From higher education student — to higher education’s student life

When a student enters the hallowed doors to higher education, they may, at that point in time: a) know exactly where they are headed professionally, or b) have no idea where they are headed professionally; they may end up in a completely different, but equally as positive place than what they had first planned, envisioned, or thought.

For large universities, this may not be so remarkable. But for small colleges with niche academic programs, like New Hampshire's Daniel Webster College (DWC), it is even more unusual, particularly when graduates move into a field not mentioned in the college catalog, but one that was instrumental in their successful residential and academic experience, student life.

Daniel Webster College students come to study and prepare for professional entry in the fields of aviation (professional pilot, air traffic management, aviation management); aeronautical and mechanical engineering; business and management (business management, marketing management, and sport management); computer science (gaming, simulation and robotics; information systems; management, information systems and technology); and social science and psychology. Or they come to acquire an MBA in applied management or a specialized online MBA for aviation professionals. Niche, see?

So it is with great pride, particularly from the DWC's Office of Student Affairs, that three of its own graduates, with degrees in aviation management, information systems, and aviation flight operations chose to make their professional home in a higher education student affairs office.

"Here at Daniel Webster," said Susan C. Elsass, vice president of student affairs, "our community is small and engaged. Students, themselves, take on as much responsibility in student affairs as they like, from being a resident assistant, orientation leader, special events and program organizer, to becoming interested in campus policies and the intentional nature of those policies to support a student development philosophy.”

"There are some students in our office over the years who rise above the rest in terms of taking on new challenges and responsibilities, developing great relationship with their peers, and working collaboratively with faculty and administration. These are the ones for whom student affairs becomes a passion. They may be wildly successful in the major they are studying, but their heart moves into my office," said Elsass.

With student affairs at all institutions offering entry level opportunities, it is Elsass' contention that Daniel Webster students who demonstrate an interest in student affairs have the opportunity when they leave the college to pursue a position at another college or university.

"In this way, they can take what they've learned and integrate it with all that they will be learning in a new institution. It's a tremendous growth experience for them,” she said. “Plus, our office at Daniel Webster benefits from having fresh eyes and ears at other colleges and we have new ‘colleagues’ who share innovative ideas and programs and who are a great resource for problem-solving. We quickly move from the student/dean relationship to become student affairs colleagues."

So why does an aviation management, information systems or aviation flight operations graduate move into student affairs after they graduate?

Tim Poirier ’91, who holds a degree in aviation flight operations, began his professional career in his chosen field, working as a certified flight instructor at Daniel Webster. “Once I started teaching, however, the flying quickly faded … I discovered I drew a great deal of professional and personal satisfaction from helping college students achieve their goals, and I valued the relationships I built with my students. Residence life is the same thing, except it truly is about “life” and not just about life in an airplane.

Erik Muurisepp is director of residence life at Newbury College and holds a master’s degree in higher education administration. A member of Daniel Webster’s Class of 2002, he saw the classroom and aviation as essential components to his undergraduate experience. But as time went on, Muurisepp realized he did not necessarily want the traditional 9 – 5 desk job. “I still use the knowledge and skills I acquired while getting my degree, but in other ways.”

Lee Zerrilla left Daniel Webster with a degree in information systems last May —and this fall welcomed students, also at Newbury College, as a resident director, overseeing two buildings and a staff of three resident assistants. Working directly for fellow alum Erik Muurisepp, Zerrilla “lives in,” operating on a rotating on-call schedule.

In addition to his work at Newbury, Zerrilla takes the Boston “Green Line” to Suffolk University, where he is a graduate fellow for summer programs and student conduct. (Think student judicials and planning summer educational/recruitment opportunities.) Not busy enough? Zerrilla is also pursuing a master’s degree in higher education administration — full time.

