10 minute conversation with me, you may have discovered that one of my truths revolves around music, specifically that it exists and communicates to the very core of my being. This is also evident to those who have seen my iTunes library or slightly excessive record collection. Getting back to the point, this truth is not only a passion of mine, but a distinctive talent as well. Now, I can’t play a coherent note on any instrument and I’m not going to be winning a reality show singing contest any time soon, but ask me to put together a playlist that has a specific theme, communicates a certain emotion, or that supplements a conference experience, and I become a hyper-focused musical producer. This is all well and good for me, but how does this relate to why you’re here (I’m assuming), which is higher education?
The Chronicle of Higher Education recently posted a wonderfully well-written article by Mark Edmundson entitled, “Can Music Save Your Life?” which, among other things, speculated about the impact that music has on our students’ behaviors and discussed how impressively inarticulate most of us are when it comes to how/why music affects us. Obviously this article stood out to me, but it did so on a much larger scale, especially when it comes my work with students. It’s not a stretch to say that nearly all of our college students listen to and enjoy music on a daily basis, but how often have we related their experiences with and connections to the music they surround themselves with in our conversations with them? I’d venture to say rarely, if ever.
Consider for a moment the idea I discussed in my previous blog post about speaking the language of our students. In it, I provided numerous statistics and examples of why it is so important to use social media to connect with our students in ways which they connect and communicate. However, if we stick with the theme of speaking their language, social media — for all of its popularity and usage — pales in comparison to the universal access and usage of music, and yet this is almost never focused on when discussing student development and understanding student behavior. Why is that? Surely even we spend a good deal of time connecting in our own ways to music, if for no other reason but it passes the time and provides us with a modicum of enjoyment, but we don’t even consider relating this common bond we share with students in our work with them. Again, why is that?
Mark Edmundson shared in his article that the perspective students have that the music they listen to doesn’t affect their behavior/attitudes/beliefs is roughly the same as saying the food you eat doesn’t affect how you physically feel. This is a wonderful insight he provides, because it perfectly illustrates the connection music has to the inner workings of our students. Learning about and understanding the music college students listen to gives us a glimpse into who they are and potentially what they believe, which is invaluable to us as higher education professionals. To compound on this further, Mark discusses the struggle he had growing up understanding why/how music resonated with him and how most of our students are no different, falling silent when approached about what music means to them. We might even feel the same in this regard, and that’s important to note. If we can understand the gravity music plays in our own lives, we become much more tuned in to the effect it can have in our student’s lives, as well as being able to facilitate discussions delving into the student-music relationship.
Combining the connection to music and the dialogue of understanding with our work with students can improve our working relationships with them, give us another tool to connect with and help them develop, and do so in a fun, outside-the-box method that heel-turns away from the canned “tell me a little about yourself” approach that tends to fall a little short in working with our current generation. Henry Ward Beecher once said that “music cleanses the understanding; inspires it, and lifts it into a realm which it would not reach if left to itself.” I believe this statement only further serves to reinforce the importance this medium has in our world, especially with our young people. Therefore, it is up to us to start speaking this language with them and become trailblazers to the hearts and minds of our college students.
Do you have any stories/experiences that combine Higher Education and music? What about your own personal connections to music? Please take the time and share your insights below!
About three years ago on a now-defunct personal blog, I wrote a post about people in several separate incidents who were taking legal action — lawsuits, naturally — against schools and other various organizations. These lawsuits were based on the fact that a person felt that some sort of action (or inaction) was wholly unfair to them or infringed on their rights in some way. I thought about posting excerpts from my original post, but since this blog is specific to Higher Education, I would rather this post’s tone be proactive instead of reactive. In sum, I described the situations in detail and concluded — among other things — that society is setting up its young people for a hard, cruel dose of reality that they are ill equipped to handle whenever it might appear.
I must admit that when I wrote that initial post, I had just graduated with my Master’s degree and had worked full-time in Higher Education for all of two months, so my actual experiences with this sort of behavior were limited to what I read in articles and the occasional story I gleaned through word-of-mouth. Now, having completed three years of what I hope to be a lengthy career, I find that I am not only wiser and more experienced, but less idealistic and impetuous, which lends itself well to seeing “the big picture.”
With that being said, when we have students come through our offices who display their entitlements like badges of honor, what can we as college student administrators do to communicate understanding as well as provide teachable moments for them? I would be lying to you if I said it is easy to have a young person sitting in front of us waxing poetic about the injustices that have been inflicted on them because their room is too hot (or cold) or they received a failing grade in a course, among many other things. However, it is our responsibility to assist all students — including these — with a welcome ear and, when necessary, a civic-minded educational approach to their issues. Therefore, in order to take on this responsibility, we educators need to first understand the larger picture before we start dissecting individual concerns.
With that in mind, where do we look for reasons as to what is causing/has caused this behavior? I commonly hear the term “society” being tossed around as the evil-doer for all things big and small, but I believe that is slightly disingenuous to the problem at hand. Simply saying society is the root cause for a student’s behavior is akin to a criminal saying ‘the devil made them do it.’ It passes the buck without taking any time to evaluate the situation or its causality. What we need to begin to understand is that there can be just as many reasons for why a student feels entitled as there are students at our higher ed institutions. What is really important is taking the time to learn about our students and discovering where they’ve come from and the experiences they’ve had before we begin to dole out the how’s, what’s, and why’s.
