For the Record, An AACRAO Podcast: Recent Episodes
Doug McKenna
A Registrar Podcast sponsored by the American Association of Collegiate Registrars and Admissions Officers (AACRAO), hosted by Doug McKenna.
Sometimes addressing a structural issue takes some out-of-the-box thinking. Northeastern University, under the guidance of Jessica Liebowitz, Faculty Director of the Student-Administrator Partnerships Initiative, brought together technically-accomplished students to serve as Fellows to assist administrators in addressing a serious or intractable institutional problem. In this episode we hear about one project at Northeastern tackled by two Fellows and the Registrar’s Office staff focusing on student demand for classes, bottlenecks in the curricular pathways, and ways these data might be used to improve the student experience.
Key Takeaways:
- Each of us in higher education has the opportunity and the responsibility to work toward improving the student experience. Sometimes that will require being creative about ways to bring together different individuals to think differently about a problem, and to carve out time to work on solutions.
- The Student-Administrator Partnerships Initiative at Northeastern is a great example of one way to leverage expertise on your campus. Giving capable grad students access, guidance, and resources can open a world of possibilities.
- With any project, be open to where the project might take you. Sometimes what you learn along the way is more important than what you originally set out to accomplish.
Host:
Doug McKenna, Ph.D.
University Registrar
George Mason Universitycmckenn@gmu.edu
Guests:
Jessica Liebowitz
Research Professor, Center for the Future of Higher Education and Work
Faculty Director, Student-Administrator Partnerships Initiative
Northeastern Universityj.liebowitz@northeastern.edu
Ingrid Nuttall
(At time of recording): Deputy Registrar of Solution Delivery and Strategic Reporting, Northeastern University
(Current): Associate Vice Provost for Enrollment and University Registrar
University of Virginiaingridn@virginia.edu
Satya Pulipelli
Graduate Student
Northeastern University
References and Additional Information:
Service Excellence
Leadership
Enabling Academic Innovation
Project Management
“University Registrar” isn’t usually included in the list of dream jobs for children. So how did we all wind up in these higher education leadership roles, and what have we learned along the way? In this episode, Andrew Marx, University Registrar at Clark University talks about his unconventional, yet not altogether uncommon path to the registrar’s office. Andy shares his reflections on becoming a higher education leader and gives advice to those moving through the process.
Key Takeaways:
- Take the time to reflect and decide what kind of a leader you want to be. Try to do this as you’re moving through your career growth as time for self-reflection is at a premium when you actually get “the job.”
- Being able to communicate your vision and sell the story of your office is an important skill. There’s a way to say “no” that doesn’t shut down future conversations, and emphasizing the reason you’re involved can go a long way to making sure you’re included in future decisions.
- The registrar’s role looks different at different institutions. And there is often tension between what the community expects of the registrar position or office and what the registrar brings to the table.
Host:
Doug McKenna, Ph.D.
University Registrar
George Mason Universitycmckenn@gmu.edu
Guests:
Andrew Marx, Ph.D.
University Registrar
Clark Universityamarx@clarku.edu
References and Additional Information:
Core Competencies: Leadership and Management
Season 9 kicks off with a discussion about 90 credit degrees and how the University of Maine System is moving forward with three Applied Baccalaureate degrees as a way of bringing learners with some college but no degree back to the university system. Chancellor Dan Malloy and Vice Chancellor Jeff St. John join to talk about their process for developing the Applied Baccalaureates, the surprisingly little pushback from faculty, the enthusiastic response from employers, and their hopes for continued growth and engagement with these innovative credentials in the future.
Key Takeaways:
- The 90-credit credential is an academic innovation designed to bring “some college no degree” learners back to school. The reduced credit threshold for awarding the degree may support easier access into the workforce in less time with less money spent by the learner.
- The University of Maine System will launch three “Applied Baccalaureates” in fall 2026, having worked with their accreditors, their trustees, and faculty at each of the system member institutions to identify and develop these programs.
- Accrediting bodies may provide guidance for institutions about what must be included as part of a 90-credit credential, and may have requirements for how to name the degree and how to differentiate them from the full baccalaureate degree.
Host:
Doug McKenna, Ph.D.
University Registrar, George Mason Universitycmckenn@gmu.edu
Guests:
Daniel Malloy, J.D.
Chancellor, University of Maine Systemhttps://www.maine.edu/chancellors-office/dannel-p-malloy-chancellor/
Jeffrey St. John, Ph.D.
Vice Chancellor, University of Maine System
References and Additional Information:
Core Competencies: Leadership and Management
Welcome back to For the Record! After an unintentional hiatus (writing a dissertation), we’re back with one of my favorite people: Keisha Campbell. We talk about her fascinating career arc, her involvement with the AACRAO REG 201 preconference workshop, what life is like at an HBCU right now, and how she is staying grounded in the world today. It’s a wide-ranging and in parts funny, in parts serious conversation between friends. Plus, a discussion of karaoke.
Key Takeaway:
- The REG 201 pre-conference workshop would be a great opportunity to extend your network, reflect on where you are in your role, and work through some case studies about issues affecting registrars today.
Host:
Doug McKenna
University Registrar, George Mason Universitycmckenn@gmu.edu
Guests:
Keisha Campbell
University Registrar and Executive Director, Morgan State Universitykeisha.campbell@morgan.edu
References and Additional Information:
Core Competencies: Leadership and Management
This episode was inspired by Ryan Holiday’s book, Ego is the Enemy, and its applications of Stoicism to modern ideas of leadership and management. With everything that’s going on in the United States as a backdrop, this episode reiterates the importance of focusing on service over receiving recognition, on cultivating humility, and leading with wisdom. These practices can help you avoid developing an inflated sense of self-importance that hinders effective leadership and decision-making. Making a return guest appearance in this episode is Dr. Doug McKenna (the host’s dad!).
Key Takeaways:
- Stoicism is an ancient philosophy of personal ethics that emphasizes wisdom, courage, justice, and temperance as a way of cultivating inner peace and strength, rather than being ruled by emotions or external circumstances.
- Stoicism encourages mindfulness, self-reflection, and exercises like negative visualization (imagining worst-case scenarios to build resilience), voluntary discomfort (practicing hardship to lessen fear of suffering), and journaling (as seen in Marcus Aurelius’ Meditations).
- Learn about your Happy 10 Seconds, the Three Things List, and your personal mission statement.
Host:
Doug McKenna
University Registrar, George Mason Universitycmckenn@gmu.edu
Guests:
LTC (Ret.) Doug McKenna, PhD
Dean, Emeritus
Marine Corps Command and Staff College, Quantico VA
References and Additional Information:
Core Competencies: Leadership and Management
In this conversation with Dr. Cié Gee from the University of Texas at San Antonio we explore the idea of leadership through the roles of line leader and door holder–familiar responsibilities from elementary school. Dr. Gee argues that the door holder is a less glamorous but potentially more important role than the line leader, and we discuss ways door holding opportunities present themselves in the normal course of work.
Key Takeaways:
- Being the line leader can be fun, but being a door holder is a critical role for the success of any venture.
- Leadership doesn’t require a title, and it doesn’t require grand gestures to convey care and concern for the people one is leading. As Mother Teresa said, “Not all of us can do great things. But we can do small things with great love.”
- If you’re thinking about someone who held a door for you at some point in your career, reach out to them to let them know the effect they had on you.
Host:
Doug McKenna
University Registrar, George Mason Universitycmckenn@gmu.edu
Guests:
Dr. Cié Gee
Associate Vice Provost for Career-Engaged Learning, University of Texas at San Antonioginnifer.gee@utsa.edu
References and Additional Information:
Core Competencies: Leadership and Management
Cie Gee
https://www.linkedin.com/in/ciegee/
In the very first official episode of this podcast, we explored the question of what even is a registrar. Now, with six more years of experience that included a global pandemic, it was time to once again take stock of our understanding of the role of the registrar. What do we do? And how do we explain what we do to people who work at our institutions or to people all the way outside of higher education? Five brave souls responded to my request for input on the following three questions that guide this episode: 1) what do you think of when you hear the word, “registrar?” 2) How would you describe the registrar to someone outside of higher education? And 3) Why are registrars important?
Key Takeaways:
- The registrar and higher education go hand in hand. Registrars were the second administrative position created, following only the position of president. Our title dates back to 1446 at Oxford.
- Registrars play a variety of roles at our institutions, and there isn’t one right way to be a registrar. Because of the variety of institution type and missions, registrar responsibilities also vary widely.
- Registrars use a lot of metaphors to communicate how critical they are to their institutions; “plumbing,” “bridges,” “hubs,” “air traffic controllers,” “multi-tasking quarterback,” are all used.
- Being a registrar is easy. It’s just like riding a bike. If the bike is on fire. And you’re on fire. And everything around you is on fire.
Host:
Doug McKenna
University Registrar, George Mason Universitycmckenn@gmu.edu
Guests:
Dr. Reginald Garcon
Associate Vice President/Registrar, University of Maryland - Eastern Shorergarcon@umes.edu
River Gordon
Registrar, Minneapolis College of Art and Designrgordon182@mcad.edu
Colleen Harms
Associate Registrar, University of Minnesota - Twin Citiesharms231@umn.edu
Whitney Merinar
Registrar, West Liberty State Collegewhitney.merinar@westliberty.edu
Katie Rendon
Registrar, Hebrew Union College - Jewish Institute of Religionkrendon@huc.edu
References and Additional Information:
Records & Academic Services (AACRAO Professional Proficiencies)
Quann, C. J., & And Others. (1979). Admissions, academic records, and registrar services. A handbook of policies and procedures. Jossey-Bass, Inc.
The Registrar’s Guide: Evolving Best Practices in Records and Registration. (2006). https://community.aacrao.org/CPBase__item?id=a1H1L00000BjYRJUA3
Two very important functions we engage in as registrars are hiring and onboarding. Perhaps surprisingly, we don’t spend a lot of time talking about either of those very important practices. In this episode we discuss ways to improve the interviewing and hiring process for everyone involved, along with practical ways to bring your new hire into your office and get them acculturated quickly.
Key Takeaways:
- A clear understanding of the role and a specific articulation of responsibilities in the position description will make recruiting the right person much easier.
- Calendaring out the interviewing process can reduce stress for participants and candidates alike. Clear timelines are very helpful.
- Asking “Will this person raise the average of the team?” or something similar may help you distill down a hiring decision. It’s better to have a failed search than to hire the wrong person.
- Clear communication with your new hire is vital to their onboarding. Scheduling out their first weeks in the office can go a long way to positioning them (and you!) to succeed.
Host:
Doug McKenna
University Registrar, George Mason Universitycmckenn@gmu.edu
Guests:
Michael Burke
Dean of Student Services, Harvard University
mikeburke@fas.harvard.edu
Rebecca Mathern
Assoc. Vice Provost Academic Affairs & University Registrar, Oregon State University
rebecca.mathern@oregonstate.edu
References and Additional Information:
Operations and Business Process Management (AACRAO Core Competency)
STAR Technique and Behavioral Interview Questions (indeed.com)
Onboarding Without Overwhelming (Harvard Business Review)
Following up on the previous episode about AI’s potential applications to higher education, this episode focuses on the work that the Computational Approaches to Human Learning research lab at UC Berkeley is doing under the direction of Dr. Zach Pardos. We talk about ways AI can assist with transfer or credit mobility, ways AI might be able to streamline the creation of degree pathways for students, and ways AI is being leveraged for adaptive tutoring, all with an overarching goal of increasing the student’s social and economic mobility.
Key Takeaways:
- AI can be considered as anything that takes what a computer is good at and pushes the boundaries closer to doing things that only a human is good at.
- It is vital that we use AI in service of our humanistic pursuits, that it’s used in a way that retains the humanistic character of our education enterprise.
- AI can help add desirable regularity to systems that are sometimes unnecessarily idiosyncratic.
Host:
Doug McKenna
University Registrar, George Mason Universitycmckenn@gmu.edu
Guests:
Dr. Zachary Pardos
Associate Professor of Education, UC Berkeleyhttps://bse.berkeley.edu/zachary-pardos
References and Additional Information:
Welcome to OATutor - An Open Source Adaptive Tutoring System
https://oatutor.io/
AI Transfer and Articulation Infrastructure Network (ATAIN)
https://atain.org/
A University Map of Course Knowledge
For more than 50 years, the Carnegie Foundation for the Advancement of Teaching has been categorizing institutions in a functional but basic way–by the highest degree the institution awards and the amount of research generated by the institution. Even as American higher education changed significantly from the early 1970s, the classifications remained the same. Until recently! In this episode we talk about the classifications, how they were used and why, and what led to the revised classifications that were just released.
Key Takeaways:
- The Carnegie Foundation partnered with the American Council on Education (ACE) to conduct the first major overhaul of the Carnegie Classifications for Higher Education in almost 50 years.
- Over the three-year process, the team engaged thousands of stakeholders across the higher education sector and other relevant experts about how best to provide more information about an institution through the classifications.
- For the first time, the Carnegie Classifications bring in information about the student (not just the degree) through the new Student Access and Earnings category.
- The American Council on Education prefers a three-syllable callout (“EY SEA EE”) rather than a one-syllable word (“ace”) when referring to the organization in shorthand.
Host:
Doug McKenna
University Registrar, George Mason University
cmckenn@gmu.edu
Guests:
Mushtaq Gunja
Executive Director of the Carnegie Classification Systems & Senior Vice President
American Council on Education
References and Additional Information:
Carnegie Classification of Institutions of Higher Education®
Classification Methodology
American Council on Education
The AACRAO Annual Meeting is a phenomenal event for networking, learning, and catching up with friends and colleagues. This year’s meeting, held in Seattle, Washington, brought together more than 1,700 higher education professionals for breakout sessions, plenaries, timely topics, and great fun.
Key Takeaways:
- The AACRAO Annual Meeting continues to provide outstanding opportunities for personal and professional growth to the AACRAO membership.
- It’s not too soon to start thinking about what you might present next year in New Orleans at the 111th Annual Meeting.
- Say yes, get out of your own way, and be brave. You have tons of support from people who want to see you succeed!
Host:
Doug McKenna
University Registrar, George Mason Universitycmckenn@gmu.edu
Guests:
So many guests! Thank you to everyone who agreed to be interviewed for this episode.
References and Additional Information:
AACRAO Annual Meeting
Get Involved
Artificial Intelligence (AI) is a hot topic everywhere these days. What is it, what are its promises, and what are its current limitations in terms of applicability to the work we do in a registrar’s office. You’ll hear from the Chief AI Officer at George Mason University about the promises and challenges of AI, and from a privacy and information law attorney about some of the considerations we should be making as we pursue any new technology, but AI especially.
Note to listeners: edit implemented on 3/12/25 to remove a small audio gap
Key Takeaways:
- There are many promises of AI, but there are some significant challenges currently, as well. Don’t be swept away by the promises without engaging with the limitations.
