2025 Most Promising Places to Work in Student Affairs

Now in its 12th year, Most Promising Places to Work in Student Affairs (MPPWSA) is a national recognition that celebrates student affairs workplaces that are vibrant, diverse, supportive, and committed to staff work-life balance, professional development, and inclusive excellence. MPPWSA offers institutional leaders information that can be used to improve practices across their student affairs community, while also serving as a useful tool for employers, career services staff, and job-seekers across the country.

Institution	Senior Student Affairs Officer	Location	Level	Control
Elon University	Dr. Jon Dooley	Elon, NC	4-year	private
Gonzaga University	Dr. Kent Porterfield	Spokane, WA	4-year	private
Indiana University-Bloomington	Dr. Lamar Hylton	Bloomington, IN	4-year	public
Kent State University	Dr. Eboni Pringle	Kent, Ohio	4-year	public
Lehigh University	Dr. Katherine Lavinder	Bethlehem, PA	4-year	private
Miami University-Oxford	Dr. Jayne Brownell	Oxford, OH	4-year	public
New Mexico Institute of Mining and Technology	Dr. David Greene	Socorro, NM	4-year	public
Pennsylvania College of Technology	Dr. Jennifer McLean	Williamsport, PA	4-year	public
Sonoma State University	Dr. Gerald L. Jones	Rohnert Park, CA	4-year	public
Stony Brook University	Dr. Richard Gatteau	Stony Brook, NY	4-year	public
The State University of New York at Oswego	Dr. Kathleen G. Kerr	Oswego, NY	4-year	public
University at Albany	Dr. Michael N. Christakis	Albany, NY	4-year	public
University of California-Berkeley	Dr. Stephen C. Sutton	Berkeley, CA	4-year	public
University of California-Riverside	Dr. Brian Haynes	Riverside, CA	4-year	public
University of Delaware	Dr. José-Luis Riera	Newark, DE	4-year	public
University of Hawaii-Hilo	Dr. Chris Holland	Hilo, HI	4-year	public
University of Maryland-College Park	Dr. Patricia A. Perillo	College Park, MD	4-year	public
University of Texas-Arlington	Dr. Lowell K. Davis	Arlington, Texas	4-year	public
Virginia Commonwealth University	Dr. Aaron J. Hart	Richmond, Virginia	4-year	public
West Virginia School of Osteopathic Medicine	Dr. Dawn Roberts	Lewisburg, WV	4-year	public
William & Mary	Dr. Virginia M. Ambler	Williamsburg, VA	4-year	public
Winston-Salem State University	Dr. Mel Johnson-Norwood	Winston Salem, NC	4-year	public

ABOUT THE STUDY

This study was first proposed by Ralph Newell at Diverse: Issues in Higher Education as a possible partnership with the American College Personnel Association (ACPA) in 2011. The ACPA Governing Board motioned for the then director of research and scholarship, Dr. Terrell Strayhorn, to explore the merit and extent of this project. With input from a volunteer advisory board, the project was recommended to the governing board and approved.

Strayhorn was commissioned by ACPA and Diverse: Issues in Higher Education to serve as the project’s principal investigator. In this role, Strayhorn developed the Promising Places to Work in Student Affairs (MPPWSA) Survey in consultation with experts on the project’s advisory board. The original survey was pilot-tested with a small sample of non-ACPA member institutions; feedback from the pilot-test helped to clarify survey items, correct logic sequencing, and determine the utility of our scoring algorithm.

The purpose of this commissioned study was to examine the extent to which diversity and inclusion permeates aspects of various divisions of student affairs (or equivalent) at participating ACPA-member institutions across the globe including administrative structures, core values, short- and long-term commitments, work environments, and staffing practices.

ABOUT THE SURVEY

The MPPWSA survey consists of approximately 60 items, organized into 10 major sections. For example, one section elicits contact information for the survey respondent and identifying information about their respective institution (e.g., control, minority-serving institution [MSI] status). Another section includes several items to assess the structural diversity of the institution and student affairs department in terms of gender, race, sexual orientation, and disability status. There are several sections that measure the availability and extent of best-in-class support services provided to student affairs staff on campus, such as stress reduction programs, educational leave, flexible work arrangements, and professional development.

The survey was authored by Dr. Terrell Strayhorn, with input from experts on the project advisory board, and is not available in the public domain. Now part of the larger ’Promising Places to Work’ project, the survey has been administered by Strayhorn and his teams at various centers and Do Good Work Professional Consulting Group. All survey rights belong to the author. All analyses presented in this edition were conducted by Strayhorn and Dr. Royel Johnson.

ENGAGE US ON SOCIAL MEDIA

We invite readers to share with us how they’re using this year’s report of Most Promising Places to Work in Student Affairs (MPPWSA). Share with us on X, Facebook, or Instagram using #MPPWSA25 and be sure to tag @DiverseIssues and @ACPA.

