For the Record, An AACRAO Podcast

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
[email protected]

Ingrid Nuttall
Director, Office of the Registrar
University of Minnesota - Twin Cities
[email protected]

Lisa Erck
Associate University Registrar and Law School Registrar
University of the Pacific
[email protected]

Ologa Iopu
Associate Registrar
Salt Lake Community College
[email protected]

Margo Landy
University Registrar
San Francisco State University
[email protected]

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
[email protected]

Noah Geisel
Microcredentials Program Manager
University of Colorado-Boulder
[email protected]
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
[email protected]

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
[email protected]

References and Additional Information:

C&U Interview with Melanie Gottlieb

AACRAO Signature Initiatives

AACRAO Online Bookstore

Core Competencies:

Leadership & Management

Change Management

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 Austinhttps://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