- As registrars we have a special responsibility to make sure that the AI we employ maintains the safety, security, and integrity of the data we steward. The Fair Information Practice Principles (FIPPs) can help guide us to positive data governance outcomes.
- Be wary of shiny new things. If the promise of something is too good to be true, it probably is. Explore AI and imagine ways it might be applied in your office, but AI is not the only tool available to us, and (in my opinion) we might be better served by pursuing intelligent automation solutions than artificial intelligence (AI) solutions.
Host:
Doug McKenna
University Registrar, George Mason Universitycmckenn@gmu.edu
Guests:
Amarda Shehu, PhD
Chief Artificial Intelligence Officer and Professor, Computer Science, School of Computing, George Mason University
Claire McKenna
University of Notre Dame Law School
Claire McKenna is an attorney with 21 years of experience advising public and private sector clients. Her practice focuses on all aspects of information law, including privacy, security, access, and disclosure.
References and Additional Information:
Fair Information Practice Principles (FIPPs) | FPC.gov
Weapons of Math Destruction by Cathy O'Neil: 9780553418835 | PenguinRandomHouse.com: Books
The Big Switch | Nicholas Carr (Sorry I called you “David,” Nicholas!)
How much electricity does AI consume?
Pursuing an education is a political act. Working in a registrar’s office means providing service. In the currently divisive political climate, with an ever diversifying student (and faculty and staff) population, how can we provide the kind of servant leadership our communities need?
Key Takeaways:
- Being a servant leader is about treating people with respect, putting others’ needs ahead of your own, listening, being empathetic, and building community.
- The coming years are going to be a challenge for higher education and so each of us needs to take care of ourselves, but also look out for and support one another. That includes our staff, faculty, and students.
- Engaging in positive action outside the office can help maintain a sense of control, a sense of purpose, and a commitment to service.
Host:
Doug McKennaregistrarpodcast@gmail.com
References and Additional Information:
What is Servant Leadership?
Recommended Reading List - Compiled from multiple sources, including some AACRAO members!
Syllabus for Civil Resistance: How It Works (GOVT 1134 Harvard Kennedy School)
Twenty Lessons for Fighting Tyranny | Carnegie Reporter Winter 2022
Paradox of tolerance - Wikipedia
Find Your Members in the U.S. Congress
Legal Defense Fund
Post-Election Resources to Defend Against Trumpism - Stop AAPI Hate
American Civil Liberties Union
Know Your Rights: If You Encounter ICE | National Immigrant Justice Center
One of the enduring challenges institutions face is how to assess the learning that an individual acquires when they are not enrolled at an institution, and whether and what to award as credit toward a degree in recognition for that learning. In this episode we revisit the concept of Prior Learning Assessment (PLA), and its outcome, Credit for Prior Learning (CPL), with two higher education professionals who saw the need for a better way to manage PLA so they built one.
Key Takeaways:
- We need our students as much as our students need us. PLA is a way to build trust with our students and to affirm their learning and experiences outside of the academy.
- Registrars are uniquely positioned to bring transparency to the PLA process because we are the holders of so many pieces of the process. Understanding what’s involved with PLA can also position registrars to advocate for it and educate others at the institution about it.
- PLA and the resulting CPL can lead to better student outcomes as they can move into classes that challenge them (rather than have to take lower-level classes of material they have already learned). Students who earn CPL are more likely to persist and complete a degree program.
Host:
Doug McKenna, University Registrar
George Mason Universitycmckenn@gmu.edu
Guests:
Jesse Boeding
jesse@educationassessmentsystem.com
Connect on LinkedIn
Karen Fergusonkaren@educationassessmentsystem.com Connect on LinkedIn
References and Additional Information:
AACRAO Core Competencies - Leadership & Management
AACRAO Professional Proficiencies - Records and Academic Services
Education Assessment System website
CAEL - Credit for Prior Learning
AACRAO - Innovative Credentials
AACRAO - Learning Mobility
Every registrar’s office has a series of functions they perform as part of their regular business. Sometimes these functions are well thought out and run smoothly every time. Other times there are things we do that are cobbled together and have steps that accrue over time and no one is really sure why we’re doing what we’re doing. If you’ve ever wanted to crack some of those processes open because you think there’s gotta be a better way, then this episode is for you. We talk with Alex Aljets about how to map a process, key pitfalls to avoid, and how your office can benefit from well-documented process maps.
Key Takeaways:
- Mapping a process doesn’t take any complicated software, but there are some very good digital tools available. You probably already have everything you need, though! Don’t let technology limit your process mapping.
- Process mapping is collaborative. It’s important to include representatives from the entire span of the process for quality assurance and change management.
- Start small! But keep going! It doesn’t take much to map a process, but the benefits can be significant in terms of time savings, gained administrative efficiencies, and more institutional knowledge.
Host:
Doug McKenna, University Registrar
George Mason Universitycmckenn@gmu.edu
Guests:
Alex Aljets
Higher Education Process Improvement Strategistalex@aljetsconsulting.com Connect on LinkedIn
References and Additional Information:
AACRAO Core Competencies - Leadership & Management
AACRAO Professional Proficiencies - Records and Academic Services
“Given these constraints, how might we…”
University Innovation Alliance
IDEO U
Working with vendors is a fact of life for registrars and admissions officers. But a lot of us might feel reluctant to engage with vendors at a conference. If that’s you, this episode is a must listen! Vendors are there to support the organization (either AACRAO or your state and regional) as they provide important services to our industry, and they’re there to be seen, get their company name out, and build relationships with people rather than pushing a sale. You can ask them things! You can give direct feedback about products you use! There’s significant value to be gleaned from these interactions–for you AND the vendor.
Key Takeaways:
- Don’t stress about talking to vendors at a conference: they’re there to get their name out and to receive feedback, they don’t expect anyone to sign a contract in the vendor hall: they know how higher education works.
- The Corporate Relations or Corporate Liaison position in your State and Regional Association spends time building relationships with vendors to get sponsors for conferences and meetings, and to ensure that the time spent at the conference is valuable for both parties.
- You can preview which vendors are going to be at the conference in the conference app; make a plan for which vendors you want to touch base with, which vendors you want to explore, and which vendors you just want to pick up swag for your staff back in the office.
Host:
Doug McKenna, University RegistrarGeorge Mason University
cmckenn@gmu.edu
Guests:
Colleen Harms, Associate RegistrarUniversity of Minnesota - Twin Cities
harms231@umn.edu
Connect on LinkedIn
Sara Morelli, Senior Associate RegistrarUniversity of Iowa
sara-morelli@uiowa.edu
Connect on LinkedIn
References and Additional Information:
AACRAO Core Competencies - Leadership & Management
AACRAO Professional Proficiencies - Records and Academic Services
In a wide-ranging discussion about grades and grading, Dr. Joshua Eyler discusses how grades are harming our learners and what we can do to help minimize that harm. We talk about the history of grades and how the current interval letter grade system came to prominence, the stress that grades cause students and the way that stress is exacerbating the mental health crisis. And we discuss alternative grading models under the umbrella of ungrading–along with clarifying what that term really means.
Key Takeaways:
- Our current interval letter grade system wasn’t developed because it was the best way to document student learning or engagement, it came into being because of the need for administrative efficiency. Given our role in the development of the transcript, registrars should take a lead role in helping think through What Comes Next after grades.
- Grades are excellent extrinsic motivators. Unfortunately extrinsic motivation is only good if the goal is compliance. If we want our students to engage in their learning, we need to shift the focus to intrinsic motivation by employing alternative assessment methods or “collaborative grading” models.
- We are in the midst of a significant period of grade reform. Registrars should leverage this opportunity to participate in and lead conversations at our institutions about alternative forms of assessment.
Host:
Doug McKenna, University Registrar
George Mason Universitycmckenn@gmu.edu
Guests:
Josh Eyler, Director of Center for Excellence in Teaching and Learning
Clinical Assistant Professor of Teacher Education
University of Mississippijreyler@olemiss.eduWebsite
References and Additional Information:
AACRAO Core Competencies - Leadership & Management
AACRAO Professional Proficiencies - Records and Academic Services
Failing Our Future: How Grades Harm Students, and What We Can Do About It by Josh Eyler
How Humans Learn: The Science and Stories behind Effective College Teaching by Josh Eyler
Unleash Student Creativity with Contract Grading, a scholarly digital story by Doug McKenna
“Making Grades” - a digital learning activity for HE721 History of Higher Education by Doug McKenna
The work of the registrar is cyclical and complex. Dependencies abound between and among systems and offices. How do you keep track of all of the tasks required to make everything run smoothly in your office and on your campus? Use a production calendar. In this episode we’ll talk about what a production calendar is, how to use one, its relationship to the academic calendar, along with tips and tricks for getting the most out of this critical tool in a registrar’s resources.
Key Takeaways:
- Your production calendar should be informed by your academic calendar. The academic calendar governs the flow of each term for the institution, while your production calendar governs the work your office does to support each action in the term.
- Your production calendar doesn’t have to be fancy or have a lot of whistles and bells, but it needs to be shared across your office (and potentially with other offices) and it needs to be used. Make it a habit to review your production calendar regularly, and have your teams review it, as well, to be more proactive.
- Getting started with a production calendar can seem overwhelming, but take it a little at a time. Go through one academic cycle and track all the things that you or your team does. Over time, include more granularity for the tasks with links to documentation or the text of repeated messages. Operate with a mindset of “progressive elaboration,” or “continuous improvement.”
Host:
Doug McKenna, University Registrar
George Mason Universitycmckenn@gmu.edu
Guests:
Amber Cellotti, Deputy Registrar & Director, Office of the Registrar
University of Minnesota - Twin Citiesknap0071@umn.edu
Nicolas Jobe, University Registrar
Seton Hill Universitynjobe@setonhill.edu
Traci Rees, Associate University Registrar for Student Systems & Information Services
University of Pennsylvaniartraci@upenn.edu
Elissa Thoman, Registrar Services Coordinator
University of Iowaelissa-thoman@uiowa.edu
References and Additional Information:
AACRAO Core Competencies - Change Management
AACRAO Core Competencies - Leadership & Management
AACRAO Professional Proficiencies - Records and Academic Services
Pivot to a Successful Production Calendar - Annual Meeting Presentation by Traci Rees
Have you ever wondered if the things you’re focused on at work are the right things? Do your teams understand how the work they do fits into the office’s larger goals, or the institution’s? Engaging in strategic planning can help with both of those questions, but it’s always seemed a little daunting. In this episode we talk to Dani Ambrose and Dr. Kelley Jenkins from the University of Mississippi about a simplified approach to strategic planning that is accessible to all, extensible, and can be used by everyone from individuals, teams, to your entire office.
Key Takeaways:
- Strategic planning is about identifying where you are, where you’ve been, and where you want to go. It’s as simple as that.
- Start slowly: don’t try to eat the whole elephant in one bite. It’s important to listen first, get your team talking, and then guide them through using various tools to help surface strengths, weaknesses, opportunities, values, and areas of focus.
Host:
Doug McKenna, University Registrar
George Mason Universitycmckenn@gmu.edu
Guests:
Dani Ambrose, Registrar
University of Mississippi Main Campusdeambros@olemiss.edu
Dr. Kelley Jenkins, Associate Registrar
University of Mississippi Main Campuskdjames@olemiss.edu
References and Additional Information:
Strategic Planning and Assessment Worksheets (tools described in the episode)
Collaborative Assessment and Strategic Planning (2024 Annual Meeting Presentation)
AACRAO Core Competencies - Change Management
AACRAO Core Competencies - Leadership & Management
AACRAO Professional Proficiencies - Records and Academic Services
Change is a constant occurrence in a registrar’s world, but it does seem that the amount and rate of change has increased. Responding to change and managing through it are skills that we all employ, but could all improve. In this episode, we talk to members of the registrar’s office from Middle Tennessee State University about recent changes their office has faced, how those changes unfolded, and how they managed their way through them.
Key Takeaways:
- Initial reactions to change will vary; even if the initial reaction is negative, encourage people to move past that quickly and approach things with an open mind and a positive attitude.
- Communication throughout a change is critical. People aren’t necessarily afraid of change, they’re afraid of the unknown. Communicating through changes helps reduce those fears and increases buy-in.
- Focus on the positive outcomes, even in the middle of challenging situations. Not everyone will get everything they want out of changes (we all have our Barbie dreamhouse), but focusing on the positives will go a long way.
Host:
Doug McKenna, University Registrar
George Mason Universitycmckenn@gmu.edu
Guests:
Tyler Hensen, Assistant Vice Provost, Registration and Student Records & University Registrar
Middle Tennessee State Universitytyler.hensen@mtsu.edu
Cindy Johnson, Associate Registrar, Curriculum and Graduation
Middle Tennessee State Universitycindy.johnson@mtsu.edu
Anne Ford, Associate Registrar for Registration, Records, and Scheduling
Middle Tennessee State Universityanne.ford@mtsu.edu
References and Additional Information:
AACRAO Core Competencies - Change Management
AACRAO Core Competencies - Leadership & Management
AACRAO Professional Proficiencies - Records and Academic Services
Degree audits are somewhat of a technological marvel. In the first episode of season 7, we explore what a degree audit is, what it does, and ways that institutions can (and should) be using the data degree audits provide in order to make their students’ lives (and their own) easier. Along the way we talk about curriculum development, the Catalog and the role it plays as the foundation of the audit, and the way catalog year governs requirements students are held to.
Key Takeaways:
- “Degree audit” is a term that can refer to both the process of confirming a student has met all of the requirements for a sought credential as well as the tool used to assist with that process. Doug thinks of a degree audit in terms of the tool itself.
- The Catalog is the foundation of the degree audit. Only fully approved curricular requirements should be reflected in the degree audit.
- Requirements-based reporting using the data-rich degree audit data should be leveraged by institutions to streamline administrative processes and provide intrusive advising.
Host:
Doug McKenna, University Registrar
George Mason Universitycmckenn@gmu.edu
NOTE: I think I said “invasive advising” in the episode…I meant “intrusive advising,” but I didn’t re-record it. I apologize.
References and Additional Information:
Rethinking the Degree Audit - in AACRAO Guide to Graduation Ceremonies
Degree Audit references and resources
AACRAO Professional Proficiencies -
Knowledge of Student Records Management
Data Systems Management
I’m Just a Bill - Schoolhouse Rock
Strange Bedfellows: The Registrar’s Office and University Policy and Curriculum Committees
US higher education continues to experience challenges, and sometimes those challenges lead to institutions closing. In this episode we revisit the topic of institutional closure from the lens of the receiving institution. Guests Jackie DeMolee and Hannah Rounds talk about the University of Iowa’s role as the closed institutions’ records repository within the state of Iowa. We learn about the two categories of institutional closure, about the regulatory triad, and ways that receiving institutions can minimize harm for students and assist the closing institution.
