#SAGeeks - A Lifelong Love of Musical Theatre

July 29, 2016 by Shannon Daly in #SAGeeks, Guest Post, Nerdy Stuff, Student Affairs

The SAGeeks series is all about celebrating the geeky and nerdy sides of all of us working in higher education and student affairs. The series is edited by Jenn Osolinski and Lynne Meyer. Check out our resources page for more geeky goodness.

I have been a musical theatre geek for as long as I can remember, to the point where I was inspired to get my bachelor’s degree in Theatre Arts. I had some stellar experiences with my programming board, and started shifting my aspirations towards a field more focused on events. After trying out a career in event sales and hospitality, I made the decision to apply to Student Affairs graduate programs. Though my theatre career is now centered around being an audience member, the musicals I love still shape the way I see the world. My #SAGrad application journey would not have been complete without some of the musical life lessons I learned from some old and new favorites:

Into the Woods

I have a theory that each of the characters in Stephen Sondheim’s fairy tale conglomerate, Into the Woods, represents different stages of life. After my Jack (of beanstalk fame) days of undergrad, I would currently place myself in the Cinderella stage of my life. There comes a moment where Cinderella has to make her first big decision: does she run from the prince or go to him? She decides that her decision is “not to decide” and leaves behind a shoe to see what will happen.

When I first started entertaining the idea of working in Student Affairs, I decided to throw out some “shoes” in a couple of different areas, and see which one stuck. I applied for a mixture of jobs in higher ed and hotel sales. I ended up getting interviews for two jobs at the same time: a position in sales at a luxury hotel and a position in student center operations at my alma mater. I ended up not getting either job. However, I realized how much more invested I was in the student center job. I was excited about the ideas I was discussing during the interview process, and I was absolutely crushed when I did not get the job. The experience showed me how much more passionate I was about higher education than hospitality, so I decided to start the Student Affairs graduate application process.

I ended up receiving an offer for a similar position that had opened up at the hotel in January. Now it was decision time, and I nervously told them thank you, but I had decided on a career change. The next day, I received my first acceptance to a program!

Spongebob Squarepants the Musical

I had the pleasure of seeing Spongebob Squarepants the Musical’s out-of-town Broadway tryout in Chicago. I was surprised by how much I enjoyed it, and how it included some valuable insight that could be translated to Student Affairs. Over the course of the show, Spongebob is constantly told that he is not manager material. Spongebob frets over his lack of skills when it comes to stopping a volcano from destroying Bikini Bottom. In the end, he encourages his friends to use their strengths to defeat the volcano, and realizes his optimism and support of his friends is his strength. He is manager material after all!

The graduate school application process was enormously humbling for me. There were many times when I looked at personal statement prompts and felt like a simple sponge myself. I decided to talk to Student Affairs professionals I had looked up to during undergrad, and find out what skills they thought were necessary to be a good Student Affairs professional. I learned that in order to be “manager material,” I needed to be willing to listen to and advocate for my students, and to trust my students to use their own skills. One professional I spoke to told me that “students don’t need us as much as we think they do,” which inspires me to ensure that I have a clear understanding of what my students do need, whether that is support or a challenge. Figuring out what “manager material” was helped me figure out how a simple sponge like me could fit into that material.

Rock of Ages

As a teenager in New Jersey, I spent most of summer 2009 obsessing over the 80’s jukebox musical Rock of Ages. While a musical featuring that much glitter and spandex may not seem the most obvious choice for inspiration, the moral of the story has always stuck with me: “Sometimes the dreams you come in with aren’t always the dreams you leave with, but hey, they still rock.” The main characters in the show do not end up becoming a rock star and movie star, instead they realize they value honesty and love over the crooked paths they were taking to achieve their career goals.

There is still a part of me that wonders how the freshman dead set on becoming a Broadway casting director in New York City would feel about the fact that I am gearing up to spend two years in a midwestern town, 45 minutes from the nearest Starbucks, to start my career in higher education. I wonder if I am disappointing a part of myself. Then I remember that the important thing is that I still have dreams that are fulfilling to me, and I am working hard to achieve them. I also know what a joy it is to watch students develop into leaders, which I could not have imagined at the beginning of my college career. Though I probably will not end up with a Tony Award over the course of my career, I am excited to see where my Student Affairs journey takes me next.

*cue Journey’s Don’t Stop Believin’*

Shannon M. Daly is an incoming first year in Western Illinois University’s College Student Personnel program, where she will serve as the Graduate Assistant for the University Student Union. She has strong interests in programming, advising, and operations. She graduated from DePaul University in 2015, where she was heavily involved in DePaul Activities Board and the Office of Student Involvement. During her gap year between undergrad and graduate school, she in Group Sales at the Chicago Architecture Foundation. In her spare time, she loves baking, karaoke, and browsing craft stores. Connect with her on Twitter, LinkedIn, and on her website.

#SAGeeks - Breaking the Norm

July 28, 2016 by Bruce Brown in Guest Post, #SAGeeks, Nerdy Stuff, Student Affairs

There is a very well known TED Talk by Sir Ken Robinson titled “Do Schools Really Kill Creativity?” In his talk, Sir Robinson speaks about how many K-12 systems are designed in a manner in which those in attendance are expected to conform to certain norms. Sir Robinson shares the anecdote of a student who fidgets, is seen as unruly, different, and is even believed to need medication. Meanwhile when no one is watching, the student dances with a bright smile. To which Sir Robinson asks the question of whether our systems allow the true person to shine, or force conformity to a set of norms.

