For the Record, An AACRAO Podcast

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 McKennaUniversity Registrar, George Mason Universitycmckenn@gmu.edu   Guests:Mushtaq GunjaExecutive 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 MethodologyAmerican 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 McKennaUniversity 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 MeetingGet 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. 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 McKennaUniversity Registrar, George Mason Universitycmckenn@gmu.edu   Guests:Amarda Shehu, PhDChief Artificial Intelligence Officer and Professor, Computer Science, School of Computing, George Mason UniversityClaire McKennaUniversity of Notre Dame Law SchoolClaire 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.govWeapons of Math Destruction by Cathy O'Neil: 9780553418835 | PenguinRandomHouse.com: BooksThe 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 2022Paradox of tolerance - WikipediaFind Your Members in the U.S. CongressLegal Defense FundPost-Election Resources to Defend Against Trumpism - Stop AAPI HateAmerican Civil Liberties UnionKnow 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 RegistrarGeorge Mason Universitycmckenn@gmu.edu Guests:Jesse Boedingjesse@educationassessmentsystem.comConnect on LinkedInKaren Fergusonkaren@educationassessmentsystem.comConnect on LinkedIn References and Additional Information:AACRAO Core Competencies - Leadership & ManagementAACRAO Professional Proficiencies - Records and Academic ServicesEducation Assessment System websiteCAEL - Credit for Prior LearningAACRAO - Innovative CredentialsAACRAO - 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 RegistrarGeorge Mason Universitycmckenn@gmu.edu Guests:Alex AljetsHigher Education Process Improvement Strategistalex@aljetsconsulting.com Connect on LinkedIn References and Additional Information:AACRAO Core Competencies - Leadership & ManagementAACRAO Professional Proficiencies - Records and Academic Services“Given these constraints, how might we…”University Innovation AllianceIDEO 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 Universitycmckenn@gmu.edu Guests:Colleen Harms, Associate RegistrarUniversity of Minnesota - Twin Citiesharms231@umn.edu Connect on LinkedInSara Morelli, Senior Associate RegistrarUniversity of Iowasara-morelli@uiowa.edu Connect on LinkedIn References and Additional Information:AACRAO Core Competencies - Leadership & ManagementAACRAO 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 RegistrarGeorge Mason Universitycmckenn@gmu.edu Guests:Josh Eyler, Director of Center for Excellence in Teaching and Learning Clinical Assistant Professor of Teacher EducationUniversity of Mississippijreyler@olemiss.edu Website References and Additional Information:AACRAO Core Competencies - Leadership & ManagementAACRAO Professional Proficiencies - Records and Academic ServicesFailing Our Future: How Grades Harm Students, and What We Can Do About It by Josh EylerHow Humans Learn: The Science and Stories behind Effective College Teaching by Josh EylerUnleash 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 RegistrarGeorge Mason Universitycmckenn@gmu.edu Guests:Amber Cellotti, Deputy Registrar & Director, Office of the RegistrarUniversity of Minnesota - Twin Citiesknap0071@umn.edu Nicolas Jobe, University RegistrarSeton Hill Universitynjobe@setonhill.edu Traci Rees, Associate University Registrar for Student Systems & Information ServicesUniversity of Pennsylvaniartraci@upenn.edu Elissa Thoman, Registrar Services Coordinator University of Iowaelissa-thoman@uiowa.edu  References and Additional Information:AACRAO Core Competencies - Change ManagementAACRAO Core Competencies - Leadership & ManagementAACRAO Professional Proficiencies - Records and Academic ServicesPivot 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 RegistrarGeorge Mason Universitycmckenn@gmu.edu Guests:Dani Ambrose, RegistrarUniversity of Mississippi Main Campusdeambros@olemiss.edu Dr. Kelley Jenkins, Associate RegistrarUniversity 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 ManagementAACRAO Core Competencies - Leadership & ManagementAACRAO 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 RegistrarGeorge Mason Universitycmckenn@gmu.edu Guests:Tyler Hensen, Assistant Vice Provost, Registration and Student Records & University RegistrarMiddle Tennessee State Universitytyler.hensen@mtsu.edu Cindy Johnson, Associate Registrar, Curriculum and GraduationMiddle Tennessee State Universitycindy.johnson@mtsu.edu Anne Ford, Associate Registrar for Registration, Records, and SchedulingMiddle Tennessee State Universityanne.ford@mtsu.edu  References