Key Takeaways:
- Both “abrupt” and “orderly” institutional closures can feel sudden for those experiencing them. Providing empathy, giving grace, and being patient with the closing institution’s staff is important. Having a plan or procedure in place in advance will also greatly assist the receiving institution.
- Digitizing catalogs can go a long way to help students have a soft landing wherever they wind up; being able to reference requirements and course descriptions is important!
- As a receiving institution you have to remember that the students who are coming to you for their records are likely going through a traumatic experience and at the same time have to learn a different system for requesting transcripts, etc. Be patient, provide resources and support, and help students in any way you can.
Host:
Doug McKenna, University Registrar
George Mason Universitycmckenn@gmu.edu
Guests:
Hannah Rounds, Curriculum Analyst
University of Iowa
hannah-rounds@uiowa.edu
Jackie DeMolee, Registrar Services Coordinator
University of Iowa
jacqueline-demolee@uiowa.edu
References and Additional Information:
For the Record - S4E6 - Considerations When Closing an Institution; 10/29/21; Guest: Ramie Nation
SEEHO College Closures
AACRAO Institutional Closures Report
AACRAO Professional Proficiencies - Knowledge of Student Records Management
This is an episode of love and gratitude from University Registrar and For the Record Co-Host Sarah Reed, with love to the listeners. Sarah Reed is stepping away from co-hosting For the Record and is sharing her reflections about how she stumbled into podcasting, the journey of podcasting, her thoughts about and processing this change of stepping away from something she has deeply enjoyed, and other reflections she learned through the process and from guests directly to the listening audience. She ties her reflections on this experience to the game of life and shares how the lessons she’s learned from podcasting may resonate with the listening audience.
Key Takeaways:
- Sarah’s intention in this episode is to transparently share the impact of the many people who have contributed to this meaningful journey and share so much love back to them and the listening audience (yes, that means YOU!)
- Delve deeper into the shared personal experience (the good, the challenging, and the meaningful) from Sarah’s journey of falling into podcasting and some of the challenges she faced in learning to podcast and co-hosting podcasting on For the Record.
- Hear some of the tips and lessons that Sarah has learned in her journey of podcasting that resonate most with her.
- Addressing the imposter phenomena. Sarah shares some of her own experience with imposter phenomena and what she’s learned about this experience of phenomena from her For the Record guest speakers during the past two years.
Host and Guest:
Sarah Reed, University Registrar
University of California - Berkeleysjr@berkeley.edu
References and Additional Information:
Video Link: You Are Enough, Motivational Speaker Lisa Nichols(Sarah’s favorite recording from her favorite motivational speaker)
https://youtu.be/egUJJcB5hoA?feature=shared
Inspired by a session at the Convergence conference co-sponsored by AACRAO and UPCEA, this episode delves into questions of trust in the digital credentials higher education is moving quickly toward–and is in fact already awarding in droves. The Trusted Learner Network (TLN) is the focus of the conversation and ways that the TLN is designed to tackle core challenges of quality, accessibility and value in the world of digital credentials by developing governance frameworks, technologies to onboard institutions into the world of digital credentials, and a community to explore and advance the ecosystem. Also, you’ll hear about an “unconference” where all the sessions are planned on the spot.
Key Takeaways:
- The TLN is more about trust than about technology; the technology is a tool, but the exchange of ideas, support, and the governance framework is critically important for moving microcredentials forward.
- There is an inherent tension between what we (as institutions) decide is “trusted” versus what we leave out of the trusted category; we (as institutions) need to be conscious of that gatekeeping and not perpetuate prior equity discrepancies.
- We are still working through all of the complicated questions about non-credit, credit, blends of each; what’s included on the transcript; whether the transcript is still the appropriate place to represent student learning (or if it ever did!); and want you to join the conversation.
Host:
Doug McKenna, University Registrar
George Mason Universitycmckenn@gmu.edu
Guests:
Insiya Bream, Registrar & Associate Vice President
University of Maryland Global Campus
Meena Naik, Director, Skills First Design
JFFLabs
Noah Geisel, Microcredentials Program Manager
University of Colorado
Kate Giovacchini, Executive Director, Trusted Learner Network
Executive Director Engineering, Enterprise Technology - Engineering Core
Arizona State University
References and Additional Information:
Trusted Learner Network
The Badge Summit
https://conferences.upcea.edu/convergence2023/
https://www.aacrao.org/signature-initiatives/learning-mobility/digital-credentials
https://academicaffairs.rutgers.edu/microcredentialing-and-digital-badging
Another episode recorded at the Convergence conference co-hosted by UPCEA and AACRAO focusing on credential innovation. Microcredentials have popped up in many places, but what about at a research-intensive institution? This episode explores the ways that Rutgers University went about discerning the best path forward with microcredentials. Chris Retzko, Director of Academic Assessment and Accreditation shares his experiences working with the implementation and roll out of microcredentials from the beginning.
Key Takeaways:
- There was a significant amount of collaboration and involvement from stakeholders to push a report with recommendations on microcredentials forward. Reach out to others across your institution to study, explore, and identify ways that microcredentials will work for your institution. Institutional culture will dictate a lot!
- Incorporating the microcredential review and approval process into existing administrative systems makes things easier for everyone involved. And don’t forget the assessment piece!
- Microcredentials can be a way to make concrete abstract concepts that students are learning as part of their degree programs. Look to your curriculum’s learning objectives for opportunities!
Host:
Doug McKenna, University Registrar
George Mason Universitycmckenn@gmu.edu
Guests:
Christopher Retzko
Director of Academic Assessment and Accreditation
Rutgers Universityretzko@oq.rutgers.edu
References and Additional Information:
https://conferences.upcea.edu/convergence2023/
https://www.aacrao.org/signature-initiatives/learning-mobility/digital-credentials
https://academicaffairs.rutgers.edu/microcredentialing-and-digital-badging
This episode explores the life path and journey of a registrar- beyond the individual career changes- to learn more about what has inspired these changes, and upon a lived life thus far. We take time today to reflect, pause, process, and learn. Scott has spent 47 years working in higher education, including positions in development, admissions, financial aid, records, and registration, and institutional research at three institutions. He has presented at “early adopter” technology sessions for 30 years, with recent sessions on developing positive working relationships and updating business processes. Scott is an honorary member of AACRAO, AACRAO’s highest honor. Honorary Membership is awarded to retired or retiring members in recognition of a career of active involvement and contribution to AACRAO.
Key Takeaways:
- Work/Life integration is a way to think about incorporating the different realms in one’s life into a cohesive whole rather than framing work/life balance as a push/pull tension.
- Transitions in your work life will happen and continue to happen. Be open to change, be open to learning, take the time to cultivate meaningful relationships wherever you are.
- Understand how to “count the cost” of the commitments you make at work–ideally before you make them, to ensure that you have the capacity to do well all of the things you agree to do.
Host:
Sarah Reed, University Registrar
University of California - Berkeleysjr@berkeley.edu
Guest:
Scott Dittman
Consultant and Retired University Registrarsdittman@wlu.edu
References and Additional Information:
Video Link: The Power of Not Reacting by Dr. Joseph Michael Levryhttps://www.youtube.com/watch?v=mhZalV4PRbo
Articles:
Chris Porteous, "Work-Life Integration vs Work-Life Balance: Is One Better Than the Other?", https://www.lifehack.org/927152/work-life-integration-vs-balance, March 8, 2023.
Taking vacation and time off improves your well-being: https://hbr.org/2023/07/how-taking-a-vacation-improves-your-well-being
Holiday Resources:
Maintain mental health during the holiday season: https://namica.org/blog/handling-stress-during-the-holiday-season/
15 Tips for holiday peace of mind and coping with holiday greif this festive seasonhttps://bc.cmha.ca/news/15-tips-for-holiday-peace-of-mind-and-coping-with-holiday-grief-this-festive-season/
15 Inspiring Books to Read Over the Holidayshttps://www.inc.com/jessica-stillman/15-inspiring-books-to-read-over-holidays-courtesy-of-adam-grant.html 15 of the most binge-worthy books to read over the holiday break:https://theeverymom.com/books-to-read-over-holiday-break/
20 Best Books of 2023https://www.aboutamazon.c
Recording live from the inaugural Convergence conference in Washington, DC, co-hosted by UPCEA and AACRAO! Convergence brings together higher education professionals to discuss credential innovation. #Credovation! In this episode, Bob Hansen, CEO of UPCEA, shares the impetus for the Convergence conference, reflects on the state of credentials in higher education, and looks to the future of collaborations with AACRAO. And gives his favorite Flannery O’Connor book.
Key Takeaways:
- There are echoes of reactions to online learning in the current conversations around microcredentials; they’re an idea whose time has come, but we will continue to need to articulate the “why” even as administrators push into the “how.”
- The partnership between UPCEA and AACRAO in relation to microcredentials is mutually beneficial; UPCEA members have been on the cutting edge of developing microcredential programs, and AACRAO members remain grounded in the verification and certification of credentials.
- UPCEA continues to focus on the many and varied initiatives launched before and during the pandemic. And plans are already underway for next year’s Convergence conference in October in New Orleans, LA.
Host:
Doug McKenna,
University Registrar, George Mason Universitycmckenn@gmu.edu
Guests:
Bob Hansen, Ph.D.
CEO, UPCEAwww.upcea.edu
References and Additional Information:
https://conferences.upcea.edu/convergence2023/
https://www.aacrao.org/signature-initiatives/learning-mobility/digital-credentials
https://upcea.edu/membership/
https://www.amazon.com/Everything-That-Rises-Must-Converge/dp/0374504644
Academic Scheduling is an incredibly complicated part of the registrar’s responsibilities. There are multiple moving parts with competing interests often vying for a limited set of physical resources. Managing this process well is critical to successfully supporting your students through their academic journeys. Jessica Lansing and Ashley DeSantis, both from SUNY at Albany, share their process of working across the campus to improve the scheduling process.
Key Takeaways:
- Establishing, socializing, and enforcing a solid set of foundational scheduling practices is challenging but important work. Articulating ways that academic scheduling can support (or hurt!) student success is also important framing. Student-centric scheduling practices are best.
- It is critical to have buy-in and support from all levels of the institution when revising any scheduling practices. Academic schedule development can be fraught, but strong working relationships will go a long way to easing some of the issues. Support from the Provost’s Office and Deans will, too.
- The work is ongoing, collaborative, sometimes frustrating, and requires a commitment to communication, a reasonable amount of patience, dedication to maintaining the student focus, and the ability to admit and own mistakes. In short, academic scheduling is hard work!
Host:
Doug McKennaUniversity RegistrarGeorge Mason University
cmckenn@gmu.edu
Guests:
Ashley DeSantisAssistant Registrar
SUNY at Albanyandesantis@albany.edu
Jessica LansingAssociate Registrar
SUNY at Albanyjllansing@albany.edu
References and Additional Information:
Leadership and Management
Technological Knowledge
The 2023 conversation continues and concludes. UC Berkeley's University Registrar and For the Record Co-Host, Sarah Reed, interviews colleagues at the 2023 AACRAO Annual Meeting about what resonates personally and professionally for them in this multi-part series. Sarah was inspired by the 108th Annual Conference Opening Plenary Speaker, BD Wong, and the vulnerability and strength he shared when unpacking his personal and professional journey and intersecting identities. In a nod to BD, Sarah invites each guest to share how they have been seen/unseen and where they are on their own journey towards complete authenticity. In conclusion, Sarah invites you to take a moment of pause and self-reflection with her before closing out with today's affirmation.
Key Part 3 Takeaways:
Students know how to apply to college, but they may not be exposed to all the other steps and aspects needed (ACT, SAT, apply for housing, etc.) to successfully navigate the transition from high school to College. There is a critical need to reassess the pathways to higher education and the way to support adult and returning students. Let us not hear, “But this is the way we’ve always….” This conversation flips assumptions and traditional frameworks on their head! There are perhaps untapped opportunities to more closely align Registrar and Admissions department work and hand-offs and to incorporate those closure connection opportunities (and training on what we do and the process) at AACRAO! #Real talk about the impact of COVID on the workforce, managing the responsibility of keeping the office afloat during staffing cuts. It’s important to listen to your needs both at work and at the AACRAO conferences.
Host:
Sarah Reed, University Registrar
University of California - Berkeley
sjr@berkeley.edu
Guests:
Charles Buckner
Associate Director of Recruitment
Nevada State University
charles.buckner@nsc.edu
Matthew Spencer Sutherland
Recruitment Associate
College Unbound
Megan McHenry
Registrar
Bates College
mmchenry@bates.edu
Additional Information:
Link: BD Wong | Plenary Speaker
Sarah would love to hear what resonated with you! What gave you pause? What moved you? What was an ah-ha moment? Please share your episode thoughts and feedback or connect with Sarah at sjr@berkeley.edu | www.linkedin.com/in/sarahjreed11| registrarpodcast@gmail.com
The conversation continues. UC Berkeley's University Registrar and For the Record Co-Host, Sarah Reed, interviews colleagues at the 2023 AACRAO Annual Meeting about what resonates personally and professionally for them in this multi-part series. Sarah was inspired by the 108th Annual Conference Opening Plenary Speaker, BD Wong, and the vulnerability and strength he shared when unpacking his personal and professional journey and intersecting identities. In a nod to BD, Sarah invites each guest to share how they have been seen/unseen and where they are on their own journey towards complete authenticity. In conclusion, Sarah invites you to take a moment of pause and self-reflection with her before closing out with today's affirmation.
Key Takeaways:
We have a unique journey, and each of our journeys makes us the perfect fit for our line of work (a.k.a. there is no one “right” way to advance or become ___ [insert job title]. As shared by each guest’s unique journey, part of what makes you, you -your talents and skills- make you perfect for the role. Tips and tricks for leading teams. Moving to permanently remote work- can work! There is power in modifying work language – how it can be used to enhance connection and belonging or break it. Our journey and store are what make us, and even painful experiences can blossom fruit when used as a gift to inspire connection or service to others. Processing our “authenticity” journey can be perceived differently across generations and space, place, and openness to connection. What untapped possibilities and synchronicities can happen when we make room for “woo-woo” in Higher Ed. and in life?
