From my original check-in discussing the inevitable slowness to begin the summer semester(s), my responsibilities within the FedEx Student-Athlete Success Center and have constantly grown as have I. This has been an exciting process for myself as a professional eager to grow. As I continually gain responsibility, I am able to utilize my educator toolbox I have been building and developing for 2.5 years and then some. It has been rewarding and comforting to be able to do so, especially one-on-one with student-athletes. One of the best experiences I've had to grow this toolbox is by interacting and observing the Learning Specialists (such as the one whose office I share) I help and work with. My role as a "mentor" as an intern has been described as such by a colleague,

"Learning Specialist Lite. You do all but the same as we aim to do, but you're new, you're fresh, and you're still getting used to things." 

This title has been perfect for me to use my skills as a teacher that I worked hard and passionately to build, but also connect with students in a manner unique to higher education that I've learned about since beginning my graduate program, CSAL. Above all, I feel as though even with the smaller caseload of students in these summer semesters, I've been able to provide quality contributions to my newfound colleagues and student-athletes all while learning and growing. 

Last week, I felt right at home (which I have felt since I arrived, but even more so). The last two to three weeks, I have begun to increasingly work with student-athletes in a 1:1 and small group role. As I said, I love this. Working intimately with students with the goal of learning to their highest potential is one of the biggest reasons I am in education to begin with. In this setting, student-athletes deemed at-risk regularly come in to work on their homework and other assignments. We work through homework together based on a previously created weekly plan, adjust that plan as needed, and do our best to complete all the assignments for the week and perhaps work ahead. My responsibilities during these interactions are simple -- help the student-athlete understand what is required from them to complete the assignment, help guide them and answer their questions as it pertains to their assignment, and elicit their best quality work for the assignment. I do not tell them what to type on their paper, answer their assignment questions for them, or anything of that nature. I guide them and help them think critically as to what the assignment requires to be completed. I am there to help them learn as best they can from their unique perspective. 

It is important to recognize where the student is at within their educational journey. It is just as important to understand the obligations they have that exist outside of my office and building. These student-athletes are constantly on the move academically, but just as much (if not more) in their athletic pursuits. Role-conflict is very real, but can be very manageable. My role is very important for that reason, amongst others. Recognizing the emotions and physical state of my students is something I have tried to do since my year of student-teaching and something I think I do respectively well for this point in my career. This being said, the student-athletes of Ole Miss, though they don't know it, have definitely helped me build upon this skill.

I have also took on the task to research and hypothesize potentially new attendance policies for Ole Miss athletics. Like any class or institution, attendance to class is obviously expected and Ole Miss is no different. Attending class and the academic appointments (i.e. with a Learning Specialist, counselor, etc.) are incredibly important for learning, but simply even just passing classes and maintaining athletic eligibility. With this in mind, the SEC (Southeastern Conference) is undergoing a conference-wide transition of schools updating their attendance policies for student-athletes. When this was first discussed in our staff meeting a few weeks ago, I thought this would be the perfect project for me to gain a different sort of insight into collegiate athletics and [higher] education while also meaningfully contributing to the goals of the office. Since I took on this project, I have gathered information from the University of Cincinnati athletics, Clemson University athletics, North Carolina State University athletics, and Ohio State athletics. I have since used this information alongside Ole Miss's old policy to create a potential, hypothetical list of ideas that Ole Miss athletics could maybe implement. It can be found to the left for reference. 

One of most frequent responsibilities thus far, on top of mentoring, has been contributing to what is called "Rebs" for incoming student-athletes. This program is the bridge/orientation program for new Ole Miss student-athletes whether they are incoming freshmen or incoming transfers. These mornings are laid back, informational mornings. The first half consists of a presentation of sorts. Often, speakers will come in. The nutrition team has spoke on the importance of good nutrition and explained their office's role in it, compliance has come in to speak on NIL, and other relevant offices/people have spoken to these athletes. I have contributed by greeting student-athletes as they sign in and enter and helped conduct small group activities created and implemented by my colleagues Molly Ravn and Ginger Flanagan (two great mentors that have helped me grow thus far). A picture from Rebs can be found on the left.

Following Rebs, the student-athletes are released to study hall where they work on academic work for around an hour of the remaining allotted time. I answer any questions student-athletes may have on their assignments and offer guidance and opinions when sought out. My role during study hall is incredibly similar to my role as a mentor (or "Learning Specialist Lite" if you recall, ha). This being said, study hall has been usually pretty slow from my perspective. There typically have not been a lot of questions that have arisen, but I am there when they need answered. 