Past editions of this annual report have been used by:

Accrediting agencies

Employers

Human resource managers

Job Seekers

News media and reporters

Professional associations

PROJECT TEAM BIOGRAPHIES

Dr. Terrell Strayhorn is Professor of Education and Psychology at Virginia Union University (VUU), where he also serves as Associate Provost and Director of Research in the Center for the Study of HBCUs. Given his expertise in higher education, psychology, and his consequential research on sense of belonging, Dr. Strayhorn has visiting or adjunct appointments at several access-driven institutions. He is President and CEO of Do Good Work Consulting Group, a research firm that partners with leading colleges, schools, and businesses to improve policy and practice, as a way of ensuring equity, efficiency, productivity, and success. Author of 15 books and more than 250 academic publications, Strayhorn is an internationally known student success expert, equity researcher, public speaker, and co-editor of the Belonging journal (Sage). Diverse: Issues In Higher Education named him an Emerging Scholar and he has received ACPA’s Emerging Scholar, Annuit Coeptis, and Diamond Honoree Awards. @tlstrayhorn

Dr. Royel Johnson is a tenured faculty member at the University of Southern California, where he serves as Director of the National Assessment of Collegiate Campus Climates at the USC Race and Equity Center. A nationally recognized expert on issues of educational access, racial equity, and student success, Dr. Johnson research focuses on the educational experiences and outcomes of marginalized groups, particularly those impacted by the criminal legal and child welfare systems. He has authored several dozen peer-reviewed articles and five book, including his most recent edited volume, “The Big Lie About Race in America’s Schools.” Dr. Johnson is also co-editor of Educational Researcher, the flagship journal for the American Educational Research Association. In recognition of his contributions to the field, ACPA has recognized him as both an Emerging Scholar and Diamond Honoree. @royeljohnson

This project also benefitted from the contributions of many others over the course of time who have helped contact administrators, write institutional profiles, and elicit quotations from personnel at featured institutions. These include (in alphabetical order): Stanley Gates, J’Quen Johnson, Gabriel Kim, Shay Merritte, Danny Ndungu, Anton Smith, Tiffany Steele, Daniel Thomas, Derrick Tillman-Kelly, and Catherine Wang. The original advisory board for this project included Drs. Tracey Cameron, Stan Carpenter, Kristen Renn, Joan Hirt, and Sue Saunders.

PROMISING PRACTICES

Promising practices are specific, actionable insights that were gleaned from survey data and one-on-one or group interviews with teams of student affairs practitioners from the most promising places to work. These Promising Practices are not necessarily “best practices,” per se—as what works well on one campus may not achieve the same results on another. Instead, we present them as promising practices that according to annual and trend lines for MPPWSA seem to have potential for consistently producing desirable outcomes in practice.

DEMONSTRATED COMMITMENT TO INCLUSIVE EXCELLENCE

Beyond the development of taskforces and strategic plans for achieving diversity or inclusive excellence within their division, senior leaders at this year’s Most Promising Places to Work in Student Affairs (MPPWSA) maintained very clear commitments to the translation and implementation of such efforts within their day-to-day operations. For example, one vice president commissioned a committee to develop a comprehensive guide for the recruitment and retention of diverse staff. Grounded in empirical research related to multiculturalism in education and social justice, this guide offers hiring committees and managers actionable items to follow to achieve the diversity they envision for their unit. As another example, staff on another MPPWSA campus are encouraged to discuss hiring goals with human resources (HR) recruiters and to request full view of candidates without pre-screening. This strategy helps ensure that all candidates are carefully considered and it empowers the team to make decisions about who they’re looking for and the skills needed in potential applicants.

Ensuring inclusive excellence in student affairs is hard work. It requires that we move beyond rhetoric—the mere acknowledgment that diversity is important—to action. Leaders at this year’s MPPWSA institutions have taken bold new steps for sustained transformational change within their division. We encourage SSAOs across the country to also engage in the necessary, and sometimes difficult, decision-making required for recruiting, retaining, and promoting diverse staff within their divisions. Insights from this year’s featured institutions indicate this might include partnering with HBCUs, rewarding educational achievements, and periodically reviewing job descriptions to ensure alignment between what one does and what one was hired to do.

Of course, the progress of some MPPWSA institutions may eclipse the current status of others. Indeed, each year we welcome newcomers to the list of MPPWSA institutions—hats off to all those who have been named for the first time in 2025! We also acknowledge that some former MPPWSA institutions are not in this year’s lineup, which has been true every year of the project. Generally, such changes in the lineup can be attributed to (1) significant improvements and sustained focused efforts on the part of prior MPPWSAs (2) entry of newcomers to the annual competition who outpace others on key metrics and (3) changes/declines in supports and services of past recipients. Interestingly, our research team has also observed that movement on- and off-the-list is also correlated with crisis management, government policies toward DEI, and leadership turnover, especially in vital student services areas. For example, several former MPPWSA schools experienced a significant setback in their standing this year, primarily due to the introduction and enforcement of anti-DEI legislation in their state or local area. Campus sources have shared that such legislation critically impacted their ability to “deliver on the promise of a diverse and inclusive workplace” by reducing, if not outright eliminating, funding and support for crucial initiatives. Key programs vary by institution but include without limits: diversity incentive grants, identity-based employee resources groups (ERGs), anti-racism workshops, book clubs, and so much more. Lack of financial and legislative support for these programs not only undermines the school’s efforts to maintain and enhance humanizing student affairs workplaces, but also significantly detracts from their ability to create inclusive environments where all staff can thrive regardless of department or functional area. Consequently, these conditions can decrease one’s competitiveness for the award, highlighting the profound impact state policies can have on higher education institutions and their capacity to live up to their core mission.

Being recognized as a MPPWSA is a prestigious accolade that reflects an institution’s commitment to fostering a supportive and inclusive environment within student affairs at a specific point in time. This evaluation is based on a comprehensive analysis of various performance indicators, with a particular focus on identifying year-to-year changes that might influence an institution’s standing. It’s important to note that the design of this study is inherently sensitive to fluctuations, including shifts, declines, or drop-offs in effective institutional practices and policies. For example, during the COVID-19 pandemic, several MPPWSA-recognized institutions implemented innovative practices such as flexible work hours, telework options, and fuel assistance to better support their remote workforce. However, as some institutions pivot back to ‘in-person only’ models, these commendable practices have been discontinued. This transition presents an opportunity for leaders to creatively design new or revise existing programs and services. Such initiatives can continue the momentum gained during COVID, while also more effectively promoting diversity and inclusion amid new norms. The dynamic nature of the MPPWSA project encourages continuous improvement, incremental adaptation, and future-focused growth mindedness to ensure that institutions remain on the cutting-edge. Thus, we encourage readers of this special report and senior-most leaders of higher education institutions to consider these recommendations when fashioning productive work environments, promoting inclusive excellence, and managing institutional change caused by unanticipated crises, policy changes, or leadership transitions brought about by a number of headwinds. Remember this: Doing the same thing well consistently over time or doing ‘good work’ increasingly better over time has greater impact than doing something great once!

