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Recording at the Portland Convention Center as part of the 107th AACRAO Annual Meeting afforded an opportunity for people to share some thoughts and reflections on their careers, what they find surprising about working in a registrar’s office, and how the AACRAO community has affected them. In this episode, participants of the Registrar 101 and FERPA workshop share some thoughts, with a few additional guests sprinkled in.           Key Takeaways: The AACRAO Annual Meeting is a fantastic place to network, meet people, share experiences, and get invited to participate in a podcast.  There isn’t one “right” way to be a registrar; there isn’t one “right” career path. These conversations shed light on the journeys we are all on and ways that our journeys intersect with opportunities to support and encourage each other.    Guests:Catarina MoitaRegistrar AdvisorColorado School of Minescmoita@mines.edu  Loida Gonzalez UtleyAssistant Director of Transfer RecruitmentTexas A&M University - Corpus Christiloida.utley@tamucc.edu  Sarah ReedRegistrarUniversity of California Hastings College of the Lawreedsarah@uchastings.edu  Tyler HensonRegistrarMiddle Tennessee State Universitytyler.henson@mtsu.edu  Tiffany RobinsonAsst. Vice Provost/University RegistrarUniversity of Kansas Main Campustiffany.robinson@ku.edu  Tiffani RobertsonAssociate Director of AdmissionsGovernors State Universitytrobertson3@govst.edu  Curtis ClineAssociate Registrar for Graduate ProgramsCedarville Universityclinec@cedarville.edu  Stacy SharpAssistant RegistrarAims Community Collegestacy.sharp@aims.edu  Danny FreireDirector Enrolment Services and RegistrarSaskatchewan Polytechnicfreirep@saskpolytech.ca  LacyJane RymanRegistrarRowan College At Burlington Countylryman@rcbc.edu  Sarah StricklerAssistant Registrar for Classroom Scheduling and CurriculumUniversity of Oregonsstrick2@uoregon.edu  Core Competencies: Diversity & Inclusion Leadership & Management 

Recording at the Portland Convention Center as part of the 107th AACRAO Annual Meeting afforded an opportunity for people to share some thoughts and reflections on their careers, what brought them to this particular place, and how the AACRAO community has affected them. Sarah Reed, Registrar at UC Hastings College of the Law serves as guest host for many of the conversations, hence the title of the episodes.          Key Takeaways: The AACRAO Annual Meeting is a fantastic place to network, meet people, share experiences, and get invited to participate in a podcast.  There isn’t one “right” way to be a registrar; there isn’t one “right” career path. These conversations shed light on the journeys we are all on and ways that our journeys intersect with opportunities to support and encourage each other.    Guests:Sarah ReedRegistrarUniversity of California Hastings College of the Lawreedsarah@uchastings.edu  Emily ShandleyUniversity RegistrarYale Universityemily.shandley@yale.edu  Michelle Tsigaridas WellerAssociate Registrar and Director of Academic OperationsNew York Law Schoolmichelle.weller@nyls.edu  Dr. Soraira UrquizaRegistrarAmerican Film Institute Conservatorysurquiza@afi.edu  Allan F. “Bud” Livers Jr.Associate RegistrarThe United States Naval Community College (USNCC)allan.livers@usncc.edu 