Host:
Sarah Reed, University RegistrarUniversity of California - Berkeley
sjr@berkeley.edu
Guests:
Insiya BreamRegistrar and Associate Vice President
University of Maryland Global Campus
insiya.bream@umgc.edu
Kristi Fonseca-WilliamsTrainer & Instructor, Office of the Registrar
Texas Tech University
kristi.fonseca-williams@ttu.edu
Helen GarrettUniversity Registrar
University of Washington
helenbh@uw.edu
Additional Information:
Link: BD Wong | Plenary Speaker
Sarah would love to hear what resonated with you! What gave you pause? What moved you? What was an ah-ha moment? Please share your episode thoughts and feedback or connect with Sarah at: sjr@berkeley.edu | www.linkedin.com/in/sarahjreed11
Back at it again, UC Berkeley's University Registrar and For the Record Co-Host, Sarah Reed, interviews colleagues at the 2023 AACRAO Annual Meeting about what resonates personally and professionally for them in this multi-part series. Sarah was inspired by the 108th Annual Conference Opening Plenary Speaker, BD Wong, and the vulnerability and strength he shared when unpacking his personal and professional journey and intersecting identities. In a nod to BD, Sarah invites each guest to share how they have been seen/unseen and where they are on their own journey towards complete authenticity.
Key Takeaways:
In Part 1, we chat about the experiences of attending the AACRAO conference for the first time; we dive into the perspective of change management from a millennial; we learn tips on what to think through when evaluating applying for advancement and a potential move across the country, and how a team can help onboard a new member; we share in the experience of a colleague who unpacked her feelings and learns to embrace her whole self both personally and professionally. Finally, each guest explores where they have been seen/unseen. In conclusion, Sarah invites you to take a moment of pause and self-reflection with her before closing out with today's affirmation.
Host:
Sarah Reed, University RegistrarUniversity of California - Berkeley
sjr@berkeley.edu
Guests:
Erin SturgisDirector of Student Records
Johns Hopkins University
esturgi1@jhmi.edu
Whitney CostnerUniversity Registrar
Coker University
wcostner@coker.edu
Laurie LawAssociate Registrar
Albany Law School
llaw@albanylaw.edu
Additional Information:
Link: BD Wong | Plenary Speaker
Sarah would love to hear what resonated with you! What gave you pause? What moved you? What was an ah-ha moment? Please share your episode thoughts and feedback or connect with Sarah at: sjr@berkeley.edu | www.linkedin.com/in/sarahjreed11
AACRAO’s Hill Day is an opportunity for members to become advocates in the halls of power in the United States capitol complex. Hill Day is a way for members to increase their awareness of AACRAO’s legislative agenda, help communicate that agenda to members of congress, and develop the skills necessary to increase their advocacy efforts from local to national. In this episode we hear from Michelle Mott, AACRAO’s director of public policy, about AACRAO’s history with and motivations for Hill Day, and then we hear from nine members who participated in Hill Day 2023.
Key Takeaways:
- AACRAO provides everything you need to be successful in this adventure: online training, videos, issue briefings, and reference handouts. You may feel nervous, but you will be prepared!
- Advocacy work is very similar to registrar work: we build relationships, we provide information, we listen to pain points, and we offer solutions. Advocating for higher education on the Hill is right in a registrar’s wheelhouse.
- Knowing about the issues facing higher education and the legislative efforts under way to address those issues is an important part of being an effective advocate. You can do a lot to effect positive change even at your state level just by educating yourself on the issues and doing some outreach to your representatives.
- Hill Day is a fun way to get involved. Members commented on how easy it is to make your voice heard, and many committed to continuing the advocacy efforts beyond the event.
Host:
Doug McKenna, University Registrar
George Mason Universitycmckenn@gmu.edu
Guests:
Michelle Mott, Director of Public Policy
AACRAOmottm@aacrao.org
Scott Campbell, Associate Vice President and University Registrar
University of Chicagoscottcampbell@uchicago.edu
Lisa Emery, Sr. Associate Registrar
University of Michiganemeryl@umich.edu
Shannon Gerke Corrigan, Registrar and Title IX Coordinator
Fox Valley Technical Collegeshannon.gerkecorrigan8969@fvtc.edu
Angela Goodwin, Associate Registrar
Point Park Universityagoodwin@pointpark.edu
Tara Kent, Director - Office of the Registrar
American Musical & Dramatic Academytkent@amda.edu
Ramie Nation, University Registrar and Advisor to the President for Accreditation
Baker Universityramie.nation@baker.edu
Jacquelyn Sims, Assistant Registrar
George Mason Universityjsims@gmu.edu
Sara Sullivan, Sr. Associate Registrar
University of Iowasara-c-sullivan@uiowa.edu
Ashley Wheelis, Deputy Registrar
University of North Texasashley.wheelis@unt.edu
Making the jump from associate to registrar, especially if it involves moving from one institution to another, can be an exciting and challenging time. In this episode we hear from two registrars about their experience with that transition: what were the highs, the lows, the pain points, and how they navigated those situations. Lots of nuggets of wisdom and pieces of practical advice abound!
Key Takeaways:
- Use your “new card.” Be authentic about not knowing everything right away. Asking for help and patience from people is a good way to build rapport.
- Lean on your mentors and other support networks, especially state and regional organizations. Again, don’t be afraid to ask for help or assistance or guidance. The AACRAO community is large and strong.
- Acknowledge and support your staff! They’re doing hard work (and also going through the transition of a new director). Stay humble and be quick to praise and reward your team.
Hosts:
Doug McKenna, University Registrar
George Mason Universitycmckenn@gmu.edu
Sarah Reed, University Registrar
University of California - Berkeleysjr@berkeley.edu
Guests:
Chris Dorsten, University Registrar
Kent State Universitycdorsten@kent.edu
Molly McDermott-Fallon, Assistant Vice Provost & University Registrar
University of Cincinnatimolly.mcdermott@uc.edu
References and Additional Information:
Leadership and Management
Problem Solving
Communication
Increasingly, the work of the registrar relies on technology. Having a vibrant and positive working relationship with your Information Technology (IT) services division–whatever it’s called at your institution!--is vital to working efficiently and effectively. In this episode we talk to two IT leaders about the way their divisions run, what makes them tick, and what keeps them up at night. This wide-ranging discussion is not limited to the student side of their work, but is intended to shed some light on all of the other things IT divisions do as part of their support for the institution.
Key Takeaways:
- Building strong relationships with your information technology division is crucial to the success of your work in the registrar’s office. Involving IT early and often in your strategic planning will go a long way to avoid problems with resource allocation and expectation management.
- IT divisions are tasked with enormous responsibilities across institutions. Support of the student systems is one aspect of what they do, and recognizing that they have significant other areas of responsibility can help ease frustrations and encourage collaboration.
- Technology will continue to change at an increasing rate. It’s critical to get comfortable with change as a constant and not get too attached to one specific way of doing something. Your IT division is there to help but it must be a true partnership.
Hosts:
Doug McKenna, University Registrar
George Mason Universitycmckenn@gmu.edu
Sarah Reed, University Registrar
University of California - Berkeleysjr@berkeley.edu
Guests:
Kemal Badur, Chief Technology Officer
University of Chicago
Ed Clark, Chief Information Officer
California State University
References and Additional Information:
Leadership and Management
Technological Knowledge
Post-secondary institutions in the United States are many and varied. Medical schools, in particular, pose specific and unique challenges for administrators. In this episode, we talk to two medical school registrars about the ways their work differs from and aligns with the work of a non-medical school registrar. Learn about the different accrediting bodies and courses of study medical students pursue, and about some of the key touchstones of a medical student’s experience–all through the lens of the medical school registrar.
Key Takeaways:
- Medical school registrar positions require many of the same kinds of skills and motivations as other registrar positions.
- The interview was recorded on March 13, 2023, so references to Match Week and Match Day occurred in the third week of March for 2023. Match Week is a huge deal for medical school students. For registrars it is akin to supporting a separate commencement ceremony in terms of data preparation and reporting.
- Technology remains a challenge for medical school registrars, in particular the way student information systems are not necessarily designed with the specific needs of medical schools in mind.
Portia LaMarr (HEARD co-host), Loida Utley (Transfer Tea), and Sarah Reed (For the Record co-host) took a moment at the AACRAO Annual Meeting to record this cross-podcast conversation. Hear them talk about opportunities for connection between professions (e.g., financial aid, registrar, and admissions); where they feel seen (and where they haven’t); and how they have learned to advocate for themselves. Oh, and Portia’s unwavering commitment to figuring out what birds people are. It’s a great conversation!
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 Universitybricker.164@osu.edu
Jennifer Love
Director, Texas One Stop for Enrollment Services
University of Texas - Austinjennifer.love@austin.utexas.edu
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 Universitycmckenn@gmu.edu
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 Lawreedsarah@uchastings.edu
Doug McKenna, University Registrar
George Mason Universitycmckenn@gmu.edu
Guests:
Brian Boyd
University Registrar
University of Central Floridabrian.boyd@ucf.eduhttps://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.
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
cmckenn@gmu.edu
Sarah Reed, Registrar
University of California Hastings College of the Law
reedsarah@uchastings.edu
Guests:
Rita Peaster
University Registrar
Oklahoma State University - Main Campus
rita.peaster@okstate.edu
Aaron Apel
Assistant Registrar for Enrollment & Residency
University of Wisconsin - Madison
aaron.apel@wisc.edu
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
Recording at the Portland Convention Center as part of the 107th AACRAO Annual Meeting afforded an opportunity for people to share some thoughts and reflections on their careers, what they find surprising about working in a registrar’s office, and how the AACRAO community has affected them. In this episode, participants of the Registrar 101 and FERPA workshop share some thoughts, with a few additional guests sprinkled in.
Key Takeaways:
- The AACRAO Annual Meeting is a fantastic place to network, meet people, share experiences, and get invited to participate in a podcast.
- There isn’t one “right” way to be a registrar; there isn’t one “right” career path. These conversations shed light on the journeys we are all on and ways that our journeys intersect with opportunities to support and encourage each other.
Guests:
Catarina Moita
Registrar Advisor
Colorado School of Mines
cmoita@mines.edu
Loida Gonzalez Utley
Assistant Director of Transfer Recruitment
Texas A&M University - Corpus Christi
loida.utley@tamucc.edu
Sarah Reed
Registrar
University of California Hastings College of the Law
reedsarah@uchastings.edu
Tyler Henson
Registrar
Middle Tennessee State University
tyler.henson@mtsu.edu
Tiffany Robinson
Asst. Vice Provost/University Registrar
University of Kansas Main Campus
tiffany.robinson@ku.edu
Tiffani Robertson
Associate Director of Admissions
Governors State University
trobertson3@govst.edu
Curtis Cline
Associate Registrar for Graduate Programs
Cedarville University
clinec@cedarville.edu
Stacy Sharp
Assistant Registrar
Aims Community College
stacy.sharp@aims.edu
Danny Freire
Director Enrolment Services and Registrar
Saskatchewan Polytechnic
freirep@saskpolytech.ca
LacyJane Ryman
Registrar
Rowan College At Burlington County
lryman@rcbc.edu
Sarah Strickler
Assistant Registrar for Classroom Scheduling and Curriculum
University of Oregon
sstrick2@uoregon.edu
Core Competencies:
Diversity & Inclusion
Leadership & Management
Recording at the Portland Convention Center as part of the 107th AACRAO Annual Meeting afforded an opportunity for people to share some thoughts and reflections on their careers, what brought them to this particular place, and how the AACRAO community has affected them. Sarah Reed, Registrar at UC Hastings College of the Law serves as guest host for many of the conversations, hence the title of the episodes.
Key Takeaways:
- The AACRAO Annual Meeting is a fantastic place to network, meet people, share experiences, and get invited to participate in a podcast.
- There isn’t one “right” way to be a registrar; there isn’t one “right” career path. These conversations shed light on the journeys we are all on and ways that our journeys intersect with opportunities to support and encourage each other.
Guests:
Sarah Reed
Registrar
University of California Hastings College of the Law
reedsarah@uchastings.edu
Emily Shandley
University Registrar
Yale University
emily.shandley@yale.edu
Michelle Tsigaridas Weller
Associate Registrar and Director of Academic Operations
New York Law School
michelle.weller@nyls.edu
Dr. Soraira Urquiza
Registrar
American Film Institute Conservatory
surquiza@afi.edu
Allan F. “Bud” Livers Jr.
Associate Registrar
The United States Naval Community College (USNCC)
allan.livers@usncc.edu
Recording at the Portland Convention Center as part of the 107th AACRAO Annual Meeting afforded an opportunity for people to share some thoughts and reflections on their careers, what brought them to this particular place, and how the AACRAO community has affected them. Sarah Reed, Registrar at UC Hastings College of the Law serves as guest host for many of the conversations, hence the title of the episode.
Key Takeaways:
- The AACRAO Annual Meeting is a fantastic place to network, meet people, share experiences, and get invited to participate in a podcast.
- There isn’t one “right” way to be a registrar; there isn’t one “right” career path. These conversations shed light on the journeys we are all on and ways that our journeys intersect with opportunities to support and encourage each other.
Guests:
Sarah Reed
Registrar
University of California Hastings College of the Law
reedsarah@uchastings.edu
Ingrid Nuttall
Director, Office of the Registrar
University of Minnesota - Twin Cities
ingridn@umn.edu
Lisa Erck
Associate University Registrar and Law School Registrar
University of the Pacific
lerck@pacific.edu
Ologa Iopu
Associate Registrar
Salt Lake Community College
ologa.iopu@slcc.edu
Margo Landy
University Registrar
San Francisco State University
margolandy@sfsu.edu
Core Competencies:
Diversity & Inclusion
Leadership & Management
There is a growing movement in higher education to identify ways to offer more accessible learning for our students and for members of our communities. Microcredentials have the potential to fill that need. Whether for credit or not, course-based or not, transcripted or not, a microcredential can be used to represent a specific learning objective or set of learning objectives. In this episode we talk to colleagues from the University of Colorado - Boulder to hear about their efforts to stand up a microcredential program and what planning, policies and procedures, communication, and technical infrastructure is needed.
Key Takeaways:
- A microcredential is not the same thing as a “badge.” A badge is to a microcredential as a diploma is to a degree program. A badge can be issued to represent the completion of a microcredential.
- Take the time to be thoughtful and prepare for a microcredential program offering at your institution. You can get a badging platform and start issuing badges tomorrow if you want, but the underlying policies, procedures, and administrative infrastructure are critical for ongoing success.
- Identify your institution’s “why,” when considering offering microcredentials. Are they meant to be revenue generating? Are they free? What are the standards for a microcredential program? Who is your potential microcredential population?
