The Non-Traditional Billiken blog was started two years ago, if you’d like to take a trip back in time and relive part of this SLU journey with me:

• Getting Started – what derailed my education and what got me back on track… despite a little surprise
• Eureka! – when I discovered I no longer ‘hated’ school, reviewing my first few ‘core studies’ classes at SLU
• Climbing the Mountain – picking up steam and enjoying being on the downward slope of my educational journey
• Let’s talk turkey – A quality education comes with a price, here’s how I dealt with it
• Burnout – I feel my success is primarily due to keeping a positive attitude, but even I have felt the overwhelming agony of burnout during my time at SLU

So, here I am, fresh after a welcome holiday break, which snuck up on me while I was hustling to finish up final projects at the end of my last semester. I am still basking in the glow of the midyear commencement, which occurred on December 16th. I keep fighting the urge to pinch myself and see if it’s really really real, if I have honestly reached the goal held in my heart since graduating high school in 1998: the completion of a bachelor’s degree.

It meant a lot to have my husband and sons share that day with me, since they are the ones I did this for, and since they are the ones who have eaten way too much pizza and canned pasta sauce over the past three years. Hearing the inspirational speeches during the ceremony, and watching hundreds of driven and successful adults walk across the stage with pride while the names of their degrees were read out to a stadium full of family and friends, really touched my heart.

So, what’s next?

Right now, I am enjoying the break after having been a full-time student since 2009. The downtime has been really refreshing over the past two days. Having no homework to do during this lunch hour makes me want to grin with pleasure.

But, there is something about being busy and having a goal that drives you to make the most productive use of the little time you have. Something tells me this feeling of relief at being finished after finals will wear off within a couple of weeks…

You know what? I don’t think I’m finished yet. SPS has taught me how much I still have yet to learn. A year ago, I signed up for the Accelerated Bachelor’s to Master’s Program and am looking forward to more classes in the Organizational Informatics program.

The two classes I have taken so far were extremely interesting, and I do not mind all of the writing that is required at this level. I am hungry to see what the Informatics classes have in store.

Good luck to you all, as you read the stories of your fellow (or future) students here on this blog. We may not be ‘traditional’, but, we are willing to work hard to achieve our dreams, so, just be sure to dream big.

With the recent release of the newest Twilight movie, as well as an evening spent at a Demi Lovato concert, I found myself thinking about the concept of the role model. Growing up, I spent half the time wanting to be “Buffy the Vampire Slayer” and the other half wanting to be a prosecuting attorney. One of my best friends, however, wanted to be just like her sixth grade teacher, Ms. Atlas.

This memory got me thinking: How many of us ever viewed our instructors or teachers as our role models? Looking back, I had several influential teachers who encouraged me to continue in subjects I thought I would give up on and to take my thoughts and ideas farther and apply to conferences.

I also had those professors whose courses were so challenging that I remember their assignments like it was yesterday. Those were the classes and experiences that I recall, not the “Easy A’s.” And ultimately, those were the professors I went back to again and again for advice, critiques, and to learn more about their past studies.

I think we need to look at our instructors as the people to aspire to resemble, more so than the women swooning over sparkly vampires, or pro-basketball players earning millions to sit on a bench. Those celebrities deserve their success, but I believe we need to be investing in our instructors and faculty the way they are investing in us.

Teaching is not a 9 to 5 job, nor is it one taken on lightly. As I sit across from one of my instructors every Monday, I know that I have learned more from his experience than I ever would from a textbook. Not every teacher, coach, or administrator is perfect, but 99% are out there to encourage, challenge, and ultimately, effect lives.

So the next time your son or daughter tells you they want to be like LeBron or Barbie, ask them what they think of their school teacher. And as non-traditional students, ask how is that instructor challenging you, and making you a better critical thinker? They are here to help you to become the best version of you that you can be.

Every few years, one of my brother’s teachers would contact my mother to ask her how my brother was doing in school, what he was up to, etc. My brother is now 22, and this woman had him in her sixth grade class, at age 11. Throughout those eleven years, she was still looking out for her student. I’m not sure we can ask for better influences or role models for our children or ourselves.