One recent example of this is the extremely famous YouTube star and self proclaimed geek, Lindsey Stirling. For those who don’t know, Lindsey Stirling, sometimes known as “the dancing violinist,” has over 8 million subscribers, Forbes rated her as one of the Top 30-under-30, and is now the top grossing female YouTube star. Sadly, she did not start this way. She wanted to be her true self, the woman that we now have the privilege of listening to, but her environment did not always allow it.

Lindsey has shared in interviews that growing up she wanted to dance and wanted to play music, but she had to choose because her family could not afford both. She chose violin, but could only afford 15 minutes of lessons a week and was told by her teacher that she would not be successful. After years of dedicated effort outside the 15 formal minutes per week, she became an expert with the violin and she started incorporating dance into her music. Then when she was trying to become a musician the record companies saw her style as unconventional, and she was given no contracts. Many would be disheartened at this point, give up, but Lindsey put her true self out there in the new (at the time) medium YouTube for the simple joy of being herself. No vision of becoming the sensation she now is (no one had been that successful on YouTube), it was just an outlet free from the constraints of the industry. In her passions, she is free, and anyone who has ever seen her feels it emanate through the screen and off the stage. It is this authentic passion in action that can cultivate an inspiration for others to show their true self to the world and tackle dreams that at other times were daunting.

I felt this when I saw one of Lindsey Stirling’s first videos, uploaded in 2011 titled “Zelda Medley” which now has over 28 million views. Later I confirmed this authentic passion when I had the privilege of seeing her perform live. She becomes alive with her passions in action, and I believe that we are better for it.

As Student Affairs professionals, do you bring your true self to your work, or is it yourself to an extent? When talking with others about positive influencers in their lives you often hear about the personal investments made, and the closeness of the relationship. I challenge that if we want to be and do better for students that we should first ensure that we put our authentic passions into action.

Doing so we can can break down barriers, inspire others by being ourselves, and foster positive systems of support that models the way. I believe that this is what has led to Lindsey Stirling’s success. She pours her heart into what she does, lets it shine, and millions of people seem to think that’s a great thing. So why don’t we try?

Bruce Brown currently works in Student Activities at Texas A&M University - College Station. He is the Leadership Program Coordinator for LeaderShape & StrengthsQuest, and advisor for two service based student organizations. Bruce is an avid gamer, grew up outside NYC, completed his MA at BGSU, has traveled to all 7 continents, and even met his fiancee thanks to Legos.

Connect with Bruce via Facebook, Instagram, and add him as a GeekBuddy on BoardGameGeek!

#SAGeeks - Broadway Isn't All About Jazz Hands and Kick Lines

July 27, 2016 by Hannah Berling in #SAGeeks, Guest Post, Student Affairs, Nerdy Stuff

Being a “geek” is an ever changing term, where once those who identified as “geeks” may have tried to hide, I like to think that people are now more willing to wear their geekdom on their sleeves. My walls are covered in Broadway window cards both signed and unsigned, I trade playbills like baseball cards, and my iPod is 98% show tunes. I am unequivocally and without shame what some would call “Broadway trash”.

In the last two years, as I went through graduate school and obtained my masters my I began to see my love of Broadway in a new light. Suddenly I was broadening my horizons through the subject matter, seeing the parallels between the inclusivity we strive for on campus and the inclusivity playing out on stage, and using Broadway subject matter as a way to connect with students.

Being part of the Broadway fandom is like having a ticket into a welcoming and nurturing community. Fellow fans who always want to talk about shows, meeting actors at stage doors and being able to tell them the impact their show has had on you, and through social media and beyond seeing the tight knit relationships between actors even when their shows may be competing against each other. Take for instance, the combining of the Broadway community to do the special recording of What the World Needs Now to support the victims of Orlando. It took only two days of organizing to get everyone from Idina Menzel, to Lin-Manuel Miranda, to Carole King, Audra McDonald, Wayne Brady, and so many more. The support given between members of the Broadway world is part of what makes you feel like you are being hugged by this community, being a member of the Broadway fandom is like being part of the happiest family reunion you could attend.

Tying my life as a Broadway geek into my life as a student affairs professional wasn’t something that I consciously decided to do, it really came about in a more organic way. Suddenly, as I went through my graduate coursework, saw the topics and issues happening within higher education, and worked with students, I began to see the same scenarios playing out on stage. While I saw the fight for transgender rights paying out on campus, I saw Darren Criss’ portrayal of transgender rock star Hedwig and her struggles play out on stage in Hedwig and the Angry Inch. As I learned about disability accommodations and the resources that some institutions have and others don’t, I was able to witness the near seamless implementation of deaf talent and ASL come together in the Deaf West revival of Spring Awakening (a show that also included Broadway’s first actress in a wheelchair). Similarly, when I witnessed student leaders educating themselves on working with students who may lie on the spectrum, I was able to help them understand a bit more by explaining to them my love of The Curious Incident of the Dog in the Nighttime (both the play and the book).