Guests:
Kristi Wold-McCormick
Assistant Vice Provost and University Registrar
University of Colorado-Boulder
kristi.woldmccormick@colorado.edu
Noah Geisel
Microcredentials Program Manager
University of Colorado-Boulder
noah.geisel@colorado.edu
https://twitter.com/senorg/
References and Additional Information:
Carey, K. L., & Stefaniak, J. E. (2018). An exploration of the utility of digital badging in higher education settings. Educational Technology Research and Development, 66(5), 1211–1229. https://doi.org/10.1007/s11423-018-9602-1
Global Silicon Valley. (2021, August 18). Stage X The Future of Higher Education | ASU+GSV 2021. https://www.youtube.com/watch?v=yhm75Zc6NOU
Hall-Ellis, S. D. (2016). Stackable micro-credentials – a framework for the future. The Bottom Line, 29(4), 233–236. https://doi.org/10.1108/BL-02-2016-0006
George Washington University - Call for microcredential research proposals (Due April 2022)
ASU to Issue 100 Million Digital Badges by 2030
Credential Engine to Use Linked, Open Data to Improve Learning and Employment Records
Digital Credentials Showcase Learning and Workplace Achievements
The Badge Summit, Boulder, CO; August 1-2, 2022, https://twitter.com/BadgeSummit
SEM Live: Microcredentials and Badges
Core Competencies:
Imposter Phenomenon was first identified and written about by two female clinical psychologists in 1978. Sometimes referred to as “imposter syndrome,” it describes feelings of inadequacy or fear of being “found out” and is estimated to affect upwards of 70% of professionals, both women and men. In this episode, we talk to a friend and former colleague, Emy Farley, about her experience with feelings of imposter phenomenon, ways she manages those feelings for herself, and strategies to acknowledge and minimize those feelings in others.
Key Takeaways:
- A registrar’s office is an exceptionally complicated organization within any institution, and it can be intimidating for people starting out in an office. This can lead to feelings that they should know everything right away, and it’s important to nurture an office culture of speaking up to ask questions.
- Affirming accomplishments can go a long way to building someone’s confidence, which can also help diminish imposter phenomenon feelings. Leaning into your strengths and asking for assistance with your weaknesses is another strategy. Teamwork makes the dream work.
- It is completely valid for a person of privilege to experience imposter phenomenon. But also recognize that people in your office or students at your institution who may not have as much privilege will also be experiencing those feelings, and likely more intensely or more frequently. As a manager, a supervisor, a registrar…as a human being it’s vital to give people grace and space and make sure that they feel welcome and included.
Guest:
Emy Farley
Workday and ERP Product Manager
Bowdoin College
e.farley@bowdoin.edu
References and Additional Information:
Clance, P. R., & Imes, S. A. (1978). The imposter phenomenon in high achieving women: Dynamics and therapeutic intervention. Psychotherapy: Theory, Research & Practice, 15(3), 241–247. https://doi.org/10.1037/h0086006
Craig, L. (2018). Are you suffering from imposter syndrome? Psychological Science Agenda. http://www.apa.org/science/about/psa/2018/09/imposter-syndrome
Parkman, A. (2016). The imposter phenomenon in higher education: Incidence and impact. Journal of Higher Education Theory and Practice, 16(1), 51–60.
Dr. Pauline Rose Clance – CIPS Test and additional information: https://paulineroseclance.com/impostor_phenomenon.html
Valerie Young – Imposter Syndrome Expert: https://impostorsyndrome.com/10-steps-overcome-impostor/
TED Talk: Dena Simmons on How Students of Color Confront Impostor Syndrome: https://www.ted.com/talks/dena_simmons_how_students_of_color_confront_impostor_syndrome
Core Competencies:
Diversity & Inclusion
Leadership & Managemen
The American Association of Collegiate Registrars and Admissions Officers (AACRAO) is not just the sponsor of this podcast. It’s also a vibrant professional association with full-time staff dedicated to advancing the work of records and admissions offices in higher education. In this episode, we hear from Interim Executive Director Melanie Gottlieb to explore the organization and structure of AACRAO and about the various initiatives, offerings, and support AACRAO offers its members.
Key Takeaways:
- Check out the interview with Melanie in College & University (link below) that you should check out as an on-ramp into reading an AACRAO journal. Also, the “Campus Viewpoint” feature in C&U is a good way for new staff to get a sense of things happening on campuses across higher education.
- Getting involved in your State & Regional association is a great way to springboard into a leadership role with AACRAO (but you can also just volunteer for a position with AACRAO directly, too).
- AACRAO has a lot to offer its members: poke around the website, reach out to an AACRAO staff member, explore the member directory and make some connections
Guest:
Melanie Gottlieb
Interim Executive Director, AACRAO
gottliebm@aacrao.org
References and Additional Information:
C&U Interview with Melanie Gottlieb
AACRAO Signature Initiatives
AACRAO Online Bookstore
Core Competencies:
Leadership & Management
Change Management
There are many different types of institutions of higher education in the United States, and making a shift from a small institution to a large institution can feel daunting or even overwhelming. Four registrars who have made that shift at least once (or more) in their career share their insights on that experience along with what they learned at the smaller institution and what they wish they would have known earlier in their career. And finally they share words of advice for newer registrars or people who are working toward becoming a registrar.
Key Takeaways:
- Bigger is not necessarily better--there are many fine people doing important work at small institutions; this episode is not an advertisement for large institutions;
- A small institution may give you the opportunity to be exposed to a significant number and type of responsibilities, take advantage of this and learn as much as you can;
- A large institution may require different skills to navigate, and take time to learn the culture and what they expect of the registrar position at that institution--each institution is different, regardless of size;
- You may have to move around to find opportunities for advancement; “you may have to move out to come back”;
- Keep an open mind, master the art of graceful recovery, have a support group, get uncomfortable to keep growing; get involved and say yes to opportunities.
Guests:
Catherine Mund
University Registrar
University of South Florida
cmund@usf.edu
Julia Pomerenk
Assistant Vice President for Student Services and Enrollment Management and University Registrar
University of Oregon
jpom@uoregon.edu
Kelley Brundage
University Registrar
Kansas State University
kbrundage@ksu.edu
Paul Robinson
Associate Vice Provost and University Registrar
University of Michigan - Ann Arbor
probins@umich.edu
References and Additional Information:
Small College Listserv:
This Google Group is for members who are registrars at small colleges.
To join send an email to scr-l+subscribe@aacrao.org | After sending a message to this address you will receive an automated reply from Google asking you to confirm your request. In order to join the group, you must reply to this message to confirm the request.
Core Competencies:
Leadership & Management
Change Management
Business blog about moving into a big company: https://zapier.com/blog/starting-at-a-big-company/
At the AACRAO SEM Conference in Miami, Florida, I had the opportunity to present the Registrar 101 and FERPA workshop with Heather Abbott from Yale Law School and LeRoy Rooker from AACRAO. The two-day workshop covers a broad range of registrar functions, responsibilities, and roles. And of course, so much FERPA info.
I was able to convince some of the participants to share some reflections on any or all of the following questions:
- What brought them to the registrar’s office?
- What has surprised them the most about being a registrar?
- What are they concerned they don’t know enough about?
And to share an emergent challenge or opportunity their office is facing.
Key Takeaways:
- There’s an in-person and an online version of REG101, and we’ll offer the in-person version again at the Annual Meeting in Portland in April 2022;
- There are many different kinds of institutions in the United States and so there will obviously be many different kinds of registrars, and many different paths taken to become a registrar;
- The registrar position requires a broad range of knowledge and skills; AACRAO has a bunch of resources to support and assist with professional development for you and your staff.
Guests:
Angi Long,
Registrar, Lawrence University
angi.long@lawrence.edu
Bob Morris
Dean, Enrollment Management, Joliet Junior College
romorris@jjc.edu
Calandria Yee-Bullock
Registrar, Aviator College of Aeronautical Science and Technology
calandria.yee-bullock@aviator.edu
Lori McNeal
Registrar, Northern Pennsylvania Regional College
registrar@rrcnpa.org
Nicollette Matesic
Director of Registration and Records, Felician University
matesicn@felician.edu
References and Additional Information:
AACRAO Training
Core Competencies:
Leadership & Management
Change Management
Professional Proficiencies:
Data Stewardship
Student Records Management
Increased stressors on institutions of higher education in the United States have resulted in the closing or merging of some those institutions. Even prior to the pandemic, institutions were facing reduced state funding, a challenging recruiting environment, and renewed scrutiny about the value of a post-secondary education. AACRAO has recently published a report (linked below) providing guidance on what to do if your institution is closing or if you are at an institution receiving records from another institution. In this episode we talk about the lived experience of the registrar staff at an institution that is closing, from finding out to locking up the office for the last time.
Key Takeaways:
- There are a number of very significant considerations that must be resolved relating to the students’ records when an institution is going to close;
- Make sure you’re engaging in ongoing best practices with regards to imaging documents and updating student’s degre audits;
- The closing of an institution will bring out many different emotions from many different people--remember to take time to be present for yourself and your team.
Guest:
Ramie Nation, University Registrar
Baker University
ramie.nation@bakeru.edu
References and Additional Information:
InsideHigherEd - Another Small Private College Will Close - November 9, 2017
HigherEd Dive - A Look at Trends in College Consolidation since 2016
AACRAO Report on Closing and Merging Institutions
Core Competencies:
Leadership & Management
Change Management
Professional Proficiencies:
Data Stewardship
Student Records Management
The delta variant of COVID-19 has spurred changes to the fall 2021 return-to-campus plans for many institutions. In this special call-in episode, AACRAO members share the approach their institution is taking, answering the following questions:
- Who are you, where are you from, and how many students are enrolled at your institution?
- Is your institution requiring students/faculty/staff to be vaccinated, and if so, how are people providing that information?
- Will masks be required? What other mitigation strategies will be used, if any?
- Is your institution back to pre-covid primarily face-to-face / a blend of face-to-face and online / still primarily online?
Guests:
Rick Sparks, Assoc. Vice Provost and University Registrar
Virginia Tech
Rhonda Kitch, University Registrar
Cornell University
Veronika Carter, Registrar
University of Vermont
Becky Keogh, Associate Registrar
University of Iowa
Pam Wells, Assoc. Vice President and University Registrar
Grand Valley State University
Adrienne Bricker, University Registrar
Ohio State University
Philip Hunt, University Registrar
North Dakota State University
Tara Arneson, Registrar
Champlain College
Douglas Burgess, Asst. Vice Provost and University Registrar
University of Cincinnati
Gene Fein, Asst. Vice President of Academic Records and Services
Fordham University
Carin Thoms, Assoc. Director of Continuity & Compliance
University of Minnesota - Twin Cities
John Papinchak, University Registrar
Carnegie Mellon University
Special karaoke version of the Fall 2021 Return to Campus Plans bumper
Community colleges play a vital role in the higher education ecosystem. With more than 6.8 million students enrolled in for-credit classes, four-year institutions can and should be partnering with community colleges to help students succeed in achieving their educational goals. In this episode we talk to Barbara Hopkins and Jen Nelson, both of Northern Virginia Community College, about the benefits of community colleges, the student experience, ways four-years can partner to assist with student success, and what it’s like to work at a community college.
This is the first in what will be a series of episodes focused on the community college experience, the transfer experience, reverse transfer, and ways registrars can be involved in these processes.
Guests:
Barbara Hopkins, Interim Associate Vice President of Academic Affairs
Northern Virginia Community College
bhopkins@nvcc.edu
Jen Nelson, Coordinator of University Transfer & Initiatives and Chief Transfer Officer
Northern Virginia Community College
jlnelson@nvcc.edu
Key Takeaways:
- Community colleges of today offer significantly more than “your grandfather’s community college” in the way of student academic support services, athletics, clubs, and other activities and resources.
- Community colleges are a hidden gem in higher education because they provide so much flexibility with the way they offer courses and the way they enable students to explore academic interests without incurring enormous amounts of debt.
- Students attending community colleges with the intention of transferring to a four-year institution should be in touch early and often with academic support services at both the community college and the intended transfer school. Four-year schools should partner with community colleges to make sure that information about admission requirements and program pathways is readily available, up-to-date, and easy to find.
References and Additional Information:
ADVANCE - Partnership between George Mason University and Northern Virginia Community College
American Association of Community Colleges
AACRAO Signature Initiative - Re-Envisioning Transfer
AACRAO - Transfer & Articulation
Description:
Most people don’t give the academic calendar a second thought...those people are not registrars. The way the academic year has been structured has changed over time, and will likely continue to change. Registrars will remain front and center in the management of the academic calendar. In this episode we dive into the history of the various calendar categories, highlight some considerations for creating an academic calendar, and present best practices for making sure the dates are accurate and the appropriate people are informed.
Key Takeaways:
- The academic calendar is a critical piece of higher education infrastructure that has morphed and changed over time since the beginning of the higher education enterprise in America.
- There are three basic calendar categories: semester, quarter, and trimester. Each category brings its own set of benefits and challenges. There isn’t one “right” academic calendar; the academic calendar in use at an institution should be measured by how well the system meets the specific institution’s needs.
- Someone at your institution should be responsible for maintaining the academic calendar--usually someone in the registrar’s office. A broadly inclusive calendar working group is a good idea to ensure various perspectives are represented and informed.
References and Additional Information:
- Bressler, M. (1973). The structure of academic time. In Report of the Committee on the Future of the College (pp. 129–158). Princeton University Press. http://www.jstor.org/stable/j.ctt13x1cc1.10
- Coleman, D., Bolte, J. R., & Franklin, L. (1984). Academic calendar change impact on enrollment patterns and instructional outcomes. Research in Higher Education, 20(2), 155–166.
- Davis, J. R. (1972). The changing college calendar. The Journal of Higher Education, 43(2), 142–150. https://doi.org/10.2307/1980371
- Friestad-Tate, J., Schubert, C., & McCoy, C. (2014). Understanding modular learning—Developing a strategic plan to embrace change. I-Manager’s Journal on School Educational Technology, 9(4), 32–44.
- McEntire, D. (1963). The academic year: Nine months or twelve? AAUP Bulletin, 49(4), 360–363. https://doi.org/10.2307/40223042
- Quann, C. J., & And Others. (1979). Admissions, academic records, and registrar services. A handbook of policies and procedures. Jossey-Bass, Inc.
- Schoenfeld, C. A. (1970). Making peace with the summer calendar. Improving College and University Teaching, 18(2), 161–164.
- The Next Casualty of the Coronavirus Crisis May Be the Academic Calendar. (2020, April 16). The Chronicle of Higher Education. http://www.chronicle.com/article/the-next-casualty-of-the-coronavirus-crisis-may-be-the-academic-calendar/
With a significant number of registrars eligible to retire within the next ten years, mentoring the next generation of higher education registrars and admissions officers is critical. Adrienne Bricker and Jennifer Love join us to discuss the work of the AACRAO Mentorship Working Group, and to talk about their research and experiences with mentoring.
Key Takeaways:
- Mentoring is traditionally understood as a more senior person helping a more junior person with their career, think “taking someone under their wing.” These can be formal or informal arrangements.
- There’s an AACRAO working group examining whether and how to implement a formal mentoring program for the AACRAO membership; the report from the group is targeted by the next Annual Meeting in Portland, OR in 2022.
- Mentoring relationships work best when expectations are clear for each side.