Recording at the Portland Convention Center as part of the 107th AACRAO Annual Meeting afforded an opportunity for people to share some thoughts and reflections on their careers, what brought them to this particular place, and how the AACRAO community has affected them. Sarah Reed, Registrar at UC Hastings College of the Law serves as guest host for many of the conversations, hence the title of the episode.          Key Takeaways: The AACRAO Annual Meeting is a fantastic place to network, meet people, share experiences, and get invited to participate in a podcast.  There isn’t one “right” way to be a registrar; there isn’t one “right” career path. These conversations shed light on the journeys we are all on and ways that our journeys intersect with opportunities to support and encourage each other.    Guests:Sarah ReedRegistrarUniversity of California Hastings College of the Lawreedsarah@uchastings.edu Ingrid NuttallDirector, Office of the RegistrarUniversity of Minnesota - Twin Citiesingridn@umn.edu Lisa ErckAssociate University Registrar and Law School RegistrarUniversity of the Pacificlerck@pacific.edu Ologa IopuAssociate RegistrarSalt Lake Community Collegeologa.iopu@slcc.edu Margo LandyUniversity RegistrarSan Francisco State Universitymargolandy@sfsu.edu 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-McCormickAssistant Vice Provost and University RegistrarUniversity of Colorado-Boulderkristi.woldmccormick@colorado.edu  Noah GeiselMicrocredentials Program ManagerUniversity of Colorado-Bouldernoah.geisel@colorado.edu https://twitter.com/senorg/  References and Additional Information:Carey, K. L., & Stefaniak, J. E. (2018). An exploration of the utility of digital badging in higher education settings. Educational Technology Research and Development, 66(5), 1211–1229. https://doi.org/10.1007/s11423-018-9602-1 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 FarleyWorkday and ERP Product ManagerBowdoin Collegee.farley@bowdoin.edu 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 GottliebInterim Executive Director, AACRAOgottliebm@aacrao.org  References and Additional Information: C&U Interview with Melanie Gottlieb  AACRAO Signature Initiatives AACRAO Online Bookstore Core Competencies: Leadership & Management Change Management

There are many different types of institutions of higher education in the United States, and making a shift from a small institution to a large institution can feel daunting or even overwhelming. Four registrars who have made that shift at least once (or more) in their career share their insights on that experience along with what they learned at the smaller institution and what they wish they would have known earlier in their career. And finally they share words of advice for newer registrars or people who are working toward becoming a registrar.Key Takeaways: Bigger is not necessarily better--there are many fine people doing important work at small institutions; this episode is not an advertisement for large institutions; A small institution may give you the opportunity to be exposed to a significant number and type of responsibilities, take advantage of this and learn as much as you can; A large institution may require different skills to navigate, and take time to learn the culture and what they expect of the registrar position at that institution--each institution is different, regardless of size; You may have to move around to find opportunities for advancement; “you may have to move out to come back”;   Keep an open mind, master the art of graceful recovery, have a support group, get uncomfortable to keep growing; get involved and say yes to opportunities.  Guests: Catherine MundUniversity RegistrarUniversity of South Floridacmund@usf.edu Julia PomerenkAssistant Vice President for Student Services and Enrollment Management and University RegistrarUniversity of Oregonjpom@uoregon.edu Kelley BrundageUniversity RegistrarKansas State Universitykbrundage@ksu.edu Paul RobinsonAssociate Vice Provost and University RegistrarUniversity of Michigan - Ann Arborprobins@umich.edu  References and Additional Information: Small College Listserv:This Google Group is for members who are registrars at small colleges. To join send an email to scr-l+subscribe@aacrao.org | After sending a message to this address you will receive an automated reply from Google asking you to confirm your request. In order to join the group, you must reply to this message to confirm the request. Core Competencies: Leadership & Management Change Management Business blog about moving into a big company: https://zapier.com/blog/starting-at-a-big-company/    

At the AACRAO SEM Conference in Miami, Florida, I had the opportunity to present the Registrar 101 and FERPA workshop with Heather Abbott from Yale Law School and LeRoy Rooker from AACRAO. The two-day workshop covers a broad range of registrar functions, responsibilities, and roles. And of course, so much FERPA info. I was able to convince some of the participants to share some reflections on any or all of the following questions:  What brought them to the registrar’s office?  What has surprised them the most about being a registrar?  What are they concerned they don’t know enough about?  And to share an emergent challenge or opportunity their office is facing.     Key Takeaways: There’s an in-person and an online version of REG101, and we’ll offer the in-person version again at the Annual Meeting in Portland in April 2022; There are many different kinds of institutions in the United States and so there will obviously be many different kinds of registrars, and many different paths taken to become a registrar;  The registrar position requires a broad range of knowledge and skills; AACRAO has a bunch of resources to support and assist with professional development for you and your staff. Guests: Angi Long, Registrar, Lawrence Universityangi.long@lawrence.edu Bob MorrisDean, Enrollment Management, Joliet Junior Collegeromorris@jjc.edu Calandria Yee-BullockRegistrar, Aviator College of Aeronautical Science and Technologycalandria.yee-bullock@aviator.edu Lori McNealRegistrar, Northern Pennsylvania Regional Collegeregistrar@rrcnpa.org Nicollette MatesicDirector of Registration and Records, Felician Universitymatesicn@felician.edu References and Additional Information: AACRAO Training Core Competencies: Leadership & Management Change Management Professional Proficiencies: Data Stewardship Student Records Management