I understand this is not an easy proclamation to make, especially since our time is already stretched across numerous roles and responsibilities. Yet we are called to be student-focused in our work, which means we need to holistically focus on the student if we are to have an impact and educate our young people. As Napoleon Hill, one of the original self-help/personal success authors once wrote, “You must get involved to have an impact. No one is impressed with the won-lost record of the referee.” Let’s take this advice and put it forward in our work with students. The more we get involved with our students and more we get involved in who they are, the better equipped we are to give them the tools they require to be ready for and succeed in the world outside of the university.
Do you have any stories or experiences where you took the time to learn about a student in order to better assist them? What was that experience like? How did the student respond? Please share your insight below!
We are a week into the month of March, which for student affairs professionals means several things: RA interview processes are over, that long-awaited week of relaxation(?) entitled Spring Break is fast approaching, and graduate and professional job searches are kicking into high gear. Whether you are a national placement attendee (TPE/NASPA or ACPA) or you prefer a more regional touch (OPE, SPE, or MAPC), one thing is for certain — everyone wants a job. The question is, how do you get one? How do you make yourself stand out from the crowd? How do you prep for something so stress-inducing?
Below are several do’s and dont’s I’ve learned to keep in mind before, during, and after job searching.
***After reading these, if you have any follow-up questions or other things you would like to know about the job search process, e.g. optimal ways to prepare, questions to ask employers, etc, I encourage you to contact me here. I enjoy these sorts of things, so I’d be happy to assist you with your questions.***
- DO have at least 3 people review and edit your resume. During the job search process, your resume is a document that you could potentially rattle off verbatim without looking at it, you’ve looked at it so much. However, that familiarity with your resume leads to you glossing over potential errors or better ways to word certain things to make yourself more marketable. Find some people you can depend on and ask for some assistance. It will benefit you as you continue your job search.
- DON’T apply to every job out there. This is particularly important for those who are searching for their first professional job. While you don’t want to be left without a partner during the job search dance, you also want to find a school/area/supervisor that you will be comfortable with, as well as one that doesn’t go against your personality/needs. Think quality over quantity, as this will also help you at placement conferences to keep you from running around like a headless chicken to fit every single interview into your schedule.
- With that being said, DO be open to taking a job that you aren’t madly in love with, especially if it is your first professional job. Don’t confuse this to mean “be open to work at a job you hate,” because that is certainly something you want to avoid, for the benefit of both parties involved. Working somewhere you love is great for your day-to-day enjoyment of your job, but experience breeds success, so think of it this way: Would you rather have worked for three years at a school that you loved but gave you a narrow area in which to work, or would you rather spend the same time at an institution you were less thrilled about, but gave you ample opportunities to learn and grow? I’ll give you a hint — take the experience.
- DO behave professionally at all times during a placement conference, from when you check-in, to when you check-out. You aren’t just interviewing during the interview itself; you are on display at all times for potential employers, and behaving unprofessionally at any point can potentially affect the way employers (and peers) see you. You may have had experience being around placement candidates who make it very clear to others about how good they are and all the on-campus interviews they received so far — people notice this behavior, and it certainly doesn’t leave anyone with a positive impression, including employers. Remember that fishbowl analogy during RA training? Yeah, it’s like that.
- DON’T be afraid to think outside the box. Resumes can be no more than two pages. There is an order to which you need to list things on your resume. Use the institution’s website to research about the jobs you’re applying for. These are just a few of the things that are generally regarded as rules about higher education job searches, but are they helping you meet your #1 goal, which is getting a job? Think about this another way: If everyone at a placement conference is doing the exact same thing, how can you set yourself apart? You certainly want to adhere to some sort of structure for sure, but you also want your resume/interview to stand out to employers.
- DON’T stop thinking about your job search after you get a job. This is a no-no that many people across numerous career fields fall into. Just because you secured that job and accomplished your goal does not mean that you are by any means finished thinking about job searching, unless of course, you would enjoy being a Hall Director until you retire. It is very important to think about what you can do in the job you have now to help yourself gain the skills, knowledge, and strengths you need for when you want to look for another job later, especially if you want to move up. Chances are the individuals in those higher level positions got there because they didn’t stop thinking about what they needed to do to improve.
- DO believe in yourself. If you’ve taken your studies and work seriously, you have the ability to work in the field of student affairs and do it well. Don’t get overly-conscious about other people who are applying for the same jobs or at the same placement conference. In the end, the only thing that you can control is yourself. Focus on what you need to do to prepare and succeed, then put your best foot forward. Somebody somewhere thought that you could do the work — that’s how you got your assistantship/first professional job, after all — so stay confident and focused, and things will inevitably work out for you.
What are other tips and tricks that you’ve learned throughout your experiences in higher education? Do you have any methods that have worked/not worked for you in your own searches? Feel free to share below!