and Additional Information:AACRAO Core Competencies - Change ManagementAACRAO Core Competencies - Leadership & ManagementAACRAO 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 RegistrarGeorge 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 CeremoniesDegree Audit references and resourcesAACRAO Professional Proficiencies - Knowledge of Student Records ManagementData Systems ManagementI'm Just a Bill - Schoolhouse RockStrange 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 RegistrarGeorge Mason Universitycmckenn@gmu.edu Guests:Hannah Rounds, Curriculum AnalystUniversity of Iowahannah-rounds@uiowa.edu Jackie DeMolee, Registrar Services Coordinator University of Iowajacqueline-demolee@uiowa.edu  References and Additional Information:For the Record - S4E6 - Considerations When Closing an Institution; 10/29/21; Guest: Ramie NationSEEHO College ClosuresAACRAO Institutional Closures ReportAACRAO 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 RegistrarUniversity 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 RegistrarGeorge Mason Universitycmckenn@gmu.edu Guests:Insiya Bream, Registrar & Associate Vice PresidentUniversity of Maryland Global CampusMeena Naik, Director, Skills First DesignJFFLabsNoah Geisel, Microcredentials Program ManagerUniversity of ColoradoKate Giovacchini, Executive Director, Trusted Learner NetworkExecutive Director Engineering, Enterprise Technology - Engineering CoreArizona State University References and Additional Information:Trusted Learner NetworkThe Badge Summithttps://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 RegistrarUniversity of California - Berkeleysjr@berkeley.edu  Guest:Scott Dittman, Registrar Hebrew Union College-Jewish Institute of ReligionSDittman@huc.edusdittman@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-beingHoliday 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

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 RegistrarGeorge Mason Universitycmckenn@gmu.edu Guests:Christopher RetzkoDirector of Academic Assessment and AccreditationRutgers 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 

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 Universitycmckenn@gmu.eduGuests:Ashley DeSantisAssistant RegistrarSUNY at Albanyandesantis@albany.edu    Jessica LansingAssociate RegistrarSUNY at Albanyjllansing@albany.edu  References and Additional Information:Leadership and ManagementTechnological 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 BucknerAssociate Director of RecruitmentNevada State Universitycharles.buckner@nsc.edu  Matthew Spencer SutherlandRecruitment AssociateCollege Unbound Megan McHenryRegistrarBates Collegemmchenry@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 - Berkeleysjr@berkeley.edu Guests:Insiya BreamRegistrar and Associate Vice President University of Maryland Global Campusinsiya.bream@umgc.edu    Kristi Fonseca-WilliamsTrainer & Instructor, Office of the RegistrarTexas Tech Universitykristi.fonseca-williams@ttu.edu  Helen GarrettUniversity RegistrarUniversity of Washingtonhelenbh@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 - Berkeleysjr@berkeley.edu Guests:Erin SturgisDirector of Student RecordsJohns Hopkins Universityesturgi1@jhmi.edu  Whitney CostnerUniversity RegistrarCoker Universitywcostner@coker.edu Laurie LawAssociate RegistrarAlbany Law Schoolllaw@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 RegistrarGeorge Mason Universitycmckenn@gmu.edu Guests:Michelle Mott, Director of Public PolicyAACRAOmottm@aacrao.org Scott Campbell, Associate Vice President and University RegistrarUniversity of Chicagoscottcampbell@uchicago.edu Lisa Emery, Sr. Associate RegistrarUniversity of Michiganemeryl@umich.edu Shannon Gerke Corrigan, Registrar and Title IX CoordinatorFox Valley Technical Collegeshannon.gerkecorrigan8969@fvtc.edu Angela Goodwin, Associate RegistrarPoint Park Universityagoodwin@pointpark.edu Tara Kent, Director - Office of the RegistrarAmerican Musical & Dramatic Academytkent@amda.edu Ramie Nation, University Registrar and Advisor to the President for AccreditationBaker Universityramie.nation@baker.edu Jacquelyn Sims, Assistant RegistrarGeorge Mason Universityjsims@gmu.edu Sara Sullivan, Sr. Associate RegistrarUniversity of Iowasara-c-sullivan@uiowa.edu Ashley Wheelis, Deputy RegistrarUniversity 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 RegistrarGeorge Mason Universitycmckenn@gmu.edu Sarah Reed, University RegistrarUniversity of California - Berkeleysjr@berkeley.edu Guests:Chris Dorsten, University RegistrarKent State Universitycdorsten@kent.edu Molly McDermott-Fallon, Assistant Vice Provost & University RegistrarUniversity of Cincinnatimolly.mcdermott@uc.edu References and Additional Information:Leadership and ManagementProblem SolvingCommunication

