Significant Career Lesson From An Assistant Provost Institutional Equity At Willamette University
Emilio's most significant career lesson, learned early in their teaching career, is that "the work that you put in they might realize a year or two years down the road," impacting not only student development but also long-term institutional change. This understanding allows for patience and perseverance in the face of delayed gratification, a crucial attribute in roles like Assistant Provost, Institutional Equity, where policy implementation and societal shifts take considerable time.
Higher Education, Institutional Change, Program Development, Mentorship, Patience
Advizer Information
Name
Job Title
Company
Undergrad
Grad Programs
Majors
Industries
Job Functions
Traits
Emilio Solano
Assistant Provost, Institutional Equity
Willamette University
Willamette University, 2009
Loyola Marymount University, Master of Arts, Urban Education: Policy & Administration and Lewis & Clark College, Doctorate of Education, Education Leadership
History, Art History
Education
Education
Honors Student, Scholarship Recipient, Took Out Loans, Greek Life Member, Student Athlete
Video Highlights
1. The impact of mentorship extends beyond immediate results; positive changes might not be visible for years.
2. Patience and persistence are crucial for achieving long-term goals, whether in student support or program development.
3. Institutional change requires a long-term perspective; