{"id":1263,"date":"2010-07-22T08:30:51","date_gmt":"2010-07-22T12:30:51","guid":{"rendered":"http:\/\/higheredcareercoach.com\/?p=1263"},"modified":"2014-08-13T15:34:34","modified_gmt":"2014-08-13T15:34:34","slug":"transitions","status":"publish","type":"post","link":"https:\/\/higheredcareercoach.com\/staging\/2913\/transitions\/","title":{"rendered":"Transitions!"},"content":{"rendered":"

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Bryan Koval recently transitioned to a new position at Carnegie Mellon University in Pittsburgh.<\/p><\/div>\n

Transition is something that I have been thinking about a lot lately. <\/strong>In the past 3 weeks, I have resigned from an old job, started a new job, moved from rural central Pennsylvania to the Oakland neighborhood of Pittsburgh, and begun living apart from my partner (with whom I have been living\u00a0 for the past 7 years).\u00a0 It has been a very up-and-down few weeks.\u00a0 The excitement of new opportunities at Carnegie Mellon University\u00a0and in Pittsburgh has been tempered with the anxiety that goes along with opening up a new chapter in my career and personal life.<\/p>\n

In a roundabout way, thinking about my current transition has helped me to reflect on our students and the important transitions that they experience while living matriculating through higher education. <\/strong>In many ways the business of higher education is all about transition.\u00a0 Each semester sees new students arriving on campus while others depart.\u00a0 During their time with us students choose majors, study abroad, take on leadership opportunities and learn more about who it is that they are, and who they hope to become.\u00a0 We are constantly surrounded by transition.<\/p>\n

As you think about\u00a0your role in higher education,\u00a0how do you see yourself being a resource to your residents as they experience the many transitions that are a part of the college experience?<\/strong> Schlossberg (1995) defines transition as \u201cany event, or non-event, that results in changed relationships, routines, assumptions, and roles.\u201d\u00a0 By that definition, transitions are happening all of the time!\u00a0 Schlossberg identified four major sets of factors that influence how well a person can cope with transition (Evans, Forney, & Guido-DeBrito, 1998).\u00a0 Let\u2019s identify those factors, and reflect on how we can help our students to manage transition effectively.<\/p>\n

Situation<\/strong>: Important factors include the timing of the transition, the duration of the transition, and previous experiences with similar transitions. During a major change, individuals will also be dealing with concurrent stresses and questions about whether or not they feel in control during the transitions. Working\u00a0closely with students on campus,\u00a0we may have some real insight that our students would benefit from.\u00a0 We also\u00a0function within the situation . . .\u00a0but as someone on the periphery of the situation we may have some unique perspective on the situation.<\/p>\n

Self<\/strong>: During transition, we think about who we are in terms of demographic characteristics (socioeconomic status, gender, etc.)\u00a0 and psychological resources.\u00a0 How has our background prepared us to manage this transition? As higher education professionals, we can play a role in helping students to know more about who they are through programming, conversation, and our relationships with each other.<\/p>\n

Support<\/strong>: To manage a transition, individuals need to feel a sense of support.\u00a0 A supportive community is one of my favorite aspects of the work I do with students in residence halls and apartments.\u00a0 What can we do as higher education professionals to make sure that everyone in our community feels that they will receive affirmation, assistance, and\u00a0honest feedback when they need it?<\/p>\n

Strategies<\/strong>: To manage transition, you need a plan in order to proceed.\u00a0 When we talk to our\u00a0students\u00a0about their transitions (or when they come to use for mentoring and guidance), how can we help them to move forward in productive ways, while leaving it up to the student to decide how best to move forward?<\/p>\n

As I come to the end of this blog post, it dawns on me that I have\u00a0described Schlossberg’s theory\u00a0meerly as advice for helping students.\u00a0 In reality, this would be a great theory to review if you supervise new staff members or are staying connected with individuals who are leaving your organization and moving on to new positions elsewhere.\u00a0 Best of luck as you transition for Fall 2010, with whichever events (or non-events) come along with that!<\/p>\n

References<\/strong>:
\nEvans, N. J., Forney, D. S., & Guido-DiBrito, F. (1998). Schlossberg’s transition thoery. In Student development in college: Theory, research, and practice<\/em> (pp. 107-122). San Fransisco, CA: Jossey-Bass.<\/p>\n

Schlossberg, N.K., Waters, E.B., & Goodman, J. (1995). Counseling adults in transition<\/em> (2nd<\/sup> ed.). New York: Springer.<\/p><\/blockquote>\n

Interested in reading more?<\/strong> This title is available at Amazon.Com. Purchase through the affiliate link below to support this site.<\/p>\n