- 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
bricker.164@osu.edu
Jennifer Love
Director, Texas One Stop for Enrollment Services
University of Texas - Austin
jennifer.love@austin.utexas.edu
References and Additional Information:
- Mentorship in Higher Education: Practical Advice and Leadership Theories
- Clutterbuck, D., Kochan, F. K., Lunsford, L. G., Domínguez, N., & Haddock-Millar, J. (Eds.). (2017). The SAGE handbook of mentoring. SAGE reference.
- Fletcher, S. J., & Mullen, C. A. (Eds.). (2012). The SAGE handbook of mentoring and coaching in education. Sage Publications.
- 6 Ways to Get the Most Out of a New Mentor/Mentee Relationship
- How to Get the Most Out of Having a Mentor
- What Great Mentorship Looks Like in a Hybrid Workplace
- What Efficient Mentorship Looks Like
- More on Edith Cockins Hall at Ohio State
- AACRAO Core Competency: Professional Development and Contributions to the Field
- AACRAO Core Competency: Leadership and Management
What is a learning organization and how do I know if I’m in one? In this episode of For the Record we talk with Erin Mason of UConn (and soon to be Ball State) about the characteristics of learning organizations and how you can implement them in your own institution. Is your office devoted to transparency, the creation of shared meaning-making, the values of learning, amassing knowledge and co-creating knowledge? If yes, you’re well on your way to having a learning organization.
Key Takeaways:
● Learning: acquiring knowledge and skills and having them readily available from memory so you can use them to solve future problems or engage with opportunities;
● It’s possible to create a learning organization within your local unit or even your local team; place that’s psychologically safe, comfortable, creative, collaborative, truly inclusive, willing to take risks, and reflects on what went right/wrong and use that to guide to future design
● There is a self-assessment tool available in Marsick & Watkins’ work (linked below) to help you get started
Guest:
Erin Mason
Associate Registrar
University of Connecticut
erin.mason@uconn.edu
References and Additional Information:
● Brown, P. C. (2014). Make it stick: The science of successful learning. The Belknap Press of Harvard University Press.
● Kline, P., & Saunders, B. (1993). Ten steps to a learning organization. Great Ocean Publishers.
● Marsick, Victoria J, & Watkins, Karen E. (2003). Demonstrating the value of an organization's learning culture: The dimensions of the learning organization questionnaire. Advances in Developing Human Resources, 5(2), 132–151.https://doi.org/10.1177/1523422303005002002
● Senge, P. M. (2006). The fifth discipline: the art and practice of the learning organization (Rev. and updated.). Doubleday/Currency.
● AACRAO Core Competency: Holistic and System Thinking
● AACRAO Core Competency: Leadership and Management
For the Record – Season 3 Episode 13- Connect, Educate, and Advocate with the Asian American and Pacific Islander Caucus
Episode Notes
Description:
With the recent significant rise in racist rhetoric and violence against Asian Americans, members of our community are experiencing fear, anger, and anxiety. In this episode of For the Record, we talk to two members of the Asian American and Pacific Islander (AAPI) Caucus to hear their sentiments about the current spate of violence and to talk about ways that we as higher education professionals can support our affected students, faculty, and staff.
Key Takeaways:
- The Asian American community includes 40 different races/ethnicities. It is not monolithic and is quite diverse.
- The AAPI Caucus is open to anyone who wants to participate and is an affinity group to provide community, resources, and support to Asians, Asian Americans, and Pacific Islanders.
- The United States has a long history of persecuting Asian Americans and while we recognize that we can’t flip a switch and create a just society overnight, we maintain hope in our communities and in our service to one another that changing lives through higher education can change the world.
Guests:
Michelle Tsigaridas Weller
Associate Registrar
New York Law School
michelle.weller@nyls.edu
Chris Huang
Director of Institutional Effectiveness and Registrar
Lutheran School of Theology at Chicago
chris.huang@lstc.edu
References and Additional Information:
- AAPI Caucus - Please visit the AAPI Caucus page for additional resources relating to mental health, training, and ways to volunteer and donate.
- AACRAO Statement on Hate Crimes Against Asian Americans
- AACRAO Caucuses page
- https://stopaapihate.org/
- AACRAO Core Competency: Diversity and Inclusion
Registrars regularly oversee the practice of how credits are recorded in the academic record and how these credits apply towards educational credentials. Registrars are also often at the forefront of helping to shape the institutional policies related to Prior Learning Assessment (PLA). Listen as Becky Klein-Collins of the Council for Adult and Experiential Learning (CAEL) talks through the origins of PLA and Competency-Based Education (CBE), the ways PLA and CBE can assist older or non-traditional learners achieve a credential, and some of the barriers PLA and CBE face when it comes to implementation and adoption by institutions of higher education.
Key Takeaways:
- Neither PLA nor CBE are new. They’ve been around since the early 70’s. They started as concepts supported by FIPSE, and can be viewed as a way to advance social justice by creating college opportunities for non-traditional populations.
- PLA is a way for students to receive college credit for knowledge and skills acquired outside the classroom; assessed by faculty. CBE is a comprehensive curricular approach that requires an intentional and transparent approach, and centered around the specific and measurable competencies that a student should have upon completion of a course of study. Many of today’s CBE models are designed to be self-paced, asynchronous, and online.
- PLA and CBE offer different pathways to credential attainment by members of the workforce and adult learners; both can be used to make higher education more accessible and equitable and be tools to recruit working adults to postsecondary learning.
- CBE is a movement that could grow after our current moment: self-paced, asynchronous, online learning modules have increased in prevalence and availability over the past year as a direct result of the COVID-19 pandemic.
Guests:
Becky Klein-Collins (pronouns: she/her/hers)
Vice President, Impact, CAEL
bklein@cael.org
https://www.cael.org/
For references and additional information, visit the AACRAO website.
Financial Aid is a critical student service office that relies heavily on the student data stewarded by the Registrar’s Office. Many of the things we do in the registrar’s office affect the work of financial aid counselors. Understanding what the flow of the financial aid cycle is, and how the work of the registrar fits into it, can make a big difference for operational efficiencies. In this episode we visit with a director of a financial aid office to talk about some of the ways these two critical offices can work together.
Key Takeaways:
- The Office of Financial Aid is a critical campus partner and it is essential that registrars establish and maintain strong working relationships with their Financial Aid counterparts.
- Financial aid is a highly regulated enterprise (as you might imagine) and understanding what is possible versus what is not allowed can help registrars be better advocates for specific kinds of policies or practices on campus.
- Financial Aid operates on an academic year cycle, which may differ from a registrar’s approach of term-based processes.
Guests:
Daniel Barkowitz (pronouns: “he / him / his”)
Assistant Vice President, Financial Aid and Veterans’ Affairs
Valencia College
dbarkowitz@valenciacollege.edu
https://moneymanblog.com/
References and Additional Information:
Federal Student Aid Handbook
studentaid.gov
National Association of Student Financial Aid Administrators
Coming Soon: AACRAO's Financial Aid publication.
Join the email list for updates.
AACRAO Core Competencies:
Leadership and Management
Collaborative Decision-Making and Consensus-Building
In a conversation with two members of the AACRAO Black Caucus, this episode focuses on the practical applications and implications of equity and inclusion work. Along the way we talk about the work of the Black Caucus (and caucuses in general), ways the pandemic has challenged registrar’s offices and students alike, and ways that you can begin to engage with diversity, equity, and inclusion work. It’s critical to make space for challenging conversations, and to give grace during those conversations.
Key Takeaways:
- The responsibility for creating an inclusive environment lies with each of us; don’t wait for someone to tell you to work on it.
- The registrar’s office can be a powerful agent for inclusive change on campus given the breadth of interactions with students, forms, policies, practices, and as the steward of student academic data.
- AACRAO caucuses are a great way for members to get connected with affinity groups for networking, support, and advocacy.
- Take the AACRAO Black Caucus’ Pledge for Social Justice: https://www.aacrao.org/signature-initiatives/black-lives-matter/commitment-pledge-to-social-justice/
Guests:
Philip Hunt, University Registrar
North Dakota State University
philip.hunt@ndsu.edu
Elissa Thoman, Registrar Services Coordinator
University of Iowa
elissa-bradfield@uiowa.edu
References and Additional Information:
AACRAO Signature Initiative - Black Lives Matter:
https://www.aacrao.org/signature-initiatives/black-lives-matter
AACRAO Caucuses:
https://www.aacrao.org/who-we-are/committees/committee-list/aacrao-caucuses
AACRAO Advocacy Center:
https://www.aacrao.org/advocacy/advocacy-action-center#/
On Wednesday, January 6, 2021, a group of armed insurrectionists stormed the United States Capitol building in Washington, DC, as Congress held a joint session to certify the election of Joseph Biden and Kamala Harris. This episode talks about the implications of this attack on US democracy, how it affects our institutions, and encourages people of good will to be active and engaged in their response.
Special Guest:
LTC (Ret.) Doug McKenna, Ph.D (That’s my Dad!)
West Point Class of 1968; Ph.D. in History from Duke University
References and Additional Information:
The Constitution of the United States of America: https://www.archives.gov/founding-docs/constitution
Incited by Trump, Rioters Storm the Capitol: https://time.com/5926883/trump-supporters-storm-capitol/
June 1, 2020 - Clearing of Lafayette Square: https://www.washingtonpost.com/politics/2020/06/02/timeline-clearing-lafayette-square/
George Floyd Protests in Washington DC:
https://en.wikipedia.org/wiki/George_Floyd_protests_in_Washington,_D.C.
A Nation of Immigrants: https://www.americanheritage.com/nation-immigrants
Anti-Racism Resources:
https://www.aacrao.org/signature-initiatives/black-lives-matter
https://www.goodgoodgood.co/anti-racism-resources
https://www.resourcesharingproject.org/anti-racism-resource-collection
AACRAO Core Competencies:
https://www.aacrao.org/resources/core-competencies/diversity-and-inclusion
https://www.aacrao.org/resources/core-competencies/leadership-and-management
Since 2015, AACRAO has been leading the charge in the development of a Comprehensive Learner Record (CLR). Partnering with other organizations such as NASPA, and working with a grant from the Lumina Foundation, AACRAO has made considerable progress in these efforts. CLRs seek to capture, record, and communicate learning when and where it happens in a student’s higher education experience. In this episode we’ll talk with Tom Green and Mark McConahay about the history of the project, the various stages of development, where we are today, and what’s next.
Guests:
Tom Green, Associate Executive Director
AACRAO
email: tomg@aacrao.org
Mark McConahay, Associate Vice Provost and Registrar
Indiana University - Bloomington
email: mcconaha@indiana.edu
Key Takeaways:
- The CLR is a new kind of a record; it is not a replacement for the transcript and not simply a combination of the transcript plus some additional data elements;
- The CLR is for the student--to assist with communicating the breadth of learning experiences undertaken as part of their academic career;
- There will be significant variation in what is included and the way the documents are formatted as individual institutions define for themselves what learning looks like at their institutions;
- The data standards being formulated are nascent but inexorable; registrars need to stay aware of developments relating to the CLR.
CLR Showcase Event - Hosted by AACRAO:www.aacrao.org/CLRShowcase
References and Additional Information:
Comprehensive Learner Record - AACRAO Signature Initiative: https://www.aacrao.org/signature-initiatives/comprehensive-learner-record
Report on the IMS Global CLR Data Standard: https://go.aacrao.org/l/407842/2020-04-30/5q9qns
NASPA Site: https://www.naspa.org/home
IMS Global Learning Consortium Site: http://www.imsglobal.org/
CLR Roundtable Series: https://www.aacrao.org/resources/newsletters-blogs/aacrao-connect/article/new-clr-roundtable-series-kicks-off
AACRAO Core Competencies:
https://www.aacrao.org/resources/core-competencies/interpretation-and-application-of-institutional-and-external-data
https://www.aacrao.org/resources/core-competencies/technological-knowledge
Sometimes registrars find it difficult to explain to people who don’t work in a registrar’s office what exactly a registrar does. And sometimes a video comes along that not only explains it but does so in an hilarious way.
Guest:
Tina Miller, Senior Associate Registrar and Chief Residency Officer
University of Washington, Seattle Campus
millert@uw.edu
Key Takeaways:
- Just watch the video and enjoy!
In today’s environment of constrained resources, we are all expected to be more productive. While strategic planning is important, strategic doing is where the rubber meets the road. In this episode we will talk about tools, methods, and approaches to help you focus and operate more efficiently. We’ll discuss resources for individual experimentation within the broad category of “productivity.”
Guest: Heather Abbott, Deputy Registrar, Yale Law School Email: heather.abbott@yale.edu
Key Takeaways:
- There isn’t only one way to work efficiently and productively. Each of us operates within a different work environment or culture, and each of us responds to different approaches differently. Experiment and find what works best for you.
- Don’t hesitate to stop using a productivity method if it isn’t working for you.
- The production calendar within a registrar’s office is the annual To Do list that if you don’t consult on a regular basis you might miss something. If you don’t have a production calendar, start today! If you have one, review it regularly.
- Doug is bad at e-mail.
Resources:
Productivity:
Getting Things Done (via Toodledo)
Eisenhower Matrix (via Todoist)
Designing Your Life
Laura Vanderkam Before Breakfast podcast
Tools for Focusing:
Pomodoro method (via LifeHacker)
Strict Workflow
Forest
Building Habits:
Habitica
The Power of Habit
The Checklist Manifesto
Procrastination:Swallow the frog
The Now Habit
Using Technology Thoughtfully:
Hurry Slowly podcast
Infomagical
Privacy Paradox
Honorable mentions:
Evernote
Asana
Trello
Confluence
Todoist
Workflowy
Remember the Milk
Meanwhile episode on A people (give you energy) and B people (drain your energy)
AirTable
The Sunday Meeting and Zero Inbox via Kerry Ann Rockquemore
After action reviews via Mindtools or Toggl
This is Volume 1 of crowd-sourced registrar tips, tricks, and hacks. Thank you to the brave contributors who called and left their nuggets of wisdom to make this episode possible. If you’d like to contribute, follow the instructions below.
Contributors:
AnnaMarie Bianco, Associate Vice President and University Registrar, Georgetown University
“Learn as much as possible. Be open, invite criticism.”
Emily Shandley, University Registrar, Yale University
“Make change happen through continuous suggestion.”
Kristi Wold-McCormick, University Registrar, University of Colorado - Boulder
“Self advocate. Don’t be the Say No to Everything registrar--be open and flexible.”
Rob Hornberger, Associate Vice President for Enrollment Management and Services, Missouri State University
“Understand the rules and when to apply them strictly, when to make exceptions.”
Scott Dittman, University Registrar, Washington and Lee University
“Invest yourself in your community.”
Rhonda Kitch, University Registrar, Cornell University (Previously at NDSU)
“Be humble.”
Erin Seheult, Director of University Records, Loma Linda University
“Get a project management system.”
Sheila Jarrell, Registrar, Yavapai College
“Find common ground and rely on common courtesy in all interactions.”