Keep this in mind when you find yourself discouraged in your courses, and never hesitate to reach out to your instructors for help, guidance, or just to learn from them. After my experience working with the School for Professional Studies for the last year and a half, I can tell you these instructors and faculty members are just those people, they are here for you.

Photo Credit: http://www.flickr.com/photos/14876275@N05/5694610243/

One of my favorite things about St. Louis is the fall weather, especially the scenery. I like the changing colors of the leaves. However, I do not care to clean them up much. It seems to me this people are more hospitable this time of year as well. Maybe it is due to the temperatures being mild and not having anything to complain about. This year there is the added bonus of the Cardinals making their trip to the postseason.

I have the pleasure this term of taking two of the most memorable classes I have taken so far in my two years at Saint Louis University. I am really enjoying these classes because they keep my mind working. The instructors made it clear from the beginning what their expectations were, and they are available to their students. I really like it when the instructors are responsive to student needs. I think it says a lot about instructors when they understand that their students at the School for Professional Studies are not the traditional student, and they take that into consideration when setting up their class. I also like feedback from instructors. For me, this is very important because it gives you the opportunity to tweak your performance before it is too late. These instructors also acknowledge good performance and offer assistance if your performance requires improvement. I think these are vital actions to a student’s success in a class, making the student more comfortable approaching the instructor with questions.

Another aspect I like about my classes is that they are deepening my desire to want to give back to my community. One of my favorite things about Saint Louis University is the fact that service to the community is a part of the culture. As my time has progressed here at SLU, I have grown intellectually, but my desire to give back to my community has also grown. I often talk to friends of mine who attend other higher learning institutions in the area, and I must say that they are really missing out on a quality education. I try not to be braggadocios, but the truth is what it is. One essential thing I have improved while at SLU is critical thinking. This is not only important in academia, but also in everyday life. The classes I am taking now are really forcing me to use critical thinking in assignments and discussions.

It is a beautiful time of year in St. Louis, and it is a beautiful time to be a Billiken.

Photo Credit: http://www.flickr.com/photos/doortoriver/3016375635/

I took two excellent classes last term. The material was great and required you to be involved. One of my classes required me to complete thirty hours of community service. During that semester, there was inclement weather that forced just about every school in the area to cancel class and other activities so I missed one day of class. I appreciated the fact that our instructor was in touch with us throughout this period and kept us updated with adjustments he had to make to the syllabus. This definitely helped me get through the class.

My other class was an online class. I know a lot of students do not care for online classes—present company included—but, they are very convenient. What made this class really good was the instructor’s willingness to engage the students via the discussion board. The instructor made regular posts and comments throughout the week and she always responded to questions. As a student, I think it is important for instructors to engage and respond to every student inquiry. Taking an online class is not much different than an on-ground class aside from the fact that there is no face-to-face interaction. That is why it is important for instructors to engage the students.

Since I started attending Saint Louis University’s School for Professional Studies in 2009, I have noticed that a lot of schools are placing emphasis on online classes or distance learning. I have mixed opinions about online learning. I know from experience that these classes can be just as effective as their on-ground equivalent. However, I think there is one key thing that instructors must do to make this experience beneficial to their students. They must realize that a lot of adult students have been out of school for years and are quite wary of returning to school. In addition, many of these adult students are returning to school because they are seeking advancement in their career—not because they enjoy school. This poses a great challenge to students and their instructors. In order for this experience to be valuable to students, online instructors need to be as responsive as possible. I am not saying that they need to show favoritism or not hold students accountable, but they must realize that the student body they are dealing with is comprised of students who are as busy, if not more busy, than they are. These students will have lots of questions, and to make this course go smoothly, instructors must be quick to respond. On the other hand, the students who take these online classes need to realize that they must be self-starters and willing to take charge of their own education.

The bottom line is that in order to get the full benefit of any class—online or on-ground—students and instructors need to be accountable and responsive to the needs of one another.

Photo Credit:  http://www.flickr.com/photos/drb62/2474763910/#/

I was driving to work one morning and heard a commercial for adult education on the radio. The students in the commercial were talking about their person responsibilities and how they had a desire to obtain a great-quality college education. When I first heard the beginning of this commercial, I was saying “SLU SPS!!! SLU SPS!!!”