Things are no longer incredibly slow in the office. I continue to work on students 1:1 and in a group setting and as expected, I love it. One fear I had/have when considering this vocation and not teaching is the consideration I wouldn't be intimately working with students to learn and develop strong academic habits and ways of thinking. To my (pleasant) surprise, this is only true to a small extent. I'm still able to use my skills gained as a teacher (thank you Bill Smith), while also connecting with students and colleagues alike in ways pertaining to education.

There is a lot I have learned and observed about myself thus far. As I've noted, I am a pretty reserved guy who takes the process of big change and transitions straight to the chin. Though the people at Ole Miss and Oxford have made it easy, I've observed significant growth from a personal level than I would've given myself credit for 2-3 years ago. The transition was easy and I think I've meshed and interacted well with those in this office. I can't express enough (and it will likely become redundant) how easy the individuals have made it to do so. I am observing myself work hard, consistently, and well with people I met just a short few weeks ago when our tasks and responsibilities grow or arise. Humbly, I have noticed that I have sought out things to do when days are slower (i.e. the attendance policy and reaching out to schools). I have observed a well and respected representation of myself, family, and Grand Valley. I genuinely hope this is not my own arrogant or conceited perception, but the perception of those who hired me for the summer and that I am working with. Biggest thing from a personal level, I have [consciously] observed myself having fun and embracing such an awesome opportunity at such an awesome school and athletic department. 

I also believe my work with students has contributed to successes they are seeing. In meetings and following, the students I am provided are respectful listeners who are interested in the guidance I provide. I think I have connected very well with the diverse set of students I regularly interact with and I believe this is an admirable trait of mine (if I do say so myself...). This ability to be personable and show students that you're more similar than different to them is something I utilized student teaching, in DSR, and at the LAKER Academic Success Center. I genuinely believe this positively contributes to the work you do and I think I have observed it do as such here. When paired with an evident desire for your students' success and your experience working toward academic/learning goals, it bodes well for all involved.

The individuals I work and interact with are incredible, incredible people. On the surface, it is a very diverse office. People of different races, from different backgrounds, and from different areas of the country are all gathered working together for the common goal. It is a highly efficient, collaborative space to be in and I have loved every second of every person I have worked with. Take this as you will, but I have also much enjoyed this environment where politics (and/or the topics often correlated or categorized as "politics") are extremely rare in discussion. Some may see this as a negative, but my observations and experiences have told me this is nothing but a positive as this office is concerned and how it seems to operate best. Compared to my experiences at Grand Valley, this is a stark contrast (that is not a shot at Grand Valley, of course). This is one pleasant surprise upon entering such a diverse environment; politics are not priority but rather the goal of serving student-athletes and student-athlete success is. It has been said numerous times since I've been here in different ways, 

"Everyone in this office is family." 

There is no need, seemingly, for such discussions to occur constantly. It has been felt. It is so very, very evident that everyone sees each other as family within this office. It is refreshing, it is comforting, and I think it brings out the best from those who call this office home. The reason I take note of this is because of how higher education has been portrayed to me thus far. The main focus in my education classes (undergraduate and graduate) has always pertained to a polarizing politically related topic. Now, having experienced an institution outside of the only one I've ever known, I've observed and experienced that not all of higher education is like this.

Everyone in the office is dedicated to their craft. The office is loaded with educated folks from those with Masters in Education to Doctorates in education. Individuals in this office have dedicated their lives to what they are doing -- educating student-athletes -- and it is very evident. Their dedication, their hard work, and their desire to see their student-athletes succeed has created a phenomenal culture of excellence as far as the employees' perspectives go. Everybody's personalities mesh incredibly well, too. Counselors are wonderful at their job and connect well with student-athletes as do the Learning Specialists. Everybody in this office is somehow seen by the student-athletes they serve. The intentionality of their interactions and how they kindly treat and prioritize the student-athletes is something I have consciously observed. I am blessed and fortunate to be able to see and experience it. Everyone is laid back and is glad to be here doing what they're doing. One of the first things I concluded within two weeks of working here was the thought of, 

"This is the exact workplace culture I want to enter daily when I put my degree(s) to use." 

Another aspect I've known but am now able to experience is just how nice athletics-related things in the SEC are. Most everything is first-class. The FedEx Student-Athlete Success Center is almost 20 years old though you would never guess it. As seen in the pictures scattered amongst this page, the building is gorgeous outside and in. Large, glass opaque walls separate each individual's office. Consistent with the office doors, just about every other room on campus from the private tutor rooms to computer labs have transparent glass doors. The walls are littered with previous student-athletes' academic achievements throughout the years. Plaques commemorate regularly updated "Student-Athletes of the Month" for their academic achievements, as well. It helps create a culture of academic success amongst the student-athletes that enter and the professionals that work here. As expected, there is a definite athletic feel to the space. Athletes are pictured on walls in uniform and in competition and the large flatscreen TV that greets those at the front desk stays turned on to ESPN. If that wasn't enough, it is important to note where the FedEx Student-Athlete Success Center is situated -- so close to Vaught-Hemingway Stadium it's literally connected to it and you can walk from the stands to your office at halftime on Saturdays (specific right? More so convenient. It is often done by those in the office in the fall!). The space encourages excellence in various facets of life. From the proud display of academic excellence on most walls, every room, and every floor to the athletics memorbilia and "vibe" throughout, it is quite obvious (to me) what the goal of this building is.