ENCOURAGE WORK ACROSS SILOS

In addition to excelling in their assigned role or position, staff at many MPPWSA institutions were incentivized to work on projects outside of their normal division and function. For an example of how allowing work across silos contributes to a promising place to work, take a look at this year’s featured institutions in terms of dining services, counseling services, academic advising, and financial aid, to name a few. One reason for the success of these campus services is a result of the cross pollination that occurred when they were encouraged to share ideas across units on how to best serve diverse faculty, staff, and students. Mixing of creative ideas, effective strategies, and deeper understandings of campus needs led to innovations like campus-sponsored food pantries, vegan/vegetarian diet options, university-sanctioned clothing closets, emergency aid grants, year-round housing and dining services, veteran support services, and reemployment assistance for staff. Readers of this year’s report might consider these examples when developing strategic plans or staffing practices of their own.

FOSTERING A SENSE OF BELONGING

Enabling staff to work across invisible “functional walls” that separate teams and divisions also helped many of this year’s MPPWSA institutions to provide workplace environments where faculty and staff feel like they belong, they matter, and they make an important contribution. It is important to note that the mere provision of professional supports and services is unlikely to produce robust outcomes like workplace belonging—it is when staff support and services are intentionally designed to address the basic and specific needs of personnel and remove structural inequities, which affirming their value and contributions, that leads to higher belonging, greater productivity, and success. For instance, several of this year’s MPPWSA institutions offer various forms of professional leave (e.g., caregiving, educational) to staff to accommodate their academic aspirations and family needs. Other institutions offer stress reduction programs (e.g., virtual yoga), flexible workhours (even pre- or post-pandemic), merit pay or bonuses, and childcare services to demonstrate an institutional commitment to work-life balance, family-friendliness, and holistic development. They also offer a suite of professional awards and rewards, recognizing the employee of the month, those who ‘go beyond the call of duty,’ those who celebrate key milestones (e.g., 5-, 10-, 15-years of employment), as well as those who retire or leave the institution for a promotion or new opportunity.

There’s No “I” in MPPWSA: It Takes Teamwork to Do This Work

Believe it or not, our team gets this question all the time: who’s responsible for the institution "winning" the MPPWSA award? This question has been raised by governing board members, university presidents, provosts, and, in some cases, from senior student affairs officers themselves. Usually, the question seeks to identify the person or the office that deserves credit for earning the national recognition. After managing this project for a full decade, here’s what we have learned: “There’s no ‘I’ in MPPWSA” and there’s good reason for it. Earning this national recognition requires true teamwork and winning institutions make it a campus-wide priority.

It may sound cliché, but achieving diversity is everyone’s job. No single person or unit can do it all, nor should they. It takes a village — well, a team — to promote diversity, achieve equity, foster inclusion, pursue justice, and boost belonging in higher education workplaces, including student affairs. These terms must be more than buzzwords and deeply infuse day-to-day operations, campus policies, HR practices, and business intelligence. Winning institutions know the difference between them and use that understanding to bring talented people in as staff and leaders, to remove systemic barriers that shut some people out, and to ensure that all staff members feel heard, seen, and visible as reflected in the institution’s staff profile, equitable pay structure, core values, and DEI practices, to give a few examples.

There are many versions of this in the public domain, but we present this as a basic guide for readers. Diversity asks: Who’s present? Equity asks: Who’s (still) attempting to enter the room but can’t? What obstacles exist, seen and unseen? Inclusion asks: Are all people’s opinions heard, valued, and understood? Belonging asks: Does everyone in the room feel respected and free to be themselves, just as they are? Justice asks: How, or why, are our systems harming or limiting people? How do we fix them? And, all of these come together in a way that leads to action to achieve positive results, while paying attention to people’s experiences along the way.

Promising Places create a culture of evidence-based decisionmaking that leads to implementation, experimentation, and even revision of promising practices, policies, and programs like those mentioned in this year’s report. It’s not that they do one thing well, but they have developed a constellation of supportive policies, equity-minded practices, and cutting-edge DEI practices that provide employees, particularly those in student affairs, with a positive work environment, equitable pay, opportunities for advancement, and meaningful work that contributes to the institution’s bottom line and their personal/professional goals.

On many campuses, promising practices, programs, and services are "housed" across divisions. They’re in human resources and talent management. Diversity and inclusion. Academic and student affairs. Athletics and intramural sports, to name a few. So, the answer to the question "who’s responsible" is simple: everyone! When the institution wins, everyone wins.

Again, congratulations to this year’s highly selective set of Most Promising Places to Work in Student Affairs!

STAFF PROFILE

Institution	# Full Time Staff	# Part Time Staff	50% Female	30% Ethnic Minority	5% LGBT Staff	5% Staff with Disabilities	Average Salary Senior	Average Salary Mid-Level	Average Salary Entry-Level
Elon University	103	0	YES	NO	N/A	N/A	$100,232	$68,029	$53,058
Gonzaga University	123	3	YES	NO	YES	YES	$94,093	$65,215	$49,813
Indiana University-Bloomington	364	1166	YES	NO	N/A	YES	$150,000	$85,000	$60,000
Kent State University	308	33	YES	YES	N/A	N/A	$77,848.84	$43,084.18	$27,267
Lehigh University	91	2	YES	NO	N/A	N/A	$115,180	$68,823	$55,679
Miami University-Oxford	122	18	N/A	N/A	N/A	N/A	$108,437	$66,706	$41,452
New Mexico Institute of Mining and Technology	71	2	YES	NO	YES	NO	$103,049	$57,719	$51,231
Pennsylvania College of Technology	51	86	YES	NO	NO	NO	$98,814.88	$63,490.8	$48,455.33
Sonoma State University	133	35	YES	NO	N/A	YES	$164,450	$100,801	$66,340
Stony Brook University	280	5	YES	YES	YES	YES	$175,000	$85,000	$60,000
The State University of New York at Oswego	258	837	YES	NO	NO	NO	$100,000	$80,000	$65,000
University at Albany	196	13	YES	NO	N/A	N/A	$129,704	$73,240	$50,414
University of California-Berkeley	1358	455	YES	NO	YES	YES	202,080	107,633	66,990
University of California-Riverside	183	4	N/A	NO	N/A	N/A	$121,471.42	$74,813.88	$53,635.05
University of Delaware	220	735	YES	NO	N/A	N/A	$193,000	$83,000	$59,000
University of Hawaii-Hilo	82	10	YES	NO	YES	YES	$115,000	$90,000	$65,000
University of Maryland-College Park	1165	1308	YES	YES	N/A	NO	$204,563	$113,651	$73,684
University of Texas-Arlington	240	19	NO	NO	N/A	N/A	$110,808	$67,175	$51,541
Virginia Commonwealth University	255	778	YES	YES	N/A	N/A	$128,782.43	$73,176.3	$51,194
West Virginia School of Osteopathic Medicine	4	1	NO	NO	N/A	NO	$160,000	$90,000	$55,000
William & Mary	116	43	YES	NO	YES	NO	$115,381	$67,293	$48,169
Winston-Salem State University	120	70	YES	YES	YES	YES	$115,000	$90,000	$55,000

DIVERSITY BENEFITS

Institution	Cargiving Leave For All	Childcare Services	Continuing Ed	Ed Leave	Elder Care Services	Flexible Work Schedule	Mentoring	Stress Reduction Program
Elon University	YES	NO	NO	NO	YES	YES	NO	YES
Gonzaga University	YES	YES	NO	YES	YES	YES	NO	YES
Indiana University-Bloomington	YES	YES	NO	NO	YES	YES	YES	YES
Kent State University	YES	YES	NO	YES	YES	YES	YES	YES
Lehigh University	YES	YES	NO	YES	YES	YES	NO	YES
Miami University-Oxford	YES	YES	NO	YES	YES	YES	YES	YES
New Mexico Institute of Mining and Technology	YES	YES	NO	YES	YES	YES	YES	YES
Pennsylvania College of Technology	YES	YES	NO	YES	YES	YES	NO	YES
Sonoma State University	YES	NO	NO	NO	YES	YES	YES	YES
Stony Brook University	YES	YES	NO	YES	YES	YES	YES	YES
The State University of New York at Oswego	YES	YES	NO	NO	YES	YES	YES	YES
University at Albany	YES	YES	NO	NO	YES	YES	NO	YES
University of California-Berkeley	YES	YES	NO	YES	YES	YES	YES	YES
University of California-Riverside	YES	YES	NO	YES	YES	YES	NO	YES
University of Delaware	YES	NO	NO	NO	YES	YES	YES	YES
University of Hawaii-Hilo	YES	YES	NO	NO	YES	YES	YES	YES
University of Maryland-College Park	YES	YES	NO	YES	YES	YES	YES	YES
University of Texas-Arlington	YES	YES	NO	YES	YES	YES	YES	YES
Virginia Commonwealth University	YES	YES	NO	NO	YES	YES	YES	YES
West Virginia School of Osteopathic Medicine	YES	YES	NO	YES	YES	YES	NO	YES
William & Mary	YES	YES	NO	YES	YES	YES	YES	YES
Winston-Salem State University	YES	YES	NO	YES	YES	YES	YES	YES

A NATIONAL PERSPECTIVE

In this year’s report, we offer a geographical depiction of the spread of MPPWSA institutions. As shown in the author-generated map below, this year’s featured institutions cover:

14 different states
Both East Coast and West Coast, along with Midwest
Both public and private colleges and universities
Disciplinary specific (e.g., osteopathic, mining) and more general, comprehensive curriculum

THE MOST PROMISING PLACES TO WORK IN STUDENT AFFAIRS: INSTITUTIONAL PROFILES

Elon University

A private university in North Carolina founded in 1889, Elon University’s student population is approximately 7,000. This includes undergraduates as well as master’s and doctoral students spread across six colleges.

“Our deep commitment to student success, engaged learning, inclusive excellence, and a thriving, collaborative workplace culture is one of the best reasons to work with the division of student life at Elon University,” says Dr. Jon Dooley, vice president for student life. “The leadership at Elon respects and invests in the contributions of student affairs professionals, ensuring that our work matters as we support the university’s mission of fostering engagement and student success.

“Through open communication, professional development and intentional collaboration, we have fostered a workplace where staff can navigate challenges together,” he adds.

Elon’s approach to student success is grounded in data-informed decision-making and meaningful student engagement. There is consistent interaction with students, engaging them in the work of student life, carefully listening to their experiences and needs, while systematically collecting data that helps shape the policies, programs and initiatives.

“We use data not just to evaluate outcomes but to identify opportunities for growth and innovation,” Dooley says. “Our goal is to ensure that every student has equitable access to the resources, opportunities and support they need to succeed.”