In a world where students just want to see people like them represented, striving for equality and equity and perhaps thinking that it won’t happen, I ask them to look away from the mainstream media where they may not see themselves and instead perhaps look to outlets that are getting it right. Lin-Manuel Miranda, the man who first put his name on the map with In The Heights a musical shining a light on life in the Washington Heights neighborhood of New York, is now telling the history of our country then as told by our country now. Diversity is prevalent in Hamilton, from telling a story of immigrants, to casting a diverse set of actors, to using hip-hop on stage.

I am a Broadway geek at heart, I love getting lost in the whimsical worlds of Wicked or Aladdin but I also love the stories shown on stage that shine a light on today’s issues, issues being discussed on campuses. Whether that is relationship abuse, shown in The Color Purple and Waitress, racial tensions in classic musicals such as West Side Story, struggles with gender identity seen in Kinky Boots or Hedwig and the Angry Inch, and about every other topic that the arts can help portray. The Broadway community is like a big loving family, and as part of that family I strive to use my geekdom to spread that loves on to others.

Hannah Berling is a recent graduate of the Higher Education in Student Affairs from Salem State University. She is currently undergoing her full-time job search and is looking to obtain a position within student activities or student success and retention. In addition to her passion for student programming, she hopes to one day be able to work with and provide resources and advocacy for undocumented students within higher education. Through her love of Broadway she encourages students to, in the words of Pippin, find their "corner of the sky". Connect with her on Twitter.

#SAGeeks - Did You Know You're a Dungeon Master?

July 26, 2016 by Bruce Brown in #SAGeeks, Nerdy Stuff, Student Affairs, Guest Post

One of the noblest, and most stereotyped, geek activities is that of Role Playing Games (RPGs). Don’t know what that means? I bet you do once you learn that Dungeons & Dragons (D&D) is an RPG, and yes, even D&D has lessons for us for those in Student Affairs.

What are RPGs? Although you may have heard of the very popular D&D, you may have never learned what it is exactly. Unlike traditional games, RPGs typically have no board and no pieces, just a rule book, dice, and players set out on an adventure seeking to achieve something great. You might be wondering how they accomplish anything without a board and pieces. Players use their minds! They challenge themselves to create a vision in their head of what is going on, design their characters according to the rulebook, and use pen & paper to track their progress. Then when the characters try to perform actions, such as striking the Dragon with their sword to save the princess, they roll a 20 sided die to see their effectiveness.

Each time they play, one person takes on a unique role -- the Dungeon Master (DM). DMs are, in a way, the Student Affairs professionals of the fantasy world that is unfolding for the players. The DM paints a picture for the adventures of world they are exploring, and informs the players of their goals for the quest. Additionally, DMs do not participate in the quest but are themselves challenged by serving as the “in-between” for the adventurers and the world itself. Roles the DM can take on range from the honorable King who supports the players with tools that will aid their needs, and sometimes even act as the Dragon that presents the players with their toughest challenge yet. If the players work together, utilize their skills and abilities they may overcome these challenges and be renowned for their success.

As Student Affairs professionals, many of us take on the role of Dungeon Master for our student’s quests. Similar to a DM, Student Affairs professionals have spent lots of time studying student development (the game mechanics), have a good grasp on rules of the land, and have had first-hand experiences that aid in providing context to students.

Now the interesting thing is that just like our students, the players choose their own actions. Some choices might be noble, others far from it. Regardless the Dungeon Masters serve as the in-between for how the environment (University) reacts to the choices of the players. Sometimes it’s to recognize them for their achievement, challenge them, or hold them accountable for their actions.

Okay. I get it. We are all Dungeon Masters, now what?

I challenge you to assist students in connecting their experiences into a holistic narrative, equip students with the tools for success, present noble quests & challenges when appropriate (Dragon or no Dragon your choice), hold them accountable for their actions, and celebrate the successes of their adventure.

#SAGeeks - Connections to Life from Pro Wrestling

July 25, 2016 by Sterling Webb-Crowe in #SAGeeks, Nerdy Stuff, Student Affairs, Guest Post

The music hits. You stand up out of your seat because of the unfamiliar rhythm, the dramatic lights, a mesmerizing video display and corresponding pyrotechnics. You can’t help but anticipate that something big, something newsworthy is about to happen. Not only is it happening, but you’re there, live, in the audience to witness it. This scene could describe a lot of different forms of entertainment, but in this particular case, this scene describes professional wrestling… or sports entertainment for those who belong to that camp.

My fascination with this oft-mocked but incredibly formidable form of entertainment is not much of a surprise. Since childhood I have been enamored with the spectacle - the characters, the story lines, and the athleticism. In more recent times though, I’ve transitioned my interest from the action within the squared circle (wrestling ring) to that which takes place behind the scenes – the talent relations, the writing and production, marketing, etc.

The advent of the internet opened up the curtain. Fans who are interested can learn a lot about the history, the behind-the-scenes drama, and inner workings of the shows and companies. Podcasts have flooded the market, with current and past stars willing to share their insights and stories both in front of and behind the camera. As a fan, I consume quite a bit of this information. Maybe more than I should. It takes me out of the moment when cool things are happening. I’m thinking about why a booking decision was made, where it may be leading, if it’s a part of a bigger plan for the characters, and if I would book the arc similarly. While this level of detail and over thinking isn’t ideal for a fan of the genre that is so grounded in fostering raw emotions, it has yielded an interesting lens in which I view my other passion, and profession, in student affairs.