I begin this last reflection with three days left in my summer internship. Moving down into the Mid South, I had absolutely no idea what to expect as far as the area, the SEC, my role, everything. There was not a single thing that was not amazing. I take that back -- the humidity wasn't expected and that was the furthest thing from enjoyable. Now that said and as I've noted, the people in the Oxford community, but especially the FedEx Student-Athlete Success Center, are incredible. I can't help but continually note how welcoming and accommodating everybody was since minute 1 to now. I am very grateful to have met and worked alongside the people I have for the last two months. They made this entire experience super enjoyable and have taught me a lot about this line of work and I thank them.

Entering this internship, there were three NASPA competency areas I applied to student-athlete work that I wanted to develop. They were Law, Policy and Government, Student Learning and Development, and Advising and Supporting. I can definitively say all three competency areas were developed and utilized on a regular basis. 

I certainly developed the Law, Policy, and Government competency area through the explicit student-athlete work I performed. I was exposed to NCAA rules already familiar to me, such as credit enrollment requirements for student-athletes, but also plenty that were new. I learned how much attention must be given to abide to not only NCAA rules as they pertain to student-athletes' academics, but SEC and institutional policies as well. This competency area was also developed through my work on drafting a hypothetical attendance policy for Ole Miss to draw inspiration from and/or implement moving forward. If you recall, I took up this project after learning the SEC was requiring all its members to update their attendance policies. This provided perspective as to how policy is created, things to consider when creating policy, and how to efficiently do it. I learned, at least in this context, how important additional perspective and insight from other professionals is through my contacting of Ohio State, Clemson, and other Power 5 conference schools for this project.

Student Learning and Development and Advising and Supporting was something utilized and further developed on a daily basis. Drawing from skills equipped from my time with Bill Smith student teaching, to those gained in DSR and the LAKER Academic Success Center, I worked daily with student-athletes to aid their completion of academic assignments and obligations. I performed duties like helping student-athletes brainstorm and outline content/ideas for writing assignments, intentionally thinking critically on assignments, to working out assignment plans for completion with them. I often gave student-athletes advice and suggestions as to the best methods and decisions for completing various academic tasks. I consciously tried to instill and develop successful academic habits, critical thinking, and metacognitive strategies in every interaction I had with student-athletes. These interactions and appointments were typically in a one-on-one setting, but occasionally this would occur in groups of ~3.

As I said, this experience in Oxford, Mississippi at Ole Miss has been nothing short of outstanding in every aspect. If it weren't for sounding redundant at this point, I could go on and on further about the quality of professionals Dr. Bob Baker has compiled in this office. They are a joy to work with because they are truly individuals who are amazing people and amazing professionals. The student-athletes at Ole Miss are very fortunate to have them, just as I was very fortunate to have learned from them. I am very pleased at what my role looked like over the course of the last two months, even as fluid as it was. Working intimately with students 1:1 to learn and succeed academically is the reason I got into education in the first place and it was nice to be able to see how that is done in a space such as this one. I also got a firsthand look into athletics from an SEC perspective. As a lifelong Penn State fan and coming from Grand Valley, I had a perception of SEC athletics but like anything, perceptions and experiences can often times be quite contrasting. Though a lot aligned with my preconceived notions of the SEC, I can say simply that yes -- the vast majority of everything in this conference is structured and is devoted to being elite. This experience honestly quite everything I could have hoped it would be from start to finish. 

Given it's my last week, there has been a gloomy, grey feeling lingering around me about having to depart. It's similar to the emotions you get when you are leaving a week or so long vacation or after having spent time with really close family you rarely see. It's not necessarily a sadness, but an evident disappointment your experience and fun has come to an end. I am forever grateful and appreciative to those here who went out of there way to make this work for me, especially Cliff McCain, Amanda Brown, Armegis "Mego" Spearman, and Bob Baker. 

The experiences, both personal and professional, are things I will regularly reflect and reminisce upon for a very, very long time. 

I hope to make it back for a football game this fall or a hoops game this winter, but we'll see what life has planned around that time!