In answer to why he didn’t seek job opportunities in his major, Zerrilla admits that he wrangled with the issue for quite some time, “It does seem ridiculous to just shed something that I’ve spent so many years (and so much money) working on, only to seemingly turn my back on it … From a financial standpoint, it was a challenge; many of my DWC classmates were getting job offers for salaries I could only hope to make five to ten years from now in the student affairs world.”

But, he added, this is typical for student affairs professionals, earning undergraduate degrees in majors unrelated to higher education. “Virtually no one leaves high school saying ‘I want to be a dean of students,’ or something similar because they really don’t have a concept of what those positions and roles are like yet.”

“Often it is a set of experiences, like being a resident assistant, combined with mentorship, that leads us to choose this path,” he said.

Zerrilla admits his is a fairly typical case: He had a positive experience with some form of student affairs work in his undergraduate institution, as well as excellent mentorship. Zerrilla experienced a broad range of activities through his work as an R.A., a member of Student Senate, an employee of the campus Health Center, and as an intern in the Student Affairs Office.

Which is very similar to Erik’s experience. Muurisepp was an RA for three years and worked in the Student Affairs Office and with the Student Activities Board for four years each. “With these opportunities, Daniel Webster allowed me to experience many areas of student affairs and participate in various committees and projects. I realized that I wanted to be able to make the difference in the lives of others, just as DWC’s Student Affairs was so influential in my transition into college and young adulthood.”

The benefits of a small college community also played significantly into the experiences of each. “Daniel Webster taught me how beneficial a small college community can help and assist in the development of students,” said Muurisepp. His experience working in an administration office and student affairs, he said, “allowed me to get to know everyone, take part in opportunities I would not have had anywhere else, and become part of an extended family.”

A similar story from Poirier ’91, now assistant dean of student life at Moravian College (PA), who joined DWC’s residence life staff after more than two years as director of academic support services at the college. “Once I began working with RAs directly, I was hooked,” he laughed. “I was able to build good rapport with students … and found I enjoyed the administrative work of managing the housing complex, the student conduct system, and the process of policy development.”

What he took away from his non-academic experiences at DWC complemented his academic achievements: the critical thinking skills he learned through his major and the general education courses that continue to enhance his work at Moravian. Tim’s own “mission statement” states: Residence Life is a profession that requires passion, flexibility, resolve, intelligence, wisdom, and a good sense of humor … and an understanding that no on can ever have enough of these qualities!

Daniel Webster is a great place because of its small size, which allows student leaders to become involved in so many areas, and with the respect and credibility that other institutions might not provide,” Zerrilla added. “At DWC, I had opportunities to meet with the president, present to the board of trustees, interview college candidates for administrative positions, and do many other things I may not have been able to do elsewhere.”

Added Poirier, “One of the things I realized is that each campus has so much to offer, but students must take responsibility for their own education — especially outside the classroom. Part of my passion for student affairs is encouraging students to engage fully in their campus community.”

The students who choose to come to Daniel Webster come to work, come to learn, and come to be a part of the greater community that is Daniel Webster — they come with “purpose.”  Daniel Webster College President Robert E. Myers is a strong advocate of the college’s mission of “educating purposeful men and women …” “We take seriously our mission to help purposeful students discover their purpose, wherever that may lead them.

Success, therefore, may not come within the realm of academic majors. With the entire college professional community striving — and succeeding — in engaging students in active learning, setting the bar high for academic expectations, building supportive and inclusive communities, forging educational partnerships that advance student learning, helping students develop values and ethical standards, and using ongoing practices to improve student and institutional performance, (Principles of Good Practice for Student Affairs, 1996) it is not unusual that Daniel Webster College graduates professionals who excel in their chosen fields.

"There is always something new to learn in student affairs, and those who move into that area professionally have much to look forward to," said Elsass. “We are exceptionally proud of the young people who have found their niche in student affairs and those whose lives we have touched during their time here at Daniel Webster College.”

College Student Educators International at the National Center for Higher Education (1996). Principles of Good Practice for Student Affairs. Washington, D.C. http://www.myacpa.org/pgp/principle.htm