Instructions to contribute your own tip, trick, or hack:
Call 703.594.6032 (it's the Registrar Podcast Google Voice number - No one will answer, please leave a message. Messages there are saved as mp3's in the Registrar Podcast gmail account).
Leave a message when prompted, following one of these scripts:
HI! I’M [ NAME ], [ TITLE/POSITION ] AT [ NAME OF INSTITUTION ], MY REGISTRAR TIP, TRICK, OR HACK IS...
OR
HI! I’M [ NAME ], [ TITLE/POSITION ] AT [ NAME OF INSTITUTION. ] ADVICE I WISH SOMEONE HAD GIVEN ME WHEN I WAS STARTING OUT IN THE REGISTRAR’S OFFICE IS…
Be succinct. Speak slowly and clearly. Aim for 2-3 minutes (max). It can be about anything! System stuff, dealing with faculty, communication, managing staff, keeping your desk organized, keeping up with email, giving a presentation, productivity practices, mindfulness...anything that has worked for you as a "go to" hack, tip, or trick. Nothing is too small, and (probably) nothing is too obvious.
THANK YOU for your willingness to share a tiny sliver of your expertise with the registrar community in this way.
I look forward to listening to your messages! Call 703.594.6032 today!
The past several weeks have been tumultuous for international students registered to study at American higher education institutions this fall, as SEVP released much more restrictive guidance than had been issued in the spring. We talk with Steve Springer from NAFSA about the regular requirements for international students, and how the recently released (then subsequently rescinded) guidance affects those. We also hear from Jay Ligon, Director of International Student Scholar Services at Louisiana Tech and Rob Berwick, AVP and Registrar at Jacksonville University about their institutions’ responses.
The saga continues! Part of this episode was recorded between July 6 and July 14 when the restrictive guidance was rescinded. Steve and I spoke after the rescission, but we both anticipated additional guidance being released, and as of Friday afternoon, July 24, there is updated guidance for fall.
Key Takeaways:
- There’s a significant amount of uncertainty relating to fall 2020, especially for international students, as multiple rounds of sometimes conflicting guidance has been issued by SEVP. Registrars should be sure to check in with their ISSS offices to partner in any way they can.
- The role of the registrar is always expanded in a crisis, and the double-whammy of COVID-19 and restrictive guidance from SEVP relating to international students is no exception.
- Take a students-first perspective: reach out to your international students and listen to their concerns and their needs and see what you can do to provide some certainty for that population especially during these very uncertain times.
References and Additional Reading:
Student and Exchange Visitor Program
Most recent SEVP guidance for International Students
https://www.ice.gov/coronavirus
AACRAO International
Core Competency: Diversity and Inclusion
NAFSA Timeline of SEVP Guidance
The Carnegie Unit grew out of a desire to provide a pension for college professors and turned out to be a significant factor in the standardization of secondary and post-secondary education in the United States. Its continued usage today both helps and hinders innovation in higher education. Discussing the impetus for, continued reliance on, and consequential nature of the Carnegie Unit is Elena Silva, Ph.D., lead author of the Carnegie Foundation for the Advancement of Teaching’s paper, The Carnegie Unit: A Century-Old Standard in a Changing Education Landscape.
Key Takeaways:
- The Carnegie Unit has had a significant effect on the development of higher education over the past 100 years. While there are limitations to its application, finding a replacement for this standard has proven difficult.
- The Carnegie Unit is a time-in-seat measurement that was never intended to measure learning outcomes or subject matter competency. That remains the faculty’s responsibility.
- Registrars are critical in ensuring the efficient operation of institutions in order to further the mission of higher education: student learning and the creation of new knowledge.
References and Additional Reading:
The Carnegie Unit: A Century-Old Standard in a Changing Education Landscape
Cracking the Credit Hour
AACRAO Core CompetenciesAcademic Policy & Curriculum Delivery
Holistic and Systematic Thinking
Framing is a way of understanding and communicating about a particular issue. As registrars, we operate in a highly complex world of varying demands. Organizational frameworks can assist us in understanding our various challenges, and organizing our thoughts and approaches to develop plans of action and solutions. Casey Bullock, Ph.D., Executive Director and University Registrar at Weber State joins the podcast to discuss the four main organizational frames and about how expanding our knowledge of different theories and frameworks makes us better registrars and better leaders.
Key Takeaways:
Bolman and Deal posit four key organizational frames: Structural, Human Resources, Political, and Symbolic; these frames can assist us in understanding organizational issues and help us to develop appropriate solutions.
Each of us probably already incorporate these frames into the way we approach a problem, but a more intentional approach that encompasses aspects of each frame would be beneficial; using a worksheet to practice addressing each frame is a good way to get started.
Leadership styles are linked to the frames, and should be adjusted appropriately.
The greater the number of theories and perspectives that can be brought to bear on a situation, the greater specificity in the contours (see also: if you mush your face into one pin it won’t look like your face, but if you mush your face into a bunch of pins it looks more like your face).
References and Additional Reading:
Bolman, L. G., & Deal, T. E. (2017). Reframing organizations: Artistry, choice, and leadership (6th edition). Hoboken, NJ: John Wiley and Sons.
Collins, J. C. (2001). Good to great: Why some companies make the leap ... and others don't. New York, NY: HarperBusiness.
Cowen, S., with Seifter, B. (2018). Winnebagos on Wednesday: How visionary leadership can transform higher education. Princeton, NJ: Princeton University Press.
Gladwell, M. (2006). Blink: The power of thinking without thinking.
Rivera, J.(Producer), & Docter, P. (Director). (2015). Inside Out [Motion Picture]. United States: Walt Disney Pictures; Pixar.
Miller (1979) The Practical Art of Using Theory
Weick (1978) The Spines of Leaders_Leadership Where else can we go
Related AACRAO Core CompetenciesLeadership & Management
Holistic & Systemic Thinking
I was asked to provide my thoughts on the future of higher education for Coursedog’s Community 2020: A Virtual Summit for Higher Ed event. Looking 20-30 years into the future, I talk about higher education re-branding itself as Lifelong Education, how the funding model will change, increased access and representations, the ways students will engage in modular learning, the ways technology will change the classroom and the administration of lifelong education, and of course the record keeping requirements for all of these changes.
Key Takeaways:
All of this is speculation and a fun thought exercise. These predictions are based on current trends, but the future is uncertain and ever changing. That’s why this is fun! I could be totally off base, but we’ll have to wait 30 years to find out.
Lifelong Education is a much better branding for our industry for the kind of learners we will serve in the future.
The funding model for lifelong education must change in order for the industry to remain viable and relevant.
The academic calendar as we know it will be replaced by modular learning, on individually determined timelines.
Today’s disruptive technologies (Virtual Reality, Artificial Intelligence) will be pervasive in the future. Technology will enable highly immersive hands on experiences that increase learners’ breadth and depth of the subject matter.
References and Additional Reading:
Coursedog event site
Slide deck from my presentation
NPR : New Report Says Women Will Soon Be Majority Of College-Educated U.S. Workers
NYT: Lesson of the Day: ‘How Technology Is Changing the Future of Higher Education’
Books by Futurist Ray Kurzweil
The higher education landscape has changed dramatically over the past several weeks as a result of the presence of the novel coronavirus, COVID-19. This episode talks about ways the registrar is involved in decision-making on campus, and details three recent situations relating to shifting the academic calendar, the physical relocation of staff, and contemplating policy changes or exceptions to policy specifically related to grading.
Key Takeaways:
- Higher education is an exceptionally complex enterprise and that the registrar plays a critical role in advising the institution on policies that affect the student experience.
- Reacting to global pandemics requires rational thinking, a steady hand, and compassion; keep the humanity of higher education front and center.
- Registrars are pretty amazing but we also need to take care of ourselves. Find ways to manage stress and remain healthy.
References and Additional Reading:
The Ready Campaign
National Preparedness Leadership Initiative
CDC Prevention Guidelines
Teleworking tips from your host, Doug:
some tips that I have found helpful over the years:
- Keep your regular schedule: get up at your usual time (maybe a couple of minutes later to account for a much shorter commute), shower, eat breakfast, work out…do whatever you normally do in the mornings before you would leave for work.
- Eat a good breakfast: fuel up for the day! This will also cut down on the Work From Home Snack Attacks.
- Get dressed for work: It’s super tempting to lounge around in pjs all day when you’re working remotely but don’t do that. Putting on work clothes is a signal to your body that it’s a work day. You’ll be less sluggish and more productive if you look the part.
- Stay connected! You might not be right down the hall from your fellow OUR peeps anymore but we should all be logged into Skype for Business and you should feel just fine about pinging someone to say hello. Be responsive to e-mails, instant messages, and calls. Don’t be shy about initiating contact, either, especially if you have a question about something.
- Stay hydrated! It’s easy to forget to do little things like “drink water” when you’re working from home. The added bonus of staying super hydrated is that doing so will force you to get up and move around a little bit more both to refill your water container and then to use the restroom (wash your hands!).
- Set up your workspace as a workspace: Try to carve out a location that is just for work and then only do work there. Don’t surf the web, don’t eat meals, don’t do anything except work in that location. Keeping some semblance of balance between “I’m at work now” and “I’m eating lunch now” is important for your sanity. And for the quality of your work.
- Throughout the day get up and walk around. Stretch. Break up your day into manageable chunks of time. Working from home can feel like a slog sometimes, and it can be lonely, too. Gamify your day by setting a timer and working until the timer goes off and then get up, walk around, stretch, do a plank / pushups / crunches / yoga / jumping jacks / etc. to get your heart rate up a little and then go back to work re-focused!
With the backdrop of a global pandemic (and a suspected case of COVID-19 at George Mason--which turned out to be negative), this episode explores the way that registrars support the work of the emergency manager at their institution. We’ll get a glimpse into the public safety and emergency response world, and talk about ways that the registrar’s mission aligns with that of emergency managers. While not specifically about COVID-19, we will talk about prevention of, planning for, and responses to various emergency situations, including infectious disease outbreaks.
Guests:
Dr. David Farris, Director of Public Safety and Emergency Response
George Mason University
dfarris@gmu.edu
https://ready.gmu.edu/
Key Takeaways:
The vast majority of work done by emergency managers is focused on the prevention of and planning for emergencies, and for providing training and resources to assist with campus readiness. (Also, participating on committees.)
Registrars play a critical role in supporting the emergency management process at an institution--including during planning, response, and recovery.
Emergency managers are great people to know and registrars should cultivate that relationship before an emergency happens.
References and Additional Reading:
Ready.gov
National Preparedness Leadership Initiative
CDC Prevention Guidelines
Introduction to Emergency Management, by Haddow, Bullock, and Coppola
The Unthinkable: Who Survives When Disaster Strikes, and Why, by Amanda Ripley
AACRAO Competencies:
Leadership and Management
Communication
Collaborative Decision-Making
The registrar can be an advocate for students in many ways. One of the critical ways is putting equitable systems in place that support student success. In this episode we discuss the framework of access, equity, and inclusion, and discuss ways that registrars’ offices can be working toward a goal of equitable policies, practices, and procedures while increasing the cultural competencies of registrar staff.
Guests:
Cassandra Moore, Director of Enrollment Development and Admissions
Anne Arundel Community College
csmoore@aacc.edu
Soraira Urquiza, Registrar
The American Film Institute
surquiza@afi.com
Key Takeaways:
- Equity in education requires putting systems in place that ensures every student has an opportunity for success.
- Registrars can make a difference for students at their institutions by applying an equity focus to their policies, procedures, and practices;
- Improving staff’s cultural competencies should be an intentional pursuit;
- “Equity is the new kale.” (It’s cool to talk about but it’s only beneficial if you actually engage with it.)
References and Additional Reading:
Center for Urban Education, University of Southern California
Division of Diversity, Inclusion, and Community Engagement, Rutgers University
AACRAO Core Competencies - Diversity and Inclusion
AACRAO Caucuses
Blindspot - The Hidden Biases of Good People by Anthony G. Greenwald Mahzarin R. Banaji
Faculty are one of the main constituents for any Registrar’s Office, but, like students, they pose interesting challenges to effective working relationships. In this episode, Dr. Susan Christy, herself a former tenured faculty member, discusses the ways that administrators can work effectively with faculty by understanding their incentive structures and motivations, strategies for communication, and the general mindset to adopt.
Guests:
Dr. Susan Christy
Tenured psychology professor, certified corporate management consultant, and researcher/author
susan@workingwithfaculty.com
Key Takeaways:
Faculty members are academics whose entire professional career has reinforced a sense of competition and individual achievement;
Registrars and administrators need to understand the faculty’s incentive structure and how it differs from their own in order to communicate and work effectively with faculty;
Faculty respect professionalism and competence even if their training leads them to critically question policies and procedures.
References and Additional Reading:
Working Effectively with Faculty: Guidebook for Higher Education Staff and Managers available on Amazon or directly from Dr. Christy
Dr. Susan Christy’s website
Faculty and Registrars are Different From One Another
Transforming Staff-Faculty Relationships: Progress in Closing the Great Divide
Crossing the Divide
Related AACRAO Core Competencies:
Communication
Leadership & Management
Professional Integrity
Collaborative Decision-Making & Consensus Building
The registrar’s website is an important (but often overlooked) tool for communication and service delivery. Dan Vainner and Jason Cronkrite from Grand Valley State University discuss the ways that they used analytics, an iterative development cycle, and some creativity to transform their website, adding function AND fun.
Guests:
Dan Vainner, Associate Registrar, Grand Valley State University
vainneda@gvsu.edu
Jason Cronkrite, Assistant Registrar, Grand Valley State University
cronkrij@gvsu.edu
Key Takeaways:
- Think of your content development as the foundation from which to build--you’re building a web presence not just a web site.;
- Analytics are your friend: monitor the pages on your site that are getting the most hits, see if you can make them even more effective in delivering content (OR if you need to revise a different process somewhere else to avoid making people go to your website in the first place);
- Campus partnerships with Communications & Marketing teams and IT can make a big difference;
- Have fun with it. Remember that students and parents are people and work to both inform and entertain; Creativity is a bonus.
References and Additional Reading:
Grand Valley State University Registrar website
Grand Valley State University’s Pyramid of Power for Web Presence
AACRAO Core Competencies:
Technical Knowledge
Problem Solving
Web design and content writing tips:
https://www.orbitmedia.com/blog/web-design-tips/
https://www.orbitmedia.com/web-content-writing/
AACRAO is a national professional association but did you know that there are state and regional associations as well? In this episode we talk to Helena Minerva, Coordinator of Policy and Training at the Fashion Institute of Technology in New York and the current president of the Middle States Association of Collegiate Registrars and Officers of Admissions (MSACROA) about ways being involved with MSACROA aided in her personal and professional life.
