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

For the Record, An AACRAO Podcast

Fall 2021 Return to Campus Plans

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

Community Colleges: A Hidden Gem

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/

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

Making the Most of Mentoring

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&apos;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

Learning Organizations

For the Record – Season 3 Episode 13- Connect, Educate, and Advocate with the Asian American and Pacific Islander CaucusEpisode NotesDescription: With the recent significant rise in racist rhetoric and violence against Asian Americans, members of our community are experiencing fear, anger, and anxiety. In this episode of For the Record, we talk to two members of the Asian American and Pacific Islander (AAPI) Caucus to hear their sentiments about the current spate of violence and to talk about ways that we as higher education professionals can support our affected students, faculty, and staff.  Key Takeaways:The Asian American community includes 40 different races/ethnicities. It is not monolithic and is quite diverse. The AAPI Caucus is open to anyone who wants to participate and is an affinity group to provide community, resources, and support to Asians, Asian Americans, and Pacific Islanders.The United States has a long history of persecuting Asian Americans and while we recognize that we can’t flip a switch and create a just society overnight, we maintain hope in our communities and in our service to one another that changing lives through higher education can change the world.Guests:Michelle Tsigaridas WellerAssociate RegistrarNew York Law Schoolmichelle.weller@nyls.edu Chris HuangDirector of Institutional Effectiveness and RegistrarLutheran School of Theology at Chicagochris.huang@lstc.edu References and Additional Information:AAPI Caucus - Please visit the AAPI Caucus page for additional resources relating to mental health, training, and ways to volunteer and donate. AACRAO Statement on Hate Crimes Against Asian AmericansAACRAO Caucuses pagehttps://stopaapihate.org/AACRAO Core Competency: Diversity and Inclusion

Connect | Educate | Advocate

Registrars regularly oversee the practice of how credits are recorded in the academic record and how these credits apply towards educational credentials. Registrars are also often at the forefront of helping to shape the institutional policies related to Prior Learning Assessment (PLA). Listen as Becky Klein-Collins of the Council for Adult and Experiential Learning (CAEL) talks through the origins of PLA and Competency-Based Education (CBE), the ways PLA and CBE can assist older or non-traditional learners achieve a credential, and some of the barriers PLA and CBE face when it comes to implementation and adoption by institutions of higher education.   Key Takeaways:Neither PLA nor CBE are new. They’ve been around since the early 70’s. They started as concepts supported by FIPSE, and can be viewed as a way to advance social justice by creating college opportunities for non-traditional populations. PLA is a way for students to receive college credit for knowledge and skills acquired outside the classroom; assessed by faculty. CBE is a comprehensive curricular approach that requires an intentional and transparent approach, and centered around the specific and measurable competencies that a student should have upon completion of a course of study. Many of today’s CBE models are designed to be self-paced, asynchronous, and online.PLA and CBE offer different pathways to credential attainment by members of the workforce and adult learners; both can be used to make higher education more accessible and equitable and be tools to recruit working adults to postsecondary learning.CBE is a movement that could grow after our current moment: self-paced, asynchronous, online learning modules have increased in prevalence and availability over the past year as a direct result of the COVID-19 pandemic.Guests:Becky Klein-Collins (pronouns: she/her/hers)Vice President, Impact, CAELbklein@cael.orghttps://www.cael.org/ For references and additional information, visit the AACRAO website. 

Prior Learning Assessment in Higher Education

Financial Aid is a critical student service office that relies heavily on the student data stewarded by the Registrar’s Office. Many of the things we do in the registrar’s office affect the work of financial aid counselors. Understanding what the flow of the financial aid cycle is, and how the work of the registrar fits into it, can make a big difference for operational efficiencies. In this episode we visit with a director of a financial aid office to talk about some of the ways these two critical offices can work together.    Key Takeaways:The Office of Financial Aid is a critical campus partner and it is essential that registrars establish and maintain strong working relationships with their Financial Aid counterparts.Financial aid is a highly regulated enterprise (as you might imagine) and understanding what is possible versus what is not allowed can help registrars be better advocates for specific kinds of policies or practices on campus. Financial Aid operates on an academic year cycle, which may differ from a registrar’s approach of term-based processes. Guests:Daniel Barkowitz (pronouns: “he / him / his”)Assistant Vice President, Financial Aid and Veterans’ AffairsValencia Collegedbarkowitz@valenciacollege.eduhttps://moneymanblog.com/  References and Additional Information:Federal Student Aid Handbookstudentaid.govNational Association of Student Financial Aid AdministratorsComing Soon: AACRAO&apos;s Financial Aid publication. Join the email list for updates.AACRAO Core Competencies:Leadership and ManagementCollaborative Decision-Making and Consensus-Building

Campus Partners: The Office of Financial Aid

In a conversation with two members of the AACRAO Black Caucus, this episode focuses on the practical applications and implications of equity and inclusion work. Along the way we talk about the work of the Black Caucus (and caucuses in general), ways the pandemic has challenged registrar’s offices and students alike, and ways that you can begin to engage with diversity, equity, and inclusion work. It’s critical to make space for challenging conversations, and to give grace during those conversations.Key Takeaways:The responsibility for creating an inclusive environment lies with each of us; don’t wait for someone to tell you to work on it.The registrar’s office can be a powerful agent for inclusive change on campus given the breadth of interactions with students, forms, policies, practices, and as the steward of student academic data. AACRAO caucuses are a great way for members to get connected with affinity groups for networking, support, and advocacy.Take the AACRAO Black Caucus’ Pledge for Social Justice: https://www.aacrao.org/signature-initiatives/black-lives-matter/commitment-pledge-to-social-justice/ Guests:Philip Hunt, University RegistrarNorth Dakota State Universityphilip.hunt@ndsu.eduElissa Thoman, Registrar Services CoordinatorUniversity of Iowaelissa-bradfield@uiowa.edu References and Additional Information:AACRAO Signature Initiative - Black Lives Matter:https://www.aacrao.org/signature-initiatives/black-lives-matter AACRAO Caucuses: https://www.aacrao.org/who-we-are/committees/committee-list/aacrao-caucuses AACRAO Advocacy Center:https://www.aacrao.org/advocacy/advocacy-action-center#/

Access, Equity, and Inclusion in Practice

On Wednesday, January 6, 2021, a group of armed insurrectionists stormed the United States Capitol building in Washington, DC, as Congress held a joint session to certify the election of Joseph Biden and Kamala Harris. This episode talks about the implications of this attack on US democracy, how it affects our institutions, and encourages people of good will to be active and engaged in their response. Special Guest:LTC (Ret.) Doug McKenna, Ph.D (That’s my Dad!)West Point Class of 1968; Ph.D. in History from Duke UniversityReferences and Additional Information:The Constitution of the United States of America: https://www.archives.gov/founding-docs/constitutionIncited by Trump, Rioters Storm the Capitol: https://time.com/5926883/trump-supporters-storm-capitol/June 1, 2020 - Clearing of Lafayette Square: https://www.washingtonpost.com/politics/2020/06/02/timeline-clearing-lafayette-square/George Floyd Protests in Washington DC:https://en.wikipedia.org/wiki/George_Floyd_protests_in_Washington,_D.C. A Nation of Immigrants: https://www.americanheritage.com/nation-immigrantsAnti-Racism Resources:https://www.aacrao.org/signature-initiatives/black-lives-matterhttps://www.goodgoodgood.co/anti-racism-resourceshttps://www.resourcesharingproject.org/anti-racism-resource-collectionAACRAO Core Competencies:https://www.aacrao.org/resources/core-competencies/diversity-and-inclusion https://www.aacrao.org/resources/core-competencies/leadership-and-management 

A Commentary on the State of Affairs in the United States of America

Sometimes registrars find it difficult to explain to people who don’t work in a registrar’s office what exactly a registrar does. And sometimes a video comes along that not only explains it but does so in an hilarious way.Guest:Tina Miller, Senior Associate Registrar and Chief Residency OfficerUniversity of Washington, Seattle Campusmillert@uw.edu Key Takeaways:Just watch the video and enjoy!

Registrar as Superhero

In today’s environment of constrained resources, we are all expected to be more productive. While strategic planning is important, strategic doing is where the rubber meets the road. In this episode we will talk about tools, methods, and approaches to help you focus and operate more efficiently. We’ll discuss resources for individual experimentation within the broad category of “productivity.” Guest: Heather Abbott, Deputy Registrar, Yale Law School Email: heather.abbott@yale.eduKey Takeaways:There isn’t only one way to work efficiently and productively. Each of us operates within a different work environment or culture, and each of us responds to different approaches differently. Experiment and find what works best for you. Don’t hesitate to stop using a productivity method if it isn’t working for you. The production calendar within a registrar’s office is the annual To Do list that if you don’t consult on a regular basis you might miss something. If you don’t have a production calendar, start today! If you have one, review it regularly. Doug is bad at e-mail. Resources:Productivity:Getting Things Done (via Toodledo) Eisenhower Matrix (via Todoist)Designing Your LifeLaura Vanderkam Before Breakfast podcastTools for Focusing:Pomodoro method (via LifeHacker)Strict Workflow Forest  Building Habits:Habitica The Power of HabitThe Checklist Manifesto Procrastination:Swallow the frog The Now Habit Using Technology Thoughtfully:Hurry Slowly podcast Infomagical Privacy Paradox Honorable mentions:Evernote Asana Trello Confluence Todoist Workflowy Remember the Milk Meanwhile episode on A people (give you energy) and B people (drain your energy) AirTable The Sunday Meeting  and Zero Inbox via Kerry Ann RockquemoreAfter action reviews via Mindtools  or Toggl 

How to Work Smarter

This is Volume 1 of crowd-sourced registrar tips, tricks, and hacks. Thank you to the brave contributors who called and left their nuggets of wisdom to make this episode possible. If you’d like to contribute, follow the instructions below. Contributors:AnnaMarie Bianco, Associate Vice President and University Registrar, Georgetown University“Learn as much as possible. Be open, invite criticism.”Emily Shandley, University Registrar, Yale University“Make change happen through continuous suggestion.” Kristi Wold-McCormick, University Registrar, University of Colorado - Boulder“Self advocate. Don’t be the Say No to Everything registrar--be open and flexible.”Rob Hornberger, Associate Vice President for Enrollment Management and Services, Missouri State University“Understand the rules and when to apply them strictly, when to make exceptions.”Scott Dittman, University Registrar, Washington and Lee University“Invest yourself in your community.”Rhonda Kitch, University Registrar, Cornell University (Previously at NDSU)“Be humble.”Erin Seheult, Director of University Records, Loma Linda University“Get a project management system.”Sheila Jarrell, Registrar, Yavapai College“Find common ground and rely on common courtesy in all interactions.”Instructions to contribute your own tip, trick, or hack:Call 703.594.6032 (it's the Registrar Podcast Google Voice number - No one will answer, please leave a message. Messages there are saved as mp3's in the Registrar Podcast gmail account).Leave a message when prompted, following one of these scripts:HI! I’M [ NAME ], [ TITLE/POSITION ] AT [ NAME OF INSTITUTION ], MY REGISTRAR TIP, TRICK, OR HACK IS...OR HI! I’M [ NAME ], [ TITLE/POSITION ] AT [ NAME OF INSTITUTION. ]  ADVICE I WISH SOMEONE HAD GIVEN ME WHEN I WAS STARTING OUT IN THE REGISTRAR’S OFFICE IS…Be succinct. Speak slowly and clearly. Aim for 2-3 minutes (max). It can be about anything! System stuff, dealing with faculty, communication, managing staff, keeping your desk organized, keeping up with email, giving a presentation, productivity practices, mindfulness...anything that has worked for you as a "go to" hack, tip, or trick. Nothing is too small, and (probably) nothing is too obvious.THANK YOU for your willingness to share a tiny sliver of your expertise with the registrar community in this way.I look forward to listening to your messages! Call 703.594.6032 today!

Registrar Tips, Tricks, and Hacks - Vol. 1

The past several weeks have been tumultuous for international students registered to study at American higher education institutions this fall, as SEVP released much more restrictive guidance than had been issued in the spring. We talk with Steve Springer from NAFSA about the regular requirements for international students, and how the recently released (then subsequently rescinded) guidance affects those. We also hear from Jay Ligon, Director of International Student Scholar Services at Louisiana Tech and Rob Berwick, AVP and Registrar at Jacksonville University about their institutions’ responses.The saga continues! Part of this episode was recorded between July 6 and July 14 when the restrictive guidance was rescinded. Steve and I spoke after the rescission, but we both anticipated additional guidance being released, and as of Friday afternoon, July 24, there is updated guidance for fall. Key Takeaways: There’s a significant amount of uncertainty relating to fall 2020, especially for international students, as multiple rounds of sometimes conflicting guidance has been issued by SEVP. Registrars should be sure to check in with their ISSS offices to partner in any way they can.The role of the registrar is always expanded in a crisis, and the double-whammy of COVID-19 and restrictive guidance from SEVP relating to international students is no exception. Take a students-first perspective: reach out to your international students and listen to their concerns and their needs and see what you can do to provide some certainty for that population especially during these very uncertain times. References and Additional Reading:Student and Exchange Visitor ProgramMost recent SEVP guidance for International Studentshttps://www.ice.gov/coronavirusAACRAO InternationalCore Competency: Diversity and InclusionNAFSA Timeline of SEVP Guidance

International Students and Online Learning

A Registrar Podcast sponsored by the American Association of Collegiate Registrars and Admissions Officers (AACRAO), hosted by Doug McKenna.

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For the Record, An AACRAO Podcast

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