Gonzaga University

Gonzaga University, a private Jesuit institution in Spokane, Washington, is again named to the Most Promising Places to Work in Student Affairs. Dr. Joan Iva C. Fawcett, dean of social justice leadership and community empowerment, says Jesuit tradition and its humanistic mission are central to the university’s work. Individuals in the division of student affairs aspire to live out those institutional values.

“We emphasize care for the whole person, or cura personalis, not only for students but also for staff,” says Fawcett. “We foster belonging through new staff onboarding, affinity groups and even a few funded staff ‘clubs.’”

Professional development programs are monthly for the division and an all-day colloquium is held each January. Staff are readily able to voice concerns, ask questions, share ideas and offer praise to each other.

There is a staff member dedicated to supporting all student affairs departments in mapping learning outcomes, goals and other impact metrics. Data is used to make decisions about how to create, maintain, modify, or eliminate programs and services in order to best support all students. Students are included in data analysis, decision making and strategic planning.

“We dialogue and discern about work realities and routinely engage student affairs staff at all levels to identify solutions to challenges,” says Fawcett. “Whether it is a global pandemic, the enrollment cliff, leadership transitions, or identity-based issues, we center social justice in our deliberations.”

Indiana University Bloomington

“Indiana University Bloomington has a rich history of engaging in meaningful student affairs work,” says Dr. Lamar R. Hylton, vice provost for student life. “We lean into our value of people first and strive to ensure that our team is equipped with the tools necessary to craft a premier and thriving student experience. People are at the heart of what we do and pouring into the wellbeing of our staff allows them to show up fully and authentically support our students and community.

“It is important to create conditions that allow us to do our best work,” he continues. “We maintain an environment that invites staff to show up as their whole selves.”

A large public research university with over 48,000 students, quantitative and qualitative data are utilized to design and implement experiences for students. Hylton notes that frequent student feedback is essential.

“As we hear feedback from students through individual conversations, surveys and focus groups they participate in, and by attending their events and programs, we are able to make timely and relevant decisions about leveraging our programs, services, facilities and fiscal resources with an eye toward enabling their success,” says Hylton.

Kent State University

This is the fifth consecutive recognition for Kent State University, a public research university in Ohio that serves almost 35,000 students across its main campus and seven regional campuses. Dr. Eboni Pringle, senior vice president, division of student life, says being a nationally recognized workplace means fostering a culture where everyone feels heard and valued.

“Collective efforts drive our success,” says Pringle. “At Kent State University, student life thrives in an environment that values diversity, inclusivity and collaboration. It takes the commitment of faculty, staff and students working together to create a community where excellence and belonging flourish—making Kent State a truly great place to learn, grow and work.”

The division of student life fosters a positive work environment by prioritizing staff wellbeing and professional development. Several strategies are utilized. There are flexible work arrangements and wellness programs to support work-life balance and mental health. Staff are provided division-specific professional development experiences and are encouraged to engage in ongoing learning opportunities, such as conferences, webinars and leadership training. There are division-wide social events and team-building activities.

“We cultivate a transparent and inclusive culture through regular team meetings, staff feedback and recognition programs,” says Pringle. “Major decisions are made collectively with members of the division invited to engage in dialogue, focus groups, interviews and surveys.”

Lehigh University

“We’re part of a warm, collegial environment that fosters a strong sense of community,” says Dr. Katherine Lavinder, interim vice president for student affairs at Lehigh University, a private research university in Pennsylvania. “Our work is guided by a clear purpose and values, with a curriculum that prioritizes holistic student development. This gives staff a chance to find real meaning in what they do, all while being united by a shared mission to help students succeed.”

Collaboration is key as departments partner across disciplines, creating a network of professionals who are focused on supporting students. Professional development is also a priority. Workshops, conferences and leadership training programs provide opportunities for growth and innovation.

Adapting to change has been essential these past five years, and technology has been embraced along with creative problem-solving to address hybrid work, shifting student needs and the demand for new programs.

“Our division is made up of people with different needs, goals and strengths, and we’re committed to creating an environment where everyone can thrive and make a meaningful contribution,” Lavinder says. “We work hard to build a sense of connection and morale by focusing on team building and camaraderie. Whether it’s through collaborative projects, social events, or recognizing individual and team accomplishments, we foster community that’s all about belonging and shared purpose.”

Miami University-Oxford

Miami University in Oxford, Ohio, is a public research university that serves over 20,000 undergraduate and graduate students in its seven schools and colleges. Dr. Jayne E. Brownell, senior vice president, student life, describes it as student centered and student ready.

“Everyone is invested in the growth, learning and success of our students, allowing us to work as partners across the division, but also across the university, to improve the student experience,” says Brownell. “We attract staff and faculty who want to be actively engaged in the lives of our students, which creates a special culture to be a part of. As a division, we have clarity about our purpose and mission, but within an environment that provides freedom to innovate and explore new ideas for the benefit of students.

“We value every member of our team as people as well as professionals and work to create an environment where each member can bring their whole, authentic selves to our work,” she adds.

Multiple methods are utilized to measure whether the goals and mission are being achieved. This includes seeking out feedback from students and campus partners, and using that data to improve programs, services and policies. These methods include focus groups and conversations with students, surveys and in-person observations and interactions with students and student organizations.

New Mexico Institute of Mining and Technology

A public university, the New Mexico Institute of Mining and Technology (NMT) offers over 30 bachelor of science degrees in technology, the sciences, engineering, management and technical communication as well as graduate degrees. The division of student affairs serves the school’s more than 1,500 students.

Dr. David L. Greene, vice president for student affairs and chief diversity officer, notes that student affairs is an integral part of the educational experience. The division has the goal to create and deliver innovative programs and outstanding services to enhance the academic experience. Students are encouraged to take full advantage of programs, events and resources.

