Stop Saying “Just”: Owning the Value of Campus Activities
It’s almost that time of year again. Campus is about to come alive, the days are about to get longer, and every day is about to look like I'm having a twin day with my staff. Orientation, welcome weeks, involvement fairs, and so much more are right around the corner.
We’ve spent all summer planning to welcome the students back, thinking about assessment measures, looking across departments and the division at a comprehensive calendar that gets students involved for the first six weeks, and then keeps them engaged for the rest of the semester and year. We’ve bought exciting new giveaway items, reviewed policies and procedures, cleaned up the office and our shared drives (maybe), and possibly even welcomed new staff members. We know the amount of thought, strategy, and intentionality that goes into preparing for a new year. We know the work we do tells an important story on any university campus – directly connecting back to students’ belonging, persistence, and retention. However, if we are not careful in how we articulate our work, others will continue to create their own narrative about what we do and why they believe it may or may not matter.
As Campus Activities professionals, I realized that sometimes we get stuck in this cycle of getting excited about our work and sharing it with fellow Campus Activities/Student Affairs professionals but then downplaying it when we’re talking outside of the Student Affairs circle. Campus Activities professionals do not have a visibility problem because we aren't doing enough. We have a visibility problem because we are often terrible narrators of our own roles and the impact we play in creating and sustaining the student experience.
So, as you prepare to welcome students back to campus and go into the craziness that is the beginning of the fall semester, make sure you’re thinking about and prepared to tell the story of our work. Regardless of your position, make sure you’re not prefacing important (or any) information with “Well I’m just {insert title}...”. Also, make sure you’re not downplaying the experiences you are creating. It’s not ‘just’ anything – every inflatable, performance, new student group, stuff-a-bear, etc. is impactful to the student and university experience. When we stay in the area of ‘just’, we are unknowingly handing our credibility away and minimizing ourselves and our work. Stand strong in your role and the value it brings to the institution and student engagement ecosystem.
If we get this right, Campus Activities goes from being seen as a “nice-to-have” or “extra”, to a strategic cornerstone of student and institutional success. We are seen as more than just student development and leadership development experts but more central and collaborative retention and persistence partners. More faculty recognize the importance of our work and how it illuminates what they are doing in the classroom, and maybe they even want to play ball and become student organization advisors or event volunteers. We move past many of our professionals’ frustration of being the first phone call in times of crises but the last thanked or highlighted at the university town hall.
But this culture shift starts with us and how we talk about the important work we do. As Campus Activities professionals, it is past time for us to stake our claim. You must invest in and own your voice, so that you are able to confidently speak about our work. Campus Activities aren’t a side hustle—they’re the backbone of retention, inclusion, and lifelong alumni loyalty. Let’s commit today to ensuring that the language we use reflects the importance and impact of the work!
The Case for Campus Activities
Ready to move beyond "just" and confidently tell your story? Put Dr. Bates's insights into practice: explore the Case for Campus Activities for the research and tools to help you tell the impact of Campus Activities on student belonging, retention, and persistence.