Sterling, the Independent Contractor

Once the goal of permanent, full-time work has been reached, operating with the mindset of an independent contractor is hard to reconcile for many professionals in our field. Finding the dream job at the dream institution and settling in for the long haul appeals to a lot of our colleagues at campuses across North America. Note: I am not here to discourage those motivations. What I do and recently did challenge myself to consider though, is what are my prospects on the current roster and am I happy with this assessment? Am I able to meet my goals of becoming a ‘main event talent’? Am I someone who is considered a ‘good hand’ but not a ‘star’ – someone who can help elevate others with greater potential but isn’t seen as having potential to succeed in a greater role?

Bear in mind, this reality isn’t one that everyone engages with. That is to say this isn’t the case for our contracted colleagues who move from institution to institution, role to role, being pushed through rapid prototyping and quick development to fill short-term vacancies and positions. While the lack of job security is omnipresent, these realities force those of us in contract roles to advocate for what we need to be successful and continue developing, to pursue networking and potential future employment opportunities, to share our successes and stories as a marketing tool, to be the best version of ourselves – maximizing our minutes - every time we’re on camera or in front of an audience.

I recently swallowed this fear and made a lateral move to another institution. Using wrestling terminology to highlight this example – I recognized that my position within the roster had peaked. There were only a few main event slots in the company and they were filled for the foreseeable future. I was happy and challenged in my role, working with lots of innovative, up and coming stars, but I wasn’t being completely fulfilled. I wasn’t buying into the vision and direction of the brand in the way that one should at that level. I was still connecting with the audience, I had built enough of a following outside of the organization to harness my network to explore upcoming opportunities, I had identified the type of brand I wanted to build for myself moving forward, and I wanted to work with a new talent pool to see what else I could learn and contribute in a different environment. I moved from a university to a college, I moved 4 hours away, and I shelved my anxieties about how the new team would view my potential contributions and dove into the new role with confidence. I was able to view myself as an independent contractor and a brand – searching for a team whose values aligned with mine, a place where I would be challenged to grow and develop myself while growing and developing others, an environment where I would be given an opportunity to maximize my minutes and earn my position.

Sterling, Talent Relations Manager

Professional wrestling survives on its creation of new stars. Without new stars, new audience members can’t be brought in. Eventually folks retire, audience members disappear, and the business wanes. How do we create new stars in our field? Or more humbly said, how do we develop new talent? How do we help elevate our peers to higher levels of success so that we all can be successful? How can we view our collaborative successes as best for business and not as competition? New stars doesn’t always mean the youngest or most recent graduates either – it can mean those who have for one reason or another been cast at a particular level or role and are seeking an opportunity to try something new or demonstrate the impact they can have working on another team or project.

Since taking on the role of Manager at my previous institution, I have shared with every staff member that I view my role as fostering an environment where we are empowered to achieve our common mission collaboratively. In order to do this, we need to build confidence and capacity. This includes me helping each team member develop the skills and competencies necessary to reach their next career goal through regular coaching, feedback, conversation, encouragement, and referrals to resources. I see my role as leading team members through the developmental system onto the main stage and beyond. I strive for team members to be willing and able to be open and honest about their future goals and potential opportunities so that I can be supportive in whatever way I can (constructive feedback included when some additional self-appraisal may be required). I look to disrupt a system that encourages complacency in our roles and can breed bitterness in our rising stars who struggle to gain exposure and experience, sometimes for their entire careers.

Pro wrestling, while full of campy glitz and glamour, has a long running machine behind it with many moving pieces that can give us new lenses with which to reflect on the same questions and view the work that we do in student affairs. This is just a glimmer of some of the ways in which it has challenged me to think of things differently and the questions it has forced me to ask of myself when considering my own career, as well as how I support the careers of others. I hope that by sharing some of my inner geek that I’ve given folks some points for consideration.

I would be remiss if I didn’t give a shout out to the online community of SA pros who happen to also be pro wrestling fans – the #SAKliq. A wonderful group of people who I haven’t been able to interact with much during this transition with little cellular data and internet access.

Sterling Webb-Crowe is currently the Manager, Co-Curricular Student Learning and Development at Centennial College in Toronto, ON., Canada. He views himself as an educator, collaborator, and administrator focused on promoting student learning, engagement, and success. Along with this, he is a certified Zumba ® instructor and an avid Fitbit™ competitor. He has a passion for 1980s television shows such as the Golden Girls, Murder She Wrote, and Matlock, and is a sucker for nostalgia. Connect with Sterling on Twitter and LinkedIn.

#SAGeeks - Growing up With Cartoons

July 22, 2016 by Ryan Ribeiro in #SAGeeks, Nerdy Stuff, Student Affairs, Guest Post

If you grew up watching television in the early 90’s like I did, you may have watched a channel catered to children called Nickelodeon. On this network, all of the programming was targeted towards kids and young teenagers; I can remember sitting on Saturday mornings watching cartoons like Rugrats, Aaahh!! Real Monsters, and my favorite at the time, Rocko’s Modern Life. I continued to watch these cartoons long after my friends moved on to shows like The Real World and Dawson’s Creek; all aiming for a slightly older demographic.