Now, there are several other colleges that promote their adult education program, but none of them have students who promote it. It’s just a boring announcer who reads the positives of the program. However, this radio commercial with the adult students was really talking about SLU SPS! I laughed when I heard that it was actually SPS, and I started to feel really proud. I was thinking, “Two kids, full time job, and the desire to get a college degree from a great university – yep! That’s me!”

The great thing about SLU SPS is that it is truly for working and busy adults. The students on the commercial really put a good word out there for anyone looking to go back to college to obtain that degree, but what I find is most important with the process of obtaining my bachelor’s degree is that SPS has given me the tools to be able to better communicate my thoughts and ideas and a way to really enhance my self-esteem.

Speaking of better communication, I can’t tell you how SPS classes, students and professors have expanded my thought process. When I am in class, and we are asked for our opinion, we get to think about what WE think, and it’s not just about what the textbook says it is. We get to discuss things that maybe we hadn’t thought about before. SPS has shown me that my way is not the only way, and I can change my mind on a particular subject after I hear the opinions of my classmates and professors (hmmm, I’ve never thought of it that way!).

Although I am totally swamped and missing massive amounts of sleep as a I go through each term, I am proud to be a SLU SPS student! It is worth all of the missed sleep, all of the research and paper writing, all of the things I would have been doing had I not been taking classes. It is so worth it!

Never had I thought that I could be as successful academically as I have been here so far at SPS. It is also quite amazing that now I am excited about the possibility of obtaining more schooling! Who would have thought that ongoing education could be liberating and fun and something to look forward to?

The Department Head of the Criminal Justice and Security Management Program and I met for some conversation about the possibilities available to me after I graduate from SPS. There are so many options, and instead of saying “I don’t know what I want to be when I grow up,” I can now say, “There are so many options and avenues that I can take because I will have a SLU degree!” Now, I just have to figure out which avenue I want to take!

We, as students, have completed a few surveys about the different aspects of SPS that need improvement. There are several sections on the survey that ask about our opinion of the academic advisors, the degree paths, and the professors and department heads. I am a firm believer in our SLU SPS program, and so during the survey, I marked all of these as excellent. I made some comments on the surveys as well, but these comments were of absolute praise for all of the SPS people who offer a helping hand, who are understanding, and who are so encouraging to all of the students. I couldn’t have asked for better people to experience my undergraduate years with, and I enjoy working with all of them!

My point to this blog is not to boast about SLU SPS (although I really could!), but to praise SLU SPS for all of the different ways that the faculty and staff work to encourage and help all of the students. There are so many resources here at SPS that every student should utilize. SLU is a great place, and SPS is even better!! With all of the diverse backgrounds and positive goals to be achieved, SPS is the greatest place to come together and fulfill our learning and growing goals!

Photo Credit: http://www.flickr.com/photos/firma/2057704317/

What is mentoring? Traditionally defined, it is an interpersonal relationship between two individuals known as the mentor and mentee or protégé. In organizations mentoring is a vehicle used to cultivate and grow employees. Simply put, it is a higher ranking employee who has advanced in organizational experiences and knowledge and is committed to providing guidance and support to protégés. Mentoring can be a formal or informal attribute. At an organizational level, some companies have formal mentoring programs, which means they have organizational or managerial mentors. On a more personal level mentoring is considered informal, which means it is a peer relationship that happens spontaneously.

Mentoring relationships fall into one of four categories or stages that include orientation and initiation, cultivation, separation, and redefinition. In order for mentoring to be successful, a mental contract for learning must be in place between the mentor and dependent party. This is known as the orientation and initiation stage where the mentor and protégé select each other and begin relationships that will last 6 to 12 months. The cultivation stage is a rewarding 1-5 year relationship for both the mentor and protégé. The third stage is the separation stage, which can be caused by a variety of reasons, such as retirement, relocation, or different interests to name a few. The fourth stage is the redefinition stage and depends on the nature of the separation.

Mentors are like teachers who demonstrate and explain situations and/or topics to protégés who are looking to learn more about a particular topic, task, or interest. For an organization to have a solid mentoring foundation it should have five components: deliberate learning (as the cornerstone), the essence of both failure and success (powerful teachers), a leader’s need to disclose stories, active development that matures over time, and the acknowledgement that mentoring is a joint venture. In detail, these components are necessary to employ a successful outcome.