Pennsylvania College of Technology

The Pennsylvania College of Technology is a public institution that offers certificate, associate, bachelor’s and master’s degree programs in more than 100 fields of study. The student populations numbers approximately 5,300.

“Effective student support and engagement starts with supporting and engaging your professional staff,” says Dr. Jennifer McLean, dean of students, academic affairs. “Penn College’s employee culture is exemplary in the sense of teamwork and collaboration, outstanding benefits, ongoing professional development opportunities and a shared vision for preparing our students for success both in and outside the classroom.”

McLean acknowledges that the challenges facing higher education and student affairs can be daunting. Understanding that most issues are complex, the department looks for opportunities to make small differences for the college’s students and provide whatever supports it can.

Operations in student affairs are guided by a strategic plan for the division that is developed in alignment with the college’s strategic plan.

“Data plays a crucial role in the development of these plans and in their ongoing assessment,” says McLean. “Student affairs relies upon insights gathered from the Healthy Minds Study, ACHA-NCHA, Benchworks ACUHO-I and campus climate surveys in conjunction with internal assessment strategies to identify and respond to needs, set goals and genuinely inform our work.”

Sonoma State University

Sonoma State University, part of the California State University system, offers bachelor’s and master’s degree programs as well as teaching credentials. It has Hispanic Serving Institution status.

“Sonoma State University’s division of student affairs is home to dedicated practitioners who deeply value our students’ experience, prioritizing holistic student development,” says Dr. Gerald L. Jones, vice president for student affairs and dean of students. “Our staff is empowered and knowledgeable about all aspects of student life outside the classroom.”

Jones explains that the campus’ relatively small size—approximately 7,800, the majority of whom are undergraduates—allows students and staff to build relationships, which amplifies the staff’s drive to improve student life. The staff values shared governance with student leaders, making sure they are heard and an integral partner in helping shape innovative programs reflective of an ever-evolving campus and community.

“Our division of student affairs is a collaborative and inclusive environment where innovation is encouraged and achievements are celebrated,” says Jones. “Open communication, among staff and across teams, as well as shared governance, empower staff to bring new ideas forward and creatively problem solve in a safe and encouraging environment. We actively promote a diverse and equitable work environment, reflecting those values in policies and programming.”

State University of New York at Oswego

“Student affairs as a division maintains a positive environment because we have genuine people working together that truly care about one another and want to see everyone be successful,” says Dr. Gabriel Marshall, associate vice president for student affairs at State University of New York (SUNY) at Oswego. “We are intentional about creating opportunities for dialogue and celebrate successes departmentally and divisionally.

“We have also shown a willingness to have difficult conversations, when necessary, and process the thoughts and feelings that accompany those situations.”

A public institution part of the SUNY system, SUNY Oswego offers more than 120 undergraduate, graduate and professional based programs across four colleges. To ensure student needs are met, student affairs conducts student surveys through various platforms, offers student focus groups and works collaboratively with several departments to analyze the data to determine department and divisional learning domains, goals and learning outcomes.

“What makes SUNY Oswego an outstanding place to work in student affairs is the people and the relationships that have been formed and nurtured over time,” says Marshall. “Having leadership that is mission focused, clear about strategic vision and willingness to be transparent and inclusive provides opportunities for everyone to have a voice, contribute and be recognized for their efforts.”

Stony Brook University

A flagship institution in the State University of New York system, Stony Brook University is a public research university that serves over 25,000 students. Outstanding students deserve outstanding supports, notes Dr. Richard Gatteau, vice president for student affairs.

“We continually strive to create a culture of excellence, encouraging professional development opportunities, implementing workplace diversity and inclusion practices, as well as creating a community of team members committed to enhancing student life on campus,” says Gatteau. “We are also committed to promoting a healthy work-life balance for our team, which includes family-friendly policies, flexible work arrangements and comprehensive benefits packages.”

After the pandemic, a more comprehensive onboarding process was implemented for new team members. It not only provides essential information about the university and student affairs, but also educates new hires about the functions and responsibilities of other areas within student affairs.

“Our robust staff member orientation covers the history and culture of SBU and the division, outlines team member expectations, highlights professional development opportunities and staff support,” Gatteau says. “Another important goal is to foster relationship building with colleagues across different departments.”

Gatteau periodically hosts lunches where staff can engage in casual conversation with leadership, ask questions and share ideas. There are annual in-person events for the entire division and an annual convocation to celebrate team members’ accomplishments.

University at Albany, State University of New York

Part of the State University of New York system, University at Albany is a public research university serving more than 16,000 students. From fostering a flexible and family-friendly work environment to championing diversity and inclusion, UAlbany has cultivated a culture where employees thrive.

“The university’s institutional telecommuting policy is a game changer, giving staff the option to balance their professional duties with personal responsibilities,” says Dr. Michael N. Christakis, vice president for student affairs and enrollment.

The development and implementation of a comprehensive diversity, equity and inclusion plan highlights the division’s dedication to creating an environment where every voice is valued. The division expanded its leadership group to include mid-level managers. Data is crucial, utilizing tools such as the six-week survey, unit-specific surveys and institutional data to take the pulse of the student body.

“The past five years have tested us all, but UAlbany’s division of student affairs and enrollment has turned challenges into opportunities to strengthen our work culture,” says Christakis. “Annual events like the end-of-the-semester winter social, winter connect, summer CONFAB and excellence awards have become staples of our division. These gatherings are moments to collaborate, network and recharge. Supervisors actively encourage staff participation, ensuring everyone feels included and valued.”