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 RegistrarGeorge Mason Universitycmckenn@gmu.edu Sarah Reed, University RegistrarUniversity of California - Berkeleysjr@berkeley.edu Guests:Kemal Badur, Chief Technology Officer University of ChicagoEd Clark, Chief Information Officer  California State UniversityReferences and Additional Information:Leadership and ManagementTechnological 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 BrickerUniversity RegistrarOhio State Universitybricker.164@osu.eduJennifer LoveDirector, Texas One Stop for Enrollment ServicesUniversity 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 TakeawaysLaw 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. HostsSarah Reed, University RegistrarUniversity of California - BerkeleyDoug McKenna, University RegistrarGeorge Mason UniversityGuestsAmy ChuSenior Director, Academic Services & RegistrationNew York University School of LawJerri CunninghamDirector of Academic Services & RegistrarBaylor UniversityLisa ErckAssociate University Registrar & Law School RegistrarUniversity 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 RegistrarGeorge 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, RegistrarUniversity of California Hastings College of the Lawreedsarah@uchastings.edu Doug McKenna, University RegistrarGeorge Mason Universitycmckenn@gmu.edu Guests:Brian BoydUniversity RegistrarUniversity of Central Floridabrian.boyd@ucf.edu https://registrar.ucf.edu/Additional Resources:ready.gov - Federal resource for emergency planningContinuity of Operations Plans - FEMA guidelinesCore Competencies and Professional Proficiencies:Leadership and ManagementCollaborative 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, RegistrarUniversity of California Hastings College of the LawDoug McKenna, University RegistrarGeorge Mason UniversityGuests:Dr. Lauren SchuddeAssociate Professor, Department of Educational Leadership and PolicyUniversity of Texas at Austinhttps://education.utexas.edu/faculty/lauren_schudde  Additional Resources:AACRAO Re-Envisioning TransferSchudde, 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 & ArticulationInterpretation and Application of Institutional and External DataHolistic and Systemic Thinking

In this episode, three women share their experiences with supporting and being supported by other women and what that support has meant for their careers and themselves personally. In a lively conversation, we discuss ways that allies can and should provide support, as well. Sara Sullivan, Becky Keogh, and Beth Warner talk about dealing with slights, lifting others up, the changing AACRAO leadership demographics, and dealing with that little inside voice. Key Takeaways:Women can and should support women because women are not always great at supporting themselves. It's important to acknowledge the women who were on the path ahead of you who opened doors, and recognize that there are women on the journey behind you for whom you are blazing a trail. Allies can support women in a variety of tangible ways: mentorship, opening doors to opportunities, giving credit appropriately, giving clear, actionable feedback are just a few.Don't be afraid to be yourself, to bring all parts of you to bear in your work. Don't worry about whether someone thinks you're taking up “too much space” or “being emotional.”    Hosts:Sarah Reed, RegistrarUniversity of California Hastings College of the LawDoug McKenna, University RegistrarGeorge Mason UniversityGuests:Sara SullivanAssociate RegistrarUniversity of IowaBecky KeoghSenior Associate RegistrarMichigan State UniversityBeth WarnerAssociate RegistrarUniversity of Wisconsin - Madison

The modern registrar's office moves readily from one project to the next in our work to support student success and provide outstanding service to the university community. Employing best practices from a project management framework can go a long way to making those projects run more smoothly, efficiently, and more successfully. Rita Peaster and Aaron Apel talk about their background and experience with project management frameworks, provide insights into ways to improve your office's overall project management capabilities, and reflect on various aspects of project management.         