Increased stressors on institutions of higher education in the United States have resulted in the closing or merging of some those institutions. Even prior to the pandemic, institutions were facing reduced state funding, a challenging recruiting environment, and renewed scrutiny about the value of a post-secondary education. AACRAO has recently published a report (linked below) providing guidance on what to do if your institution is closing or if you are at an institution receiving records from another institution. In this episode we talk about the lived experience of the registrar staff at an institution that is closing, from finding out to locking up the office for the last time.       Key Takeaways: There are a number of very significant considerations that must be resolved relating to the students’ records when an institution is going to close; Make sure you’re engaging in ongoing best practices with regards to imaging documents and updating student’s degre audits;  The closing of an institution will bring out many different emotions from many different people--remember to take time to be present for yourself and your team. Guest: Ramie Nation, University Registrar Baker University ramie.nation@bakeru.edu References and Additional Information: InsideHigherEd - Another Small Private College Will Close - November 9, 2017 HigherEd Dive - A Look at Trends in College Consolidation since 2016 AACRAO Report on Closing and Merging Institutions Core Competencies: Leadership & Management Change Management Professional Proficiencies: Data Stewardship Student Records Management

The delta variant of COVID-19 has spurred changes to the fall 2021 return-to-campus plans for many institutions. In this special call-in episode, AACRAO members share the approach their institution is taking, answering the following questions: Who are you, where are you from, and how many students are enrolled at your institution? Is your institution requiring students/faculty/staff to be vaccinated, and if so, how are people providing that information? Will masks be required? What other mitigation strategies will be used, if any? Is your institution back to pre-covid primarily face-to-face / a blend of face-to-face and online / still primarily online?    Guests: Rick Sparks, Assoc. Vice Provost and University RegistrarVirginia Tech Rhonda Kitch, University RegistrarCornell University Veronika Carter, RegistrarUniversity of Vermont Becky Keogh, Associate RegistrarUniversity of Iowa Pam Wells, Assoc. Vice President and University RegistrarGrand Valley State University Adrienne Bricker, University RegistrarOhio State University Philip Hunt, University RegistrarNorth Dakota State University Tara Arneson, RegistrarChamplain College Douglas Burgess, Asst. Vice Provost and University RegistrarUniversity of Cincinnati Gene Fein, Asst. Vice President of Academic Records and ServicesFordham University Carin Thoms, Assoc. Director of Continuity & ComplianceUniversity of Minnesota - Twin Cities John Papinchak, University RegistrarCarnegie Mellon University Special karaoke version of the Fall 2021 Return to Campus Plans bumper

Community colleges play a vital role in the higher education ecosystem. With more than 6.8 million students enrolled in for-credit classes, four-year institutions can and should be partnering with community colleges to help students succeed in achieving their educational goals. In this episode we talk to Barbara Hopkins and Jen Nelson, both of Northern Virginia Community College, about the benefits of community colleges, the student experience, ways four-years can partner to assist with student success, and what it’s like to work at a community college.  This is the first in what will be a series of episodes focused on the community college experience, the transfer experience, reverse transfer, and ways registrars can be involved in these processes.   Guests: Barbara Hopkins, Interim Associate Vice President of Academic AffairsNorthern Virginia Community Collegebhopkins@nvcc.edu  Jen Nelson, Coordinator of University Transfer & Initiatives and Chief Transfer OfficerNorthern Virginia Community Collegejlnelson@nvcc.edu  Key Takeaways: Community colleges of today offer significantly more than “your grandfather’s community college” in the way of student academic support services, athletics, clubs, and other activities  and resources. Community colleges are a hidden gem in higher education because they provide so much flexibility with the way they offer courses and the way they enable students to explore academic interests without incurring enormous amounts of debt.   Students attending community colleges with the intention of transferring to a four-year institution should be in touch early and often with academic support services at both the community college and the intended transfer school. Four-year schools should partner with community colleges to make sure that information about admission requirements and program pathways is readily available, up-to-date, and easy to find.   References and Additional Information: ADVANCE - Partnership between George Mason University and Northern Virginia Community College American Association of Community Colleges AACRAO Signature Initiative - Re-Envisioning Transfer AACRAO - Transfer & Articulation