University of California-Berkeley

“UC Berkeley is an exceptional place to work in student affairs because of its commitment to fostering an equitable, inclusive and aspirational environment for both students and staff,” says Dr. Stephen C. Sutton, vice chancellor for student affairs. “Guided by our student affairs strategic plan, our division here at Berkeley focuses on creating unified priorities such as transforming the student experience, advancing equity and inclusion, and promoting holistic well-being.”

A public land-grant research university, University of California, Berkeley, is the founding campus in the University of California system and a flagship institution. It serves over 45,000 students, known for both their academic and athletic accomplishments.

Programs such as “first year flourish” provide a year-long orientation for staff, creating a supportive foundation for their work. Guided by the strategic plan, student affairs has introduced initiatives that emphasize staff belonging, value and authenticity. Student affairs utilizes a data-driven approach and actively engages with students to ensure their needs are met.

“In addition, we’ve established a DEIBJ (diversity, equity, inclusion, belonging and justice) advisory board to provide a way to get direct feedback from staff about their lived experiences,” says Sutton. “This group meets monthly and provides me with useful insights and recommendations for how to address staff concerns.”

The culture of equity, inclusion and belonging working group addresses diverse staff needs, and the health justice and holistic well-being initiatives focus on individual fulfillment and community engagement. There are resources such as wellness workshops, mental health support and programs that encourage work-life balance.

University of California, Riverside

“Despite the challenges all universities encounter, we keep the work environment positive by hiring and retaining leaders and staff who are passionate about what we do,” says Dr. Brian Haynes, vice chancellor for student affairs, University of California, Riverside (UCR). “We are mindful of recognition, engagement and wellness efforts, including understanding what’s important to our staff in helping them balance both work and life.”

A public research institution that is part of the University of California system, UCR serves a student body of more than 26,000, which includes both undergraduate and graduate students. Aspects of student affairs include residential life, career readiness, in-person events and Division I athletics. Haynes notes that UCR student affairs is a nationally recognized innovator, including founding a professionally staffed LGBT resource office more than 30 years ago to currently having 10 ethnic and gender program offices and student centers.

“Our STAR Awards program supports recognition efforts where staff can recognize, acknowledge and reward employees for exceptional performance and/or significant contributions related to and supportive of individual, departmental, divisional and and/or organizational goals and objectives,” says Haynes. “Our ‘Lunch with the VC’ initiative helps promote engagement through listening sessions, where staff shares feedback about what’s working and what could be better.”

University of Delaware

“Recognizing and appreciating our teams for their hard work is essential to maintaining a positive work environment,” says Dr. José-Luis Riera, vice president for student life at the University of Delaware, which serves more than 24,000 undergraduate and graduate students. “One of the ways we do this is through the Hen High Five program, where staff members can officially recognize each other with a digital ‘high five.’ These acknowledgements are recorded by HR, and those recognized are entered into raffles for prizes, adding an extra layer of appreciation.”

Additionally, a strategic plan has been implemented for the division. This enables the team to continuously assess and adapt their work. The strategic plan reflects the organizational mission, vision and values and helps everyone focus beyond the daily challenges. By regularly evaluating their progress, the staff is able to make changes as needed, ensuring they remain responsive to the students’ evolving needs.

“We use a combination of data and direct student engagement to ensure we are meeting student needs,” Riera says. “One key tool is the Blue Hen Check-In Survey, which we ask all new students to complete each semester. This brief survey gathers valuable insights on areas such as student involvement, wellbeing and finances. We use this data to follow up with students who have identified specific needs, offering targeted support where necessary.”

University of Hawaii at Hilo

Part of the University of Hawaii system, University of Hawaii at Hilo utilizes data and student engagement to assess and adapt services to meet the evolving needs of students. Student affairs regularly analyzes institutional data, such as retention and graduation rates, disaggregated by student demographics, to identify trends and areas needing improvement.

Dr. Christopher Holland, vice chancellor for student affairs, says the past five years have tested student affairs staff in ways they never imagined, but they have also showed each other, the students and the university the importance of resilience, collaboration and compassion.

“At HU Hilo, we strive to foster a supportive work environment by emphasizing open communication, professional development and a shared sense of purpose,” says Holland. “We’ve implemented wellness initiatives, such as mindfulness workshops and opportunities to connect outside of work, to support our team’s mental and physical health.

“Additionally, we consistently reflect on our values and mission, reminding ourselves why we do this work: to create a positive and lasting impact on our students and the community,” he adds. “This sense of shared purpose keeps us grounded, even in challenging times.”

University of Maryland, College Park

University of Maryland, College Park, is the flagship institution of the University System of Maryland. Dr. Kevin Laurence Pitt, assistant dean in the dean of students office, division of student affairs, says this recognition reflects the dedication of the team to supporting students and fostering an environment where staff can thrive.

“The University of Maryland is distinguished by its culture of collaboration, innovation and commitment to meeting the evolving needs of a diverse student body,” says Pitt. “Our work is grounded in a shared purpose: creating an inclusive, supportive environment where students can succeed and staff are empowered to contribute meaningfully to that mission. Professional development, interdisciplinary partnerships and the freedom to innovate are key to making UMD an exceptional place to work.”

The dean of students’ office has developed a comprehensive dashboard using Tableau software to track and visualize key metrics related to student mental health, well-being and engagement. This tool allows the division to integrate data from multiple sources, such as counseling trends, academic performance and incident reports, enabling the staff to proactively identify patterns and allocate resources where they are most needed.

“We pair these data-driven strategies with direct engagement through focus groups, surveys and advisory boards to ensure our initiatives are grounded in the lived experiences of our students,” Pitt says. “This dual approach enables us to anticipate emerging needs and implement solutions that enhance student success and well-being.”