You’d be surprised at the amount of quality animated programming these days. Animation, for many years, followed a very narrow format. Shows like Rugrats were for children, and often had a small lesson to be learned about sharing or the importance of taking turns. Taking into consideration shorter attention spans, an episode rarely went longer than 11 or 12 minutes. More mature programming at the time (known as anime, often coming from Japan) was targeted primarily for teenaged boys. I loved it all. I consumed as much as I could, often racing home from school to catch Toonami on Cartoon Network.

Over time though, my enthusiasm for cartoons faded. Occasionally, I would catch an episode of Family Guy, but for the most part, I was busy with school or I was watching some “more appropriate” television for someone my age. Sometime in my undergraduate years though, I caught an episode of Avatar: The Last Airbender while watching after one of my younger cousins. It was a show about Aang, an 11-year-old who was the last of his kind, and forced to save the world, which was on the brink of war. For anyone paying minimal attention, the show was for young teenagers, but if you took the time to examine a little closer, the show was groundbreaking.

After that first episode of Avatar, my cousin put on another, then another, and another. We were both hooked. This show was action packed, but could slow the pace down to develop characters. It was beautifully animated, yet didn’t rely on visuals to be entertaining. The jokes were funny, but took the time to process serious issues. It, above all other animation at the time, treated its audience (children and young adults) seriously. It knew that the people watching it could handle serious stuff. (It’s also one of the first cartoons I can remember that had a regular character with a disability without making her one-dimensional.) If you haven’t had a chance to watch it, it is currently available on Amazon Prime to stream. I highly recommend it. The point of all this is that with the help of Avatar: The Last Airbender, I fell in love with animation again. I began consuming loads of animated programming, from Japanese anime like Cowboy Bebop to more light-hearted fare such as Disney’s Gravity Falls and The Proud Family.

Now, as an adult, I’ve rekindled my love for cartoons. Over the last few years, I’ve grown from a fresh-faced new professional to someone with some experience, some knowledge. I was very self-conscious about my interest in cartoons, because they’ve always been seen as childish and immature. But I can tell you, from someone with experience watching A LOT of animated television: you will not see a rundown as diverse and mature as what is available nowadays. Steven Universe features openly gay intergalactic warriors defending the Earth, stars a racially diverse set of characters, and talks about loss and relationships openly and in a healthy way. Adventure Time shows characters processing rejection and loss, and has rich and deep storylines with multiple characters at once. The Legend of Korra, a spinoff sequel of Avatar, has a bisexual LEAD CHARACTER (honestly, when was that ever done in a mainstream cartoon before?), and had our heroes struggle with identity, competence, and post-traumatic stress. Not only do these programs incorporate serious topics, they integrate them WELL, and that is the important thing to remember.

I’m the type of person that enjoys processing an issue through entertainment. I like to laugh while learning. I get caught up in the narrative, and while doing so, I learn more about something. If a term catches my attention, I look it up. Cartoons have taught me more about being empathetic, kind, and patient; and I am grateful for it. I know that the things I’m watching may be catered to a younger demographic, but that doesn’t stop it from being enjoyable. Our future students may grow up watching this content. I’ll be thankful for it when they come to my institution as first year students, having maybe unwittingly learned to be compassionate and dedicated, just like Aang from Avatar.

#SAGeeks - Lessons from Anime Mentors

July 21, 2016 by Ariel Tan in #SAGeeks, Nerdy Stuff, Student Affairs, Guest Post

Working in student affairs in higher education is a mostly rewarding but at times discouraging experience, and mentorship is often a great tool for us to stay motivated and guided in the field. While most of my mentors are colleagues with pronounced resources and experiences, some of them are characters with faithful dreams and pure hope. Many anime characters are gifted with incredible talents and humane missions, and I’ve always been inspired by fantasies where a girl or boy battled against destructive evil minds through a daring journey. Although my fictional “mentors” are born with extraordinary power and fate, what influenced me the most is their copious amount of love for humanity as a whole, and progressive ideals for a hopeful tomorrow.

Sailor Moon is a series that I continue to reminisce about. The original manga series had so much more complexity than the iconic TV series, as Naoko Takeuchi portrayed strong female leaders when females were viewed as “the weaker sex”. Sailor Moon, along with her squad, symbolizes love and justice: they are girls who walk the frontline, who save their loved ones, who protect their dreams. My mentor Sailor Moon Usagi, was introduced as an ordinary schoolgirl who was not the best at anything compare to her peers. But while Usagi’s weaknesses are too obvious, her genuine care for others, her abundant optimism for goodness, and her ultimate understanding on the duality of light, all point towards her greatest gift: the power of inclusion. In the end of the manga series, Usagi faced a dilemma when destroying her foes for a new start means wiping out everyone else as well. She realized darkness is where the light did not reach. Peace and war, love and hate, joy and pain are pairs that co-exist in the universe, therefore destruction was never the solution, as we will be eliminating hope instead of eliminating hatred. In the duel between light and darkness, the healing came from her argument that darkness exists because of the hope for light. Instead of excluding darkness using destruction, Usagi chose to overcome darkness through light, warming broken hearts and saving it all.