Description:  Most people don’t give the academic calendar a second thought...those people are not registrars. The way the academic year has been structured has changed over time, and will likely continue to change. Registrars will remain front and center in the management of the academic calendar. In this episode we dive into the history of the various calendar categories, highlight some considerations for creating an academic calendar, and present best practices for making sure the dates are accurate and the appropriate people are informed.   Key Takeaways: The academic calendar is a critical piece of higher education infrastructure that has morphed and changed over time since the beginning of the higher education enterprise in America. There are three basic calendar categories: semester, quarter, and trimester. Each category brings its own set of benefits and challenges. There isn’t one “right” academic calendar; the academic calendar in use at an institution should be measured by how well the system meets the specific institution’s needs.   Someone at your institution should be responsible for maintaining the academic calendar--usually someone in the registrar’s office. A broadly inclusive calendar working group is a good idea to ensure various perspectives are represented and informed.  References and Additional Information: Bressler, M. (1973). The structure of academic time. In Report of the Committee on the Future of the College (pp. 129–158). Princeton University Press. http://www.jstor.org/stable/j.ctt13x1cc1.10 Coleman, 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/10.2307/1980371 Friestad-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/10.2307/40223042 Quann, C. J., & And Others. (1979). Admissions, academic records, and registrar services. A handbook of policies and procedures. Jossey-Bass, Inc. Schoenfeld, C. A. (1970). Making peace with the summer calendar. Improving College and University Teaching, 18(2), 161–164. The Next Casualty of the Coronavirus Crisis May Be the Academic Calendar. (2020, April 16). The Chronicle of Higher Education. http://www.chronicle.com/article/the-next-casualty-of-the-coronavirus-crisis-may-be-the-academic-calendar/

With a significant number of registrars eligible to retire within the next ten years, mentoring the next generation of higher education registrars and admissions officers is critical. Adrienne Bricker and Jennifer Love join us to discuss the work of the AACRAO Mentorship Working Group, and to talk about their research and experiences with mentoring.   Key Takeaways: Mentoring is traditionally understood as a more senior person helping a more junior person with their career, think “taking someone under their wing.” These can be formal or informal arrangements. There’s an AACRAO working group examining whether and how to implement a formal mentoring program for the AACRAO membership; the report from the group is targeted by the next Annual Meeting in Portland, OR in 2022.  Mentoring relationships work best when expectations are clear for each side.  There are many ways to mentor: career advice, support and encouragement, sounding board for psychosocial development, etc. Guests: Adrienne BrickerUniversity RegistrarOhio State Universitybricker.164@osu.edu Jennifer 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 Theories Clutterbuck, 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 Relationship How to Get the Most Out of Having a Mentor What Great Mentorship Looks Like in a Hybrid Workplace What Efficient Mentorship Looks Like More on Edith Cockins Hall at Ohio State AACRAO Core Competency: Professional Development and Contributions to the Field AACRAO Core Competency: Leadership and Management