University of Texas at Arlington

“At the University of Texas at Arlington, the division of student affairs thrives on a collaborative, student-centered approach,” says Dr. Lowell K. Davis, vice president for student affairs. “We value innovation and the pursuit of excellence, which allows our staff to feel empowered in their roles.”

A public research university, University of Texas at Arlington has one of the most diverse student populations in the nation. To best serve the university’s more than 40,000 students requires collaboration and creativity as well as empowering staff to develop impactful programs and initiatives. The division invests in professional development and cutting-edge resources.

“We innovate, lead and inspire, fostering a dynamic environment where everyone has the opportunity to make a meaningful impact on student success and the broader campus community,” says Davis.

The division of student affairs places considerable emphasis on the strategic use of data and feedback. Regular use of quantitative assessment methods and analytics allow the staff to identify trends and areas of need, while student engagement metrics ensure they are effectively reaching and supporting the diverse student body.

“Additionally, we actively seek input through focus groups and individual conversations to amplify student voices,” says Davis. “This blend of data-driven strategy and meaningful interaction helps us adapt to evolving needs and ensures that every student feels seen, heard and supported.”

Virginia Commonwealth University

“Receiving this national [recognition] is a testament to [Virginia Commonwealth University] and the division of student affairs for fostering an environment where both our students and staff can thrive,” says Dr. Aaron Hart, vice president for student affairs. “It’s a reflection of the culture we’ve intentionally cultivated—one that prioritizes innovation, equity and the well-being of every individual.

“This recognition isn’t just about accolades; it’s about affirming that we’re creating meaningful change and supporting our team in ways that allow them to deliver their best work for our students,” he adds.

A public research university, VCU has roots going back more than a century. Today, more than 28,000 students—undergraduate through doctoral level—experience a diverse campus and access research opportunities. Members of the student affairs team note that enabling these students to have national and even global impact is a huge motivator.

There have been undeniable changes to student affairs in the aftermath of the pandemic, but staff has been malleable to these evolving changes. The ability to give feedback and work collaboratively fuels the positive environment.

Data plays a role in decision making, with assessments at the program, departmental and divisional levels. These assessments provide detailed understanding of how individual programs and departments meet student needs and deliver impactful services.

West Virginia School of Osteopathic Medicine

West Virginia School of Osteopathic Medicine, a public medical school in Lewisburg, WV, is a four-year program with the first two years on campus and the second two years doing clinical rotations in the area.

“Our student affairs team excels in collaboration, forming strong connections not only among ourselves, but also with others in the school community,” says Dr. Dawn D. Roberts, associate dean for multicultural and student affairs. “Each member brings a unique set of strengths to the table, fostering an environment ripe for the generation of innovative and creative ideas.”

Autonomy is encouraged for the staff. This sense of freedom inspires creativity and enhances collective impact, notes Roberts. Over the past two years, the department has undergone transformation, placing a strong emphasis on fostering inclusion and creating a genuine sense of belonging for students, faculty and staff.

The pandemic-driven shift to remote learning brought a decline in student engagement. In response, student affairs launched its “banish burnout” program, designed to revitalize student interactions. This initiative gives students opportunities to collaborate with each other and engage with the office more frequently.

“Through these strengthened connections, students now feel at ease sharing their thoughts, ideas and needs with us,” says Roberts. “We prioritize timely follow-ups and actively respond with tailored programming and workshops to address their concerns. Our goal is to ensure that every student feels heard, valued and equipped for the challenges ahead.”

William & Mary

A public research university in Virginia, William & Mary has repeatedly been recognized as one of the most promising places to work in student affairs. Dr. Virginia M. Ambler, senior vice president for student affairs and public safety, explains that institutional values include an express commitment to human flourishing.

“In that spirit, colleagues in W&M’s student affairs division share a deep commitment to creating vibrant, diverse and supportive workplaces and to championing work-life harmony, professional development and inclusive excellence across the division,” says Ambler.

Throughout the college, there is discussion about what flourishing looks like in an ever-changing and at times divisive world. While they cannot know what challenges may come their way, they remain committed to aligning their actions with their core values. This includes prioritizing relationships and building honest connections, which contributes to resilience, particularly in this time of polarization.

“Each student affairs department at W&M engages in regular assessments that meaningfully informs our work,” says Ambler. “Gathering data on an ongoing basis allows us to know when and how we are achieving desired outcomes, and to adjust our efforts accordingly. Robust assessment plans also help us to describe our efforts with clarity and to demonstrate their impact.”

Winston-Salem State University

An HBCU institution in North Carolina, Winston-Salem State University (WSSU) is again included among the most promising places to work in student affairs. Dr. Mel Johnson-Norwood, associate provost and vice chancellor for student affairs, attributes this to the commitment to inclusive excellence, holistic support for staff development, collaboration across divisions, focus on belonging and work-life balance, data-driven and adaptable leadership, and legacy of service and innovation.

“Our strategic plan, ‘Unleash the Genius,’ codifies our commitment to diversity, equity and inclusion and outlines actionable goals for creating spaces where every staff member and student feels valued and empowered,” Johnson-Norwood says. “We prioritize the professional and personal growth of our student affairs staff. Programs like mentoring initiatives, stress reduction workshops and leadership development opportunities ensure that staff members thrive professionally and personally. WSSU also supports staff in achieving their career aspirations through educational leave and continuing education programs.”

Collaboration across departmental silos is encouraged. This fortifies the ability to deliver comprehensive services that support academic success, mental health, financial stability and cultural engagement.

“WSSU uses data to inform practices and adapt to challenges effectively,” says Johnson-Norwood. “As a historically Black university with a deep connection to the community, WSSU embraces its legacy of service while innovating for the future. Our initiatives in student affairs reflect this duality, blending tradition with forward thinking solutions that enhance the student and staff experience.”