Key Takeaways:Application of project management best practices can make the work of your office more efficient, effective, and successful.Pursuing project management certification makes sense if your work includes significant project work. Otherwise, informal training will be sufficient. The Project Management Institute is a good place to start if you are interested in formal training or certification. There are also many free resources available with a simple web search.Many downstream issues can be alleviated with careful, thoughtful preparation and consistent, transparent communication in the early stages of a project. Consider the stakeholders who will be affected and keep them in the loop. There will be surprises with every project and open communication from the start will help immensely.   Hosts:Doug McKenna, University RegistrarGeorge Mason Universitycmckenn@gmu.edu Sarah Reed, RegistrarUniversity of California Hastings College of the Lawreedsarah@uchastings.edu Guests:Rita PeasterUniversity RegistrarOklahoma State University - Main Campusrita.peaster@okstate.edu Aaron ApelAssistant Registrar for Enrollment & ResidencyUniversity of Wisconsin - Madisonaaron.apel@wisc.edu References and Additional Information:Project Management Institute  scrum.org - the home of scrumProject 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 EditionProject Management classes via LinkedIn LearningCore Competencies and Professional Proficiencies:Leadership & Management Data Systems ManagementChange 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 McKennaGeorge Mason UniversityIngrid NuttallUniversity of Minnesota - Twin CitiesHelen GarrettUniversity of WashingtonRhonda KitchCornell UniversitySara SullivanUniversity of IowaJackie CarterWashington University of St. LouisScott DittmanWashington & Lee (Retired)Sherri WellsLamar UniversityAdrienne BrickerOhio State UniversityTim AmyxVolunteer State Community CollegeSarah HarrisUniversity of Iowa (Retired)Alex FrainMarquette UniversityMark HommerdingThe Grad TeamMusic:“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 MoitaRegistrar AdvisorColorado School of Minescmoita@mines.edu Loida Gonzalez UtleyAssistant Director of Transfer RecruitmentTexas A&M University - Corpus Christiloida.utley@tamucc.edu Sarah ReedRegistrarUniversity of California Hastings College of the Lawreedsarah@uchastings.edu Tyler HensonRegistrarMiddle Tennessee State Universitytyler.henson@mtsu.edu Tiffany RobinsonAsst. Vice Provost/University RegistrarUniversity of Kansas Main Campustiffany.robinson@ku.edu Tiffani RobertsonAssociate Director of AdmissionsGovernors State Universitytrobertson3@govst.edu Curtis ClineAssociate Registrar for Graduate ProgramsCedarville Universityclinec@cedarville.edu Stacy SharpAssistant RegistrarAims Community Collegestacy.sharp@aims.edu Danny FreireDirector Enrolment Services and RegistrarSaskatchewan Polytechnicfreirep@saskpolytech.ca LacyJane RymanRegistrarRowan College At Burlington Countylryman@rcbc.edu Sarah StricklerAssistant Registrar for Classroom Scheduling and CurriculumUniversity of Oregonsstrick2@uoregon.edu Core Competencies:Diversity & InclusionLeadership & 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 ReedRegistrarUniversity of California Hastings College of the Lawreedsarah@uchastings.edu Emily ShandleyUniversity RegistrarYale Universityemily.shandley@yale.edu Michelle Tsigaridas WellerAssociate Registrar and Director of Academic OperationsNew York Law Schoolmichelle.weller@nyls.edu Dr. Soraira UrquizaRegistrarAmerican Film Institute Conservatorysurquiza@afi.edu Allan F. “Bud” Livers Jr.Associate RegistrarThe 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 ReedRegistrarUniversity of California Hastings College of the Lawreedsarah@uchastings.eduIngrid NuttallDirector, Office of the RegistrarUniversity of Minnesota - Twin Citiesingridn@umn.eduLisa ErckAssociate University Registrar and Law School RegistrarUniversity of the Pacificlerck@pacific.eduOloga IopuAssociate RegistrarSalt Lake Community Collegeologa.iopu@slcc.eduMargo LandyUniversity RegistrarSan Francisco State Universitymargolandy@sfsu.eduCore Competencies:Diversity & InclusionLeadership & 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-McCormickAssistant Vice Provost and University RegistrarUniversity of Colorado-Boulderkristi.woldmccormick@colorado.edu Noah GeiselMicrocredentials Program ManagerUniversity of Colorado-Bouldernoah.