Similarly, Naruto Uzumaki from the Naruto series possesses the same boundless love that reaches anyone. For a very long time, Naruto’s persistent pursuit on talking people out of conflicts bothered me so much, but now I’ve begin to see his conversations differently. Through dialogues, we’ve learned that the cruelest enemy has a neglected childhood, and the most merciless killer has a mistreated past. They all have monsters they are fighting within, and we are all seeking acceptance in this world. For Naruto, half of his battle is trying to surpass enemy’s power, while the other half is trying to sell his vision-the ultimate peace. Ninja world is supposed to be a place where mission accomplishment and power supremacy overshadows joy of life. Competition and war are cultivated as the social norm, and emotion is being scorned. But Naruto believes otherwise: he bought in the idea that our existence is to understand one another and live in harmony. How Naruto inspired Nagato to give up on extermination and to resurrect every battle casualties was kind of bullish but impressive. It is that moment when Naruto’s strength and power became insignificant, while his ability to listen and to connect liberated others from hatred and judgement. He attempts to preach forgiveness and hopeful future, utilizes his scarred past as motivational catalyst. Characters who were once rejected and haunted often perceive power as a means to a better end, whether it’s protection or acknowledgement. Naruto understands and recognizes that the true cause of violence stem from misunderstanding and mistreatment. So instead using his power to intimidate and subordinate others, he listens, he shares, he befriends those who were hurt before, transforming societal villains to community allies.

Two very similar and yet different blondes inspired me as a child and as an adult. They are not the greatest anime I’ve read, but they made me introspect the most. In our world full of ignorance and violence, it is easy to become discouraged while you are trying to fight for love and justice. People say your work is in vain, they don’t understand why you even bother, and they argue it is more important to be realistic. You look to your right and felt your heart wrenched with all the social justice issues, but you look to your left and found yourself so powerless in front of established system and structure. But the recognizing obstacles shouldn’t interfere with holding on your values, right? When my characters ran into disagreement and opposition, what did they do? Naïve or faithful, Usagi and Naruto offered their world something people in the past never experienced, leading their followers through optimism and fortitude. It is definitely idealistic, but isn’t this what following your dream was all about? To welcome and include others, to listen and connect to stories, and ultimately to be change you want to see.

Guicheng “Ariel” Tan is a new professional working in student affairs in higher education for almost a year. She graduated from UC San Diego in 2015 with distinction in psychology, and researched the effect of hypersexualization in video games. Since she finished college in three years, Ariel decided to make her 4th year a “practicum year” by working for graduate and family housing department at her institution. She currently serves as the Leasing Consultant, providing residential life services and community programs for her residents. Ariel’s passion within the geek culture is combined with her social justice interest. She is interested in the effect of entertainment media on people’s self-perception and identity formation, as well as the impact of online community on real life community in this digital age. While her favorite anime are Sailor Moon, Naruto, and Detective Conan (although that series is getting way too long), her favorite games are League of Legends and Chinese Paladin (a classic RPG in China). Connect with her on Facebook and LinkedIn.

#SAGeeks - The Guilded Age

July 20, 2016 by Andy Gilbert in #SAGeeks, Nerdy Stuff, Guest Post

I love online video games. The objectives aren’t the part that really draws me in, but mostly the interaction with other people. That interaction would be a lot less plausible without the in game communities often called “guilds.” Guilds are often easy-to-make, in game communities that allow players to work actively or passively together towards common goals — whether it be to help each other overcome challenging content, team up to compete against other players, or just to socialize with other players while trading tips. Those are just some simple examples; guilds, like offline associations, can have various complex missions and objectives. Getting into them can range from just simply asking, to long-term applications depending on the game and the guild.

Interacting with these online communities was where I first learned about the power of community as a teenager playing World of Warcraft and EVE Online. Like many communities, guilds often have histories, either written down or passed on orally from player to player as times go on. They also have politics. Like many organizations, they have executives who often lead the group and do not always make all the right calls. The same can be said of non-executive players. Being part of various guilds taught me about organizational dynamics two years before I entered college and thanks to what I learned from them, I was a better leader in my fraternity and now a better professional. I’ve seen both horrible, and beautiful examples of leadership and organizational dynamics.

My favorite group is the Warcraft guild I’m in that sends welcome packages to newbies and members who have become active in the game again. One new member was so impressed by the thought of a welcome package, they donated considerable in game funds to the guild. In addition, the guild didn’t start out as it is now — it was originally formed from several other guilds who decided to re-organize under one roof. When times of need occur, I’ve seen members, who haven’t played Warcraft in years, log into the guild’s separate voice chat program and say hello as well as post supportive messages in our forums. I’ve also seen “alumni” players, people who have left the guild on good terms, even assist in times of need.

As a master’s student, I remember discussing virtual culture with my class. I was, and still am, a staunch supporter of it because I know, thanks to my time in guilds, that these virtual communities can be just as interactive and memory-fulfilling as the tangible world.