Guests:
Helena Minerva, Coordinator of Policy and Training
Office of Policy and ComplianceFashion Institute of Technology President, MSACROA helena_minerva@fitnyc.edu
Key Takeaways:
- Your state and/or regional association can be a great way to get exposure to the industry and how other institutions are doing things;
- Connections made at the state and/or regional association can be extremely useful in your day-to-day work life;
- You don’t have to commit to being the president of your state and/or regional association in order to get involved;
- Volunteer! Just say yes! Keep learning and growing! (And read your e-mails!)
References and Additional Reading:
List of State and Regional AssociationsMSACROA
AACRAO Core Competency:
Professional Development and Contributions to the Field
AACRAO Core Competency: Leadership and Management
The season 2 intro is both retrospective of season 1 and a preview of the topics to be covered in the upcoming season.
Key Takeaways:
Thank you for listening!
Season 2 is going to be great: lots of topics both high level and “in the weeds” content.
I’m always interested in hearing from you: registrarpodcast@gmail.com
References and Additional Reading:
Dare to Lead by Brene Brown
Ego is the Enemy by Ryan Holiday
We Should All be Feminists by Chimamanda Ngozi Adichie
The Family Educational Rights and Privacy Act (FERPA) was enacted in 1974 in a completely different technological paradigm than we find ourselves in today. What are the ways these technological advances affect how we interpret and apply FERPA? What role should the registrar play at an institution with regard to FERPA training and compliance? Helen Garrett from the University of Washington shares her insights and expertise in this FERPA-focused conversation.
Guests:
Helen Garrett, University Registrar and Chief Officer, Enrollment Information Services
Office of the University Registrar, University of Washington
Enrollment Information Services
email: helenbg@uw.edu
Key Takeaways:
- Don’t be afraid of FERPA!
- Do outreach to your campus community about FERPA early and often, before there’s a problem (whenever possible).
- Be involved with your purchasing department for any systems that touch student data.
- AACRAO and the AACRAO membership are here to help if you have questions.
References and Additional Reading:
Public Law 93-380, August 21, 1974
Legislative history of major FERPA revisons
Unintentional FERPA Violations are Still FERPA Violations
Beyond Compliance: Students and FERPA in the Age of Big Data
As the number and types of systems registrars offices interact with or manage has increased, the need for structured user acceptance testing (UAT) has also increased. Understanding the need and creating an extensible, repeatable, collaborative process will go a long way to making your life simpler when the need for testing rolls around (and it will).
Guests:
Tara Sabbagh, Associate Registrar at American University
Paula Palhus, Assistant Registrar at American University
Joe Papari, Director of Enrollment Services for Student Systems and Technology at Southern Methodist University
Key Takeaways:
User Acceptance Testing (UAT) is critically important to ensure the continued functioning of all of the systems we use in our day-to-day work from ERPs to niche applications; UAT is increasingly part of the role of the registrar, not outside the scope of our work; establishing best practices for UAT is important for ongoing success; a strong relationship with your IT shop makes a big difference!
References and Additional Reading:
There are many, many search results for “user acceptance best practices” (over 40,000,000 in 0.36 seconds according to Google) and I encourage you to explore or refine that search. Here are some high-level results that provide good, basic overviews for the process but are not specific to higher education nor the registrar’s office specifically:
Usersnap: Fundamentals on setting up your user acceptance testing workflow
What Is User Acceptance Testing (UAT): A Complete Guide
What is User Acceptance Testing (UAT)? with Examples
The registrar plays many roles on campus. One of those roles is to advocate for the appropriate representation of a diverse student body and to create an inclusive learning environment where everyone feels comfortable engaging. In this episode, we hear about two institutions’ initiatives to enable students to use a chosen name, declare a gender identity, and select pronouns.
Guests:
Nicole Kragt, College Registrar at Kalamazoo College
Stacey Tidball, Director, Continuity & Compliance | Academic Support Resources
Key Takeaways:
The registrar’s influence on student-facing systems gives a unique ability to advocate for more inclusive practices when recording students’ names and pronouns; enabling students to use a chosen name creates a more inclusive environment for a broad set of students who may not want to use their legal name for a variety of reasons; engagement with students and affected stakeholders early and often during an implementation of chosen name is critical to the success of that initiative.
References and Additional Reading:
Data from the SERU survey
GLAAD Media Reference Guide
National Center for Transgender Equality
C&U issue 93 v2 article on Complexities of Supporting Transgender Students' Use of Self-Identified First Names and Pronouns by Dot Brauer
C&U Vol 94 no 1: Supporting Trans and Nonbinary Community Success in Higher Education by Ewa Nowicki
UMN – Twin Cities Pronouns and Gender Identity (alpha order for both):
Pronouns:
Enter your own
He/him/his
None (name only)
Prefer not to specify
She/her/hers
They/Them/Theirs
Ze/Zir/Zirs
Gender Identity
Agender
Enter your own
Gender non-conforming
Genderqueer
Man
Non-binary
Prefer not to specify
Two Spirit
Woman
The United States has sector-specific privacy laws and registrars are (or should be) most familiar with FERPA. But beyond FERPA, there are a set of principles that inform the appropriate use of data. These Fair Information Practice Principles (FIPPs) are described, discussed, and related back to FERPA in this engaging and conversational episode.
Key Takeaways:
FERPA is one of several sector-specific laws that exist in the United States that all originate out of the same working group’s findings; the Fair Information Practice Principles (FIPPs) are a critical framework for governing any data; the FIPPs have been adopted and incorporated into laws around the world; Understanding the FIPPs can assist in your FERPA analysis; Attorneys like to add “the” in front of FERPA and other laws’ acronyms.
Guest:
Claire McKenna
University of Notre Dame Law School, JD 2004
Michigan State University, BA 1996
Claire McKenna is an attorney with 15 years of experience advising public and private sector clients. Her practice focuses on all aspects of information law, including privacy, security, access, and disclosure.
References / Links:
U.S. Department of Education, Safeguarding Student Privacy
UC Berkley, Fair Information Practice Principles Privacy Course:
International Association of Privacy Professionals, Fair Information Practices
U.S. Department of Homeland Security, Fair Information Practice Principles
World Privacy Forum, A Brief Introduction of Fair Information Practices
In this episode of For the Record, we talk to two people who “get it” when it comes to technology, Tom Black, University Registrar at Johns Hopkins University and Frank Blalark, University Registrar at Duke University. We’ll hear about the changes they’ve experienced over their careers and strategies and approaches they use to stay current with technology.
Guests:
Tom Black, University Registrar at Johns Hopkins University
Frank Blalark, University Registrar at Duke University
Key Takeaways:
Technology has changed and will continue to change the way we conduct our work in higher education; Interrogating different technologies is an important part of the work of the modern registrar; Reviewing offerings from vendors and developing relationships with companies (even those whom you don’t contract with) is a good way of finding out what’s available; Reading criticisms of higher education and creatively finding solutions with technology can drive progress.
References and Additional Reading:
AACRAO Technology and Transfer Conference
AACRAO Proficiencies
AACRAO Innovation Hub
EDUCAUSE
InsideHigherEd Technology
American Association of Colleges & Universities
Chronicle of Higher Education – Technology articles
In this episode of For the Record, we converse with the AACRAO president-elect, past president, and current president to hear their thoughts and reflections on what the AACRAO Annual Meeting has meant to them, what they’ve gained from participating, and words of advice for members who are attending for the first or second time.
Guests:
Jim Bouse, AACRAO Past President, Associate Registrar for Technology, University of Oregon
Tina Falkner, AACRAO President, Director of the Office of Student Finance, University of Minnesota, Twin Cities
Luisa Havens-Gerardo, AACRAO President Elect, Vice Provost for Enrollment Management, Virginia Tech
Key Takeaways:
The AACRAO Annual Meeting is a wonderful place to meet colleagues, network, learn about the profession, and pick up best practices to bring back to your institution; if there’s a session you are interested in be sure to get there early; ask questions and don’t be afraid to get involved; AACRAO members want you to succeed, we want you to learn and grow and we want to learn from you.
Extra Fun Facts and History:
10 Fun Facts from AACRAO's Annual Meeting history
5 Fascinating Facts about AACRAO's Annual Meeting History
AACRAO Centennial Video
In this episode of For the Record, we converse with Michelle Frederick and Colin Gerker from American University’s Human Resources Talent Development team to discuss trends in performance management, ways performance management differs from a traditional model of annual performance appraisal, and practical ways to incorporate performance management into your work to improve your team’s outcomes.
Guests:
Michelle Frederick, Interim Director of Talent Development, Office of Human Resources, American University
Colin Gerker, Performance Consultant, Office of Human Resources, American University
Key Takeaways:
Incorporating performance management best practices can increase your team’s performance by 40% over the traditional year-end appraisal process alone; performance management is a collaborative and iterative process, conducted year round; relationship building and engagement with your staff is critical; clearly articulating expectations and providing consistent, ongoing, meaningful feedback on day-to-day work is the secret sauce.
Performance Management Resources:
Books:
Beyond Performance: How Great Organizations Build Ultimate Competitive Advantage – by Scott Keller and Colin Price
The Change Book: Change the Way You Think About Change – by Tricia Emerson and Mary Stewart
The Making of a Manager: What To Do When Everyone Looks To You – by Julie Zhuo
Stress Less, Accomplish More: Meditation for Extraordinary Performance – by Emily Fletcher
Relationonmics: Business Powered by Relationships – by Andy Ross
The Employee Experience Advantage, How to Win the War for Talent by Giving Employees the Workspaces They Want, the Tools They Need, and a Culture They Can Celebrate – by Jacob Morgan
The Culture Code: The Secrets of Highly Successful Groups – by Daniel Coyle
Raise Your Game: High-Performance Secrets from the Best of the Best – by Alan Stein and Jon Sternfeld
Answering Why: Unleashing Passion, Purpose, and Performance in Younger Generations – by Mark Perna
The Vibrant Workplace: Overcoming the Obstacles to Building a Culture of Appreciation – by Dr. Paul White and Gary Chapman
Harvard Business Review’s Manager’s Handbook: The 17 Skills Leaders Need to Stand Out
The Essential HR Handbook: Quick and Handy Resource for any Manager or HR Professional by Sharon Armstrong and Barbara Mitchell
Podcasts:
HR Congress – Rethinking Performance Management with Tamra Chandler, author of “How Performance Management is Killing Performance And What To Do About It.”
Chartered Institute of Personnel and Development (CIPD) – Strengths in Numbers: What’s New In Performance Management
HR Happy Hour – We’re Only Human – How to Build a Performance Management Approach that Works
Technology is driving changes to the work of the registrar and data is the new precious metal. Understanding the registrar’s role as the steward of all student academic data is critical to succeeding in the role in modern higher education. Understanding data stewardship’s place within the business intelligence framework is equally important. This episode provides a primer on business intelligence, with special focus on data governance, data stewardship, and data quality management.
Key Takeaways:
The registrar is the steward of all student academic data; business intelligence is an umbrella term that includes the applications, infrastructure, tools, and best practices that enable access to and analysis of information to improve and optimize decisions and performance; technology has changed and will continue to change the work of the registrar, making our reliance and engagement with data commonplace.
Extra Credit Reading Section:
Big Data: A Revolution That Will Transform How We Live, Work, and Think (2014) by Viktor Mayer-Schönberger, Kenneth Cukier
Data Stewardship: An Actionable Guide to Effective Data Management and Data Governance (2014) by David Plotkin
Data Governance: Perspectives and Practices by Harkish Sen
The Analytics Revolution in Higher Education: Big Data, Organizational Learning, and Student Success by Jonathan S. Gagliardi, Amelia Parnell, Julia Carpenter-Hubin, Randy L. Swing *
*This was very Institutional Research focused but the overall message was still very interesting. Just replace “Registrar’s Office” every time they reference Institutional Research.
In this episode of For the Record, we converse with Dr. Ethan Hutt from the University of Maryland and learn about the development of the student record and the role higher education (and registrars in particular) had in shaping it into what it is today.
Guest: Dr. Ethan Hutt, University of Maryland
Assistant Professor, Department of Teaching and Learning, Policy and Leadership
PhD, Stanford University, 2007 – 2013
MA, Stanford University, 2007 – 2009
BA, Yale University, 2001 – 2005
References / Links:
Hutt, Ethan L. “A Brief History: A History of the Student Record.” Ithaka S&R: September, 2016: 1-32.
Extra Credit Reading Section:
Twentieth-Century Higher Education: Elite to Mass to Universal by Martin Trow (Author), Michael Burrage (Editor)
The GI Bill: The New Deal for Veterans (Pivotal Moments in American History) by Glenn Altschuler and Stuart Blumin
The G.I. Bill, the Veterans, and the Colleges by Keith W Olson
Student Records Management: Retention, Disposal, and Archive of Student Records , AACRAO
Special thanks to Heather Abbott, Associate Registrar at Yale Law School, for introducing me to Dr. Hutt’s article.
In the first episode of For the Record, we discuss the position of the registrar, its place in higher education’s history, the evolution of the role and the way technology has influenced that evolution, and the many and varied responsibilities registrars are charged with.
Key Takeaways: The Registrar is a critical position within higher education institutions; Technology has changed and continues to change both the work that we do and the role that we play at our institutions; Registrars need to be leaders, managers, collaborators, as well as technically competent data stewards.
References / Links:
Duderstadt, J. J., Atkins, D. E., & Van Houweling, D. (2002). Higher Education in the Digital Age: Technology issues and strategies for American colleges and universities. Westport, CT: Praeger Publishers.
Geiger, R. (1999). Ten Generations of American Higher Education. In P.G. Altbach, R.O. Berdahl, and P.J. Gumport, (Eds.), American higher education in the twenty-first century : social, political, and economic challenges (pp. 38-69). Baltimore : Johns Hopkins University Press.
Halfond, J.A. (1984). The history of higher education and the registrar’s changing role. College and University. 59(4): 351-356.
Lanier, D.C. (1995). The mission of the registrar today. College and University. 70(2): 64-71.
The Changing Roles of the Registrar – by Doug McKenna
AACRAO Publications on records and registration
Extra Credit Reading Section:
Higher Education in the Digital Age: Updated Edition (The William G. Bowen Series)
Research Universities and the Public Good, Jason Owen-Smith
The introductory episode of For the Record, a registrar podcast sponsored by AACRAO, hosted by Doug McKenna. Learn more about your host, about AACRAO, and the topics that will be covered in upcoming episodes.
Key Takeaways: The Registrar is a critical position within higher education institutions; For the Record is going to be amazing; You should subscribe, like, and share links to the podcast.
Extra Credit Reading Section:
Theolonius Monk – The Life and Times of an American Original, Robin D. G. Kelley
Attitudes of Gratitude, M. J. Ryan
Factfulness, Hans Rosling
Good Night Stories for Rebel Girls, Elena Favilli and Francesca Cavallo
The Monk of Mokha, Dave Eggers