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/s11423-018-9602-1Global Silicon Valley. (2021, August 18). Stage X The Future of Higher Education | ASU+GSV 2021. https://www.youtube.com/watch?v=yhm75Zc6NOUHall-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-02-2016-0006George Washington University - Call for microcredential research proposals (Due April 2022)ASU to Issue 100 Million Digital Badges by 2030Credential Engine to Use Linked, Open Data to Improve Learning and Employment RecordsDigital Credentials Showcase Learning and Workplace AchievementsThe Badge Summit, Boulder, CO; August 1-2, 2022, https://twitter.com/BadgeSummit SEM Live: Microcredentials and BadgesCore 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 FarleyWorkday and ERP Product ManagerBowdoin Collegee.farley@bowdoin.eduReferences 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/h0086006Craig, L. (2018). Are you suffering from imposter syndrome? Psychological Science Agenda. http://www.apa.org/science/about/psa/2018/09/imposter-syndromeParkman, 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.htmlValerie 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 & InclusionLeadership & 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 connectionsGuest:Melanie GottliebInterim Executive Director, AACRAOgottliebm@aacrao.org References and Additional Information:C&U Interview with Melanie Gottlieb AACRAO Signature InitiativesAACRAO Online BookstoreCore Competencies:Leadership & ManagementChange 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 MundUniversity RegistrarUniversity of South Floridacmund@usf.eduJulia PomerenkAssistant Vice President for Student Services and Enrollment Management and University RegistrarUniversity of Oregonjpom@uoregon.eduKelley BrundageUniversity RegistrarKansas State Universitykbrundage@ksu.eduPaul RobinsonAssociate Vice Provost and University RegistrarUniversity of Michigan - Ann Arborprobins@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 & ManagementChange ManagementBusiness 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 Universityangi.long@lawrence.eduBob MorrisDean, Enrollment Management, Joliet Junior Collegeromorris@jjc.eduCalandria Yee-BullockRegistrar, Aviator College of Aeronautical Science and Technologycalandria.yee-bullock@aviator.eduLori McNealRegistrar, Northern Pennsylvania Regional Collegeregistrar@rrcnpa.orgNicollette MatesicDirector of Registration and Records, Felician Universitymatesicn@felician.eduReferences and Additional Information:AACRAO TrainingCore Competencies:Leadership & ManagementChange ManagementProfessional Proficiencies:Data StewardshipStudent 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 RegistrarBaker Universityramie.nation@bakeru.eduReferences and Additional Information:InsideHigherEd - Another Small Private College Will Close - November 9, 2017HigherEd Dive - A Look at Trends in College Consolidation since 2016AACRAO Report on Closing and Merging InstitutionsCore Competencies:Leadership & ManagementChange ManagementProfessional Proficiencies:Data StewardshipStudent 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 RegistrarVirginia TechRhonda Kitch, University RegistrarCornell UniversityVeronika Carter, RegistrarUniversity of VermontBecky Keogh, Associate RegistrarUniversity of IowaPam Wells, Assoc. Vice President and University RegistrarGrand Valley State UniversityAdrienne Bricker, University RegistrarOhio State UniversityPhilip Hunt, University RegistrarNorth Dakota State UniversityTara Arneson, RegistrarChamplain CollegeDouglas Burgess, Asst. Vice Provost and University RegistrarUniversity of CincinnatiGene Fein, Asst. Vice President of Academic Records and ServicesFordham UniversityCarin Thoms, Assoc. Director of Continuity & ComplianceUniversity of Minnesota - Twin CitiesJohn Papinchak, University RegistrarCarnegie Mellon UniversitySpecial 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 AffairsNorthern Virginia Community Collegebhopkins@nvcc.edu Jen Nelson, Coordinator of University Transfer & Initiatives and Chief Transfer OfficerNorthern Virginia Community Collegejlnelson@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 CollegeAmerican Association of Community CollegesAACRAO Signature Initiative - Re-Envisioning TransferAACRAO - 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.ctt13x1cc1.10Coleman, 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/10.2307/1980371Friestad-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/10.2307/40223042Quann, 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 BrickerUniversity RegistrarOhio State Universitybricker.164@osu.eduJennifer LoveDirector, Texas One Stop for Enrollment ServicesUniversity of Texas - Austinjennifer.love@austin.utexas.edu References and Additional Information:Mentorship in Higher Education: Practical Advice and Leadership TheoriesClutterbuck, 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 RelationshipHow to Get the Most Out of Having a MentorWhat Great Mentorship Looks Like in a Hybrid WorkplaceWhat Efficient Mentorship Looks LikeMore on Edith Cockins Hall at Ohio StateAACRAO Core Competency: Professional Development and Contributions to the FieldAACRAO 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 startedGuest: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