One memory that stands out greatly took place about two years ago, soon after I joined the guild. Two guild members and I were exploring a haunted forest in one of the beginning areas of the game. We discovered, hidden in the mountain range, a murky pine grove. It was almost inaccessible. If we hadn’t been more experienced players who had riding mounts that could fly, we ourselves would not have been able to reach it. So it wasn’t intended for new players, despite being in a new player area and it wasn’t on the map. We had to check it out.

The pine grove was textured darkly. It was near midnight in the game and despite the moonlight, the place was shadowy. The first thing we spotted were very bizarre elk. They had jagged horns and black fur, but the most disturbing part was their eyes which were a phosphorus green. One of the guild members with us played a hunter-class character which tamed animals. He immediately attempted to tame one of the elk. Not all animals in Warcraft are tameable, but these were. I congratulated him as he caught it and spotted something else among the pines — a blue floating shape about the size of the elk. And then I spotted another blue floating shape right behind my character.

I changed my camera angle to see a large, blue chameleon behind my character hovering above the ground with two large wings on its back. It wasn’t tameable like the elk. In fact, the game didn’t even register it as attackable. It was shown as “friendly” as if it were an ingame shopkeeper or mission-giver. I clicked it. No window popped up, but a name appeared above the creature which labeled it “Fey-Drunk Darter”. It wasn’t the only one. The forest was slowly becoming filled with them, appearing out of nowhere. The model for the creatures wasn’t that unusual (especially when juxtaposed beside demonic elk) but the name was weird. We decided to follow them through the forest.

The Darters led us to an opening in the pines we hadn’t noticed before. In that opening was a ring of mushrooms. We waited. More Darters showed and they began to form a circle around the mushrooms. The server clock struck midnight and the Darters opened their mouths and began to sing. The background music changed to a song we had never heard before. Then the mushrooms began glow and beams of green light began to shoot from them and converge in the center. The music continued. It wasn’t on a loop. As the song’s volume grew, so did the vibrancy of the beams. The song and glowing soundly ended and the Fey-Drunk Darters departed from the circle, fading into the forests.

Most things in a game are constructed by design and then play tested. Little in a game that has lasted a decade is likely left up to chance. A designer, or designers, had set this up on purpose. It was a in game secret. A little smile to those who explore beyond the paths most traveled. In the end those beams didn’t create a gateway into some dimension or give birth to more of those creepy elk, but it had given us a story. And that had made the exploring worth it.

Andy Gilbert recently graduated from New England College’s master's degree program in Higher Education Administration where he was a graduate assistant for the college’s Center for Community Engagement and Leadership. His hobbies include video games, tabletop games, card games, reading, relaxing in coffee shops, and taking nature walks. He was raised in Maine where he formerly worked in journalism. Connect with him on Twitter.

#SAGeeks - Some Epic Nights with Board Games

July 19, 2016 by Kelsey Murray in #SAGeeks, Nerdy Stuff, Student Affairs, Guest Post

When I first read that there would be a blog series about “geeking out,” I knew that I had to write something. But I wasn’t sure what my topic would be. Would it be my intense love of Star Wars? What about Game of Thrones? Harry Potter? After some thought, I came to the realization that I needed to write about something that I have recently started to geek out about. Board games. I’m not talking about Monopoly, Sorry, or the Game of Life. I’m talking about epic, hours long, thematic games.

I was first introduced to many of these unique, intricate board games through my current boyfriend. These board games have taken up hours of my time on the weekends and have brought my friends closer together while threatening to tear us apart. Trust issues become serious problems in the board game world.

There are a few board games in particular that I would like to highlight for you, dear reader. These board games are some of my favorites and the best part about them is that they have taught me so much about myself and the world of Student Affairs.

T.I.M.E. Stories

This is the most recent board game that I have played. The plot is simple.

Your team of friends are time agents who must go back in time to prevent temporal faults and paradoxes that threaten the whole universe! The best (or worst?) part of the game is that you cannot fail permanently. You will travel back in time as many times as is needed for you to successfully complete the mission. This means that you can play the same story over and over again until you get it right. Wouldn’t it be nice if we got infinite do-overs in the real world? Each story requires the team to solve puzzles and roll die to try to kill your enemies.

The cooperative style of this game relates directly to the work we do in Student Affairs:

Failure

How often do we have to work together, depend on each other to complete our work on time, and when we fail, have to pick up the pieces and try again? Daily. Many times, failure isn’t an option for us. We can’t fail that resident struggling with conduct behavior because if we do, they may drop out. We can’t fail to pull those grade checks for that Greek chapter because their headquarters needs them.

Patience

When you fail to solve that puzzle for the 3rd time, you want to throw your hands up and give up. But you must have the patience to continue. Persist through your frustrations. When a staff member asks questions for roughly 10 minutes of every staff meeting, it is easy to get frustrated with them and stop answering the questions. This is when patience is so necessary. Without patience, so many situations would cause us to throw in the towel and call it a day.

Dead of Winter

In this game, you play as a team of survivors who have set up a colony during a zombie invasion in the middle of winter. You can pick different goals and players each time you play. No matter your end goal, you must roll dice to attack and kill the zombies that have invaded your colony while searching through card decks at locations outside of the colony to aid in your mission.

At the end of each round, you must feed your survivors and survive any zombie spawns. If you fail to feed your survivors, the morale of the group is lowered and if it gets to zero, you lose the game. Throughout the game, you have the option to allow helpless survivors to join your colony, but you will have to feed them as well. This game is about weighing your options, chances, and hoping for the best.