What is a learning organization and how do I know if I’m in one? In this episode of For the Record we talk with Erin Mason of UConn (and soon to be Ball State) about the characteristics of learning organizations and how you can implement them in your own institution. Is your office devoted to transparency, the creation of shared meaning-making, the values of learning, amassing knowledge and co-creating knowledge? If yes, you’re well on your way to having a learning organization.    Key Takeaways: ●        Learning: acquiring knowledge and skills and having them readily available from memory so you can use them to solve future problems or engage with opportunities; ●        It’s possible to create a learning organization within your local unit or even your local team; place that’s psychologically safe, comfortable, creative, collaborative, truly inclusive, willing to take risks, and reflects on what went right/wrong and use that to guide to future design ●        There is a self-assessment tool available in Marsick & Watkins’ work (linked below) to help you get started Guest: Erin Mason Associate Registrar University of Connecticut erin.mason@uconn.edu    References and Additional Information: ●        Brown, P. C. (2014). Make it stick: The science of successful learning. The Belknap Press of Harvard University Press. ●        Kline, P., & Saunders, B. (1993). Ten steps to a learning organization. Great Ocean Publishers. ●        Marsick, Victoria J, & Watkins, Karen E. (2003). Demonstrating the value of an organization's learning culture: The dimensions of the learning organization questionnaire. Advances in Developing Human Resources, 5(2), 132–151.https://doi.org/10.1177/1523422303005002002 ●        Senge, P. M. (2006). The fifth discipline: the art and practice of the learning organization (Rev. and updated.). Doubleday/Currency. ●        AACRAO Core Competency: Holistic and System Thinking ●        AACRAO Core Competency: Leadership and Management

For the Record – Season 3 Episode 13- Connect, Educate, and Advocate with the Asian American and Pacific Islander Caucus Episode Notes Description:  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 Americans AACRAO Caucuses page https://stopaapihate.org/ AACRAO Core Competency: Diversity and Inclusion

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. 

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's Financial Aid publication. Join the email list for updates. AACRAO Core Competencies:Leadership and ManagementCollaborative Decision-Making and Consensus-Building

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.edu Elissa 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#/

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 University References and Additional Information: The Constitution of the United States of America: https://www.archives.gov/founding-docs/constitution Incited 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-immigrants Anti-Racism Resources: https://www.aacrao.org/signature-initiatives/black-lives-matterhttps://www.goodgoodgood.co/anti-racism-resources https://www.resourcesharingproject.org/anti-racism-resource-collection AACRAO Core Competencies: https://www.aacrao.org/resources/core-competencies/diversity-and-inclusion  https://www.aacrao.org/resources/core-competencies/leadership-and-management 

Since 2015, AACRAO has been leading the charge in the development of a Comprehensive Learner Record (CLR). Partnering with other organizations such as NASPA, and working with a grant from the Lumina Foundation, AACRAO has made considerable progress in these efforts.  CLRs seek to capture, record, and communicate learning when and where it happens in a student’s higher education experience. In this episode we’ll talk with Tom Green and Mark McConahay about the history of the project, the various stages of development, where we are today, and what’s next.  Guests: Tom Green, Associate Executive Director AACRAO email: tomg@aacrao.org Mark McConahay, Associate Vice Provost and Registrar Indiana University - Bloomington email: mcconaha@indiana.edu   Key Takeaways: The CLR is a new kind of a record; it is not a replacement for the transcript and not simply a combination of the transcript plus some additional data elements; The CLR is for the student--to assist with communicating the breadth of learning experiences undertaken as part of their academic career; There will be significant variation in what is included and the way the documents are formatted as individual institutions define for themselves what learning looks like at their institutions; The data standards being formulated are nascent but inexorable; registrars need to stay aware of developments relating to the CLR. CLR Showcase Event - Hosted by AACRAO:www.aacrao.org/CLRShowcase References and Additional Information: Comprehensive Learner Record - AACRAO Signature Initiative:  https://www.aacrao.org/signature-initiatives/comprehensive-learner-record  Report on the IMS Global CLR Data Standard: https://go.aacrao.org/l/407842/2020-04-30/5q9qns  NASPA Site: https://www.naspa.org/home IMS Global Learning Consortium Site: http://www.imsglobal.org/  CLR Roundtable Series: https://www.aacrao.org/resources/newsletters-blogs/aacrao-connect/article/new-clr-roundtable-series-kicks-off  AACRAO Core Competencies: https://www.aacrao.org/resources/core-competencies/interpretation-and-application-of-institutional-and-external-data https://www.aacrao.org/resources/core-competencies/technological-knowledge