As mentioned above, deliberate learning is comprised of the mentor’s ability to promote knowledge through learning. This is done through experiences that impart knowledge and promote direction and advice. Mentoring comes with benefits and limitations. Just like any other relationship, a mentoring relationship, too, can become dysfunctional. For example, mentors can become threatened by their protégés and feel that their protégé has become a competitor. When the mentor feels that the protégé threatens one’s job or personal image, it can cause the separation stage of the relationship especially in competitive fields and industries.

As a writer of theatrical productions I found myself faced with a situation that caused a separation after several years of advice and direction from a mentor on a personal level. He responded to my success with accusations that I befriended him for all of the wrong reasons – mainly to meet his musician, who, by the way, is for hire. Failures and success stories are noted as being powerful teachers because they include experience – experience that is proven to be either effective or ineffective. Whether good or bad, experience offers results that will determine direction. Bad experiences teach us that this is not something that we should continue. Good experiences motivate us to cultivate and continue that practice and allow us to have the ability to analyze realities.

Mentors are more effective when personal stories are shared. Not only will these stories offer priceless information, they also offer memorable insight. Likewise, they increase credibility by demonstrating how the mentor reached a particular level of expertise. Further, these stories show how experience can be an ongoing process that matures over time. Mentors who share their wisdom and experiences on an ongoing basis usually serve as trusted confidantes. When done on a personal level, mentoring is often done for FREE. This is rewarding for mentors because they have a desire to “give back” to society in some way with no hidden motives. For them it is risk-free with nothing to gain other than the sense of giving back. A good mentor is genuinely interested in someone else’s growth and can be found in all types of organizations especially education.

Now that you know what a mentor is and how mentoring operates, you may realize that you have mentors at the School for Professional Studies. Faculty are genuinely interested in the growth of their students. They are experts in their field and have no hidden motives. They sometimes offer personal stories to help students learn. Because they have a desire to “give back,” they use deliberate learning as they promote knowledge through learning.

They demonstrate and explain topics to students who are looking to learn, and they fit into all four categories of mentoring relationships (orientation and initiation, cultivation, separation, and redefinition), but in order for mentoring to be successful, a mental contract for learning must be in place between the mentor (Professor) and dependent party (student). SPS has is all, great programs and outstanding mentors offers a great learning experience to all of its students. SPS rocks!

Photo Credit: http://www.flickr.com/photos/simplesolutiontech/4430991227/

Old dogs have nothing on cats or the adult brain.

The saying goes, “You can’t teach an old dog new tricks.” I have a doddering old Yorkshire terrier and, alas, the idiom is true.

However, I have a cat-”Hermie”-and an adult brain (not pictured). I am happy to report that both have overcome their respective aversions to learning new things. This has not been easy. Lessons can be confusing, even painful, and some of us seem destined to learn things the hard way. Just ask Hermie.

In July of 2005, Hermie was arrested for violating the City of Chesterfield’s leash law. He was in the back seat of the police car, when I pulled into the driveway.

An unidentified female neighbor had called police after Hermie jumped up and caught a wild bird – in mid-air – in the woman’s back yard. Unfortunately, the woman was feeding the wild bird as this happened. She was understandably traumatized, because Hermie unabashedly ate his victim on the spot.

Hermie was released to me, but I was ordered to appear in court to answer for the violation.

In the intervening weeks, my husband and I taught Hermie the most difficult lesson of his entire first-of-nine lives: how to stay in the yard. We purchased a shock collar, just like the collars that kept our dogs behind their Invisible Fence.

There are few experiences more bizarre than teaching a cat to negotiate an invisible barrier. It was a painful period for all involved.

When I stood before the judge – who was laughing hysterically – I was able to show him photographic evidence that Hermie was indeed reformed. Case Dismissed!

Hermie still catches birds in midair, but he is ever mindful of the property’s edge. He has taken to climbing trees.

The analogy breaks down, because my brain has found adult learning tremendously “liberating.” Life and work experiences enhance my lessons, which in turn enhance my life and my work. I enjoy seeing the forest AND the trees.

There is no boundary!