Taking Chances

Sometimes we have to search a deck of cards, hoping for the one card that we need. Sometimes we get that card. Sometimes we don’t. Positive changes are rare when you don’t take a chance. That new involvement initiative you created could fall flat. A brand new, large scale program that you spent thousands of dollars on could only bring in 100 students. Or it could bring in 2,000 students and become a new campus tradition.

Helpless Survivors

Sure, in Student Affairs we probably won’t have helpless survivors who want to escape zombies, but we will have students who need our help. These students may not be able to offer much, but that doesn’t mean we should abandon them in the cold. It is so important for us to recognize when students are struggling and to help them with the resources we can provide.

Board games have provided my friends and I with countless hours of frustrating, stressful, and fun entertainment. We have learned so much about ourselves and each other while rolling die, solving puzzles, and moving pawns across boards. I have developed a love so extreme that I have potential board games bookmarked on my web browser. I am a proud Student Affairs board game geek.

No matter what you geek out about, make it fun.

Geek on.

Kelsey Murray is a Hall Director at the University of Tennessee at Martin. She is a Colorado native who transplanted to Tennessee. In her free time she enjoys binge watching Netflix, playing her ukulele, and obsessing over her cat, Penny Lane.

#SAGeeks - Geeking Out About Talking Politics

July 18, 2016 by Hing Potter in #SAGeeks, Nerdy Stuff, Student Affairs, Social Justice, Guest Post

Politics has always fascinated me. The dynamics that define the polity of our global societies have driven me to learn about the cause and effects that continue to shape our world. Additionally, learning to understand how these decisions may impact future cultures, economics, and social outcomes through calculated thought, excite me to think of what may be.

As much as I geek out about politics, it’s important for me to be aware of my personal political views when I engage in discourse on a college campus. In my role as an educator, I want to encourage exercising the collective people’s voice in political discourse and civic engagement. That’s what the First Amendment is all about. Specifically, I view my role as someone who can empower others through objective exploration and potential outcomes. It is not my job to persuade a conversation in a particular direction. Like the saying goes, “we don’t have to agree with another person, but we should learn to respect the (diverse) opinions of others.” This is that moment to learn.

I truly believe in empowering students to find their voice and define their own successes through personal development, exploration and experiential learning. In relation to politics, this means offering conversations and scenarios that include tools for students to navigate through them. For example, if a polarizing political subject becomes the conversation, the tools may be the pros and cons from multiple sides of the debate. The trick is to instigate civilized dialogue and to ensure the environment remains welcoming, supportive and encouraging to those who participate or may want to. This may require setting guidelines to maintain a positive constructive discussion. You may also have to adjust your level of moderation. And, depending where you may be on campus: a classroom, student club meeting, in the residence hall, or out in the quad, other adjustments may be necessary to ensure a healthy discussion.

What are the goals of talking politics on campus? For me, it’s to help promote awareness of political diversity and encourage political discourse. However, I’ve made sure to never force discourse. I feel it should be a natural occurrence, just like any other conversation. The reason I hope to promote political awareness with students is because we’re talking about their future. We’re talking about my future. According 2008 NY Times exit polls following the presidential election, voters ages 18 to 29 were 18% of the voting electorate. Voters between 30 to 44 years were at 29%. Compare that to 2012 exit polls from the Washington Post, those same age groups were 19% and 27% respectively. According to the 2012 US Census, 18 to 44 year olds made up about 37% of the population. Interestingly, the US Census estimated there were 82.909 million people between 25 to 44 years, which is comparable to the 82.932 million people ages 45 to 64. This is a major chunk of the US population that could have a major voice in the political direction of the United States. But it’s not enough to hold conversations and debates. Actions to carry out voices must also be encouraged.

It is within the realm of actions, that the political will of a majority of the people begins to falter. In helping students become aware of social, political and economic issues, engagement through actions has been the best way, from personal experience, to help students learn how to make change happen. Actions could be to organize voting parties, volunteering for a local or national campaign, writing about issues for the school’s newspaper or a personal blog, or even involvement with an organization that advocates for specific issues that a student may be passionate about. In a way of saying, “it’s not what you say, but how you say it,” that will speak volumes to disrupt for good.

Politics can be an amazing opportunity to learn, connect and build with those around you. In higher education, the opportunities for students to become civically mindful and engaged can compliment a student’s academic experience on many levels. Even some experiences may translate over to experiences outside of politics and outside the classroom. On a personal level, politics in higher education invigorates me to continue my own political passions on the issues I care about, and to learn of other political concerns. Politics can and should be an inviting and enabling environment, and that is what I hope to create if I ever find myself debating the issues. How can you promote healthy political discourse and civic engagement on your campus?

Hing Potter currently serves as an Admissions Outreach Specialist at Edmonds Community College in Lynnwood, Washington (30 minutes north of Seattle). Before returning to his hometown, Hing spent time at College of Western Idaho, Boise State University, Bodies In Motion recreation and had a previous stint at Edmonds CC. Outside higher education, his passions include the great outdoors, volunteering and Seattle sports. Connect with Hing on Twitter, Instagram, and on his blog.