Focused on professionals who are new to AACRAO and/or higher education, "Building the Blueprint" addresses members' first impressions, expectations, hopes, and misconceptions as they navigate the field of higher education and explore the association. If you or someone you know would like to contribute, please contact the Connect editor.
by Monique Wilson, Scheduling Analyst, University of North Carolina at Charlotte
I’ve always been a creative soul. Even as a child, I sorted my crayon boxes by spectrum and hue. So, no one was surprised when I announced, at the tender age of eight—after receiving a Fashion Plates toy I had talked Dad into purchasing—that
I would pursue a career in fashion.
So, how did I end up in higher education administration? Like many, my path was indirect and unexpected—but I've learned some lessons along the way that I'd like to share.
Where it all began...
I did earn a degree in Fashion Buying and Merchandising, my compromise
between business and fashion, from the Fashion Institute of Technology (SUNY). While in school, I'd worked full time as the front desk reception and sales assistant for a boy’s wear manufacturer in the Children’s Garment Industry. Upon earning my degree, one of the business owners invited me to join the design team.
“DESIGN TEAM? But, I can’t draw!” I protested.
“Just trust me,” he said. “You have something that will be an asset to the team.”
I relented, and went from cutting color swatches to Senior Designer. Dan saw something in me that I did not see in myself. His intuition set me on a career path for the next decade that helped shape me into the person I am today.
I didn’t land on higher ed, higher ed landed on me!
Things in New York City changed drastically after 9/11. I decided, shortly thereafter, to relocate. I picked up my family and moved to Charlotte, North Carolina, which seemed a happy medium between country and city. Although, clearly, there would be no fashion district, I was okay with that.
Soon after my arrival, I found myself back in the job market with a skill set I would not be putting to use in my new city. I went on a couple of interviews
and received a response from UNC Charlotte for a temporary position in what was then called "Records and Registration." I did not know what came with a position in a university or what
would be required of me, but I was willing to find out.
I remember thinking after my interview with the Assistant Registrar that something just felt right. I threw the classifieds in the trash outside of the building, and waited. The call I
was hoping for came within 24 hours. I started working in the Registrar’s office about a week later.
I had no idea what I had gotten myself into. Academia was another world. University employees spoke a different language. I could find the repeat pattern in an all over print, or tell you the best placement for rivets on a pair of jeans, but
I could not tell you the first thing about student registration or the course and curriculum approval process. I probably went to the Registrar’s office maybe once or twice as a student. I was completely oblivious to the fact that these
folks made things possible for students, from entry to exit. I had given little to no thought about how vital this office was to an institution.
I quickly decided that I wanted to be one of these people. I absorbed as much as possible, learned the
technology and terminology, asked lots of questions, and took the "F-word"—FERPA—seriously. The Assistant Registrar saw my eagerness and expressed as much to me. Thankfully, she allowed me to pick her brain clean. After about 60 days
of temping (my contract was supposed to be for 11 months), the Assistant Registrar offered me a full-time position as a ‘Student Specialist.’
You already have what it takes
I never led a conversation with the fact that I had a career and degree in fashion, expecting to be dismissed for what I thought people would perceive as a glittery career choice in a world of serious and influential intellectuals. I’m often
asked how difficult it was to transition into higher education after working in a creative capacity. I tell them that I still do creative work. I’ve never stopped being a creative person. Granted, I do not work with Pantone markers and
swatches anymore; instead, I’ve channeled my creative energy into a different path.
Creativity, to me, is the willingness to think beyond the limitations that you’ve been given. It’s the freedom to explore new ideas. For me,
problem solving inspires me to exercise my creative potential. One of my favorite Ted Talk presentations is “Does school kill creativity?” by Sir Ken Robinson. Robinson defines creativity as the process of having original ideas that have
value, that more often than not comes about through the interaction of different disciplinary ways of seeing things. This isn’t something you turn off with a career change. You probably do this more often than you think in your personal
and professional life.
Let’s face it, many of us probably never imagined we’d end up in higher education. No matter what job sector you come from, you bring a unique set of skills and perspectives that no predecessor ever had. It is this dynamic individuality
that makes you an asset to your department, to your division, and to your university. We all offer a wealth of experiences, from diverse career paths and backgrounds, which allows us to view the same problem differently and arrive at the best possible
solution. Do not worry about what you bring to the table, because what you already have is enough to get a seat.
Whether your path into the higher ed professions is straightforward or circuitous, I'd like to offer these 3 suggestions for developing in your role:
1. Don’t be afraid to ask questions and offer suggestions. Learn the policies and business processes, and ask questions about them. Your position in the matrix makes better sense when you understand the why’s and how’s. And you have
an ideal opportunity to offer your own unique problem-solving strategies and insights.
2. Take advantage of training and educational resources on your campus. Most campuses offer professional development training at either no cost or rates that are cost-efficient for your department or office. Inquire about whether your office has a
budget for training and resources. Attend webinars and training sessions from vendors that your school currently uses and add yourself to their distribution lists, so that you can stay informed about changes, upgrades and new features that may affect
your area.
3. Build relationships within your department, and then venture out into your division and campus. Establish rapport with others in academia at other campuses, that may support your mission.
The AACRAO Annual Meeting offers the perfect environment to do this. I was amazed at the number of attendees present and beyond overwhelmed to be in rooms full of people who shared my same triumphs and headaches. I made sure that I introduced
myself to everyone who sat next to me, and asked them about their school and what they thought about the sessions we mutually attended.
One of the best pieces of advice that I received from my first AACRAO Annual Meeting was to write a question
or request on the back of my business card when I hand it out. That way if the recipient leaves the meeting with a stack of business cards, they’ll have a reminder of what I wanted them to share. I found that almost everyone I engaged
had the same spirit of good intent and welcomed conversation. I would encourage anyone who has not attended the AACRAO Annual Meeting to go at least once. The more acquaintances I made, the more I realized that we’re all just a bunch of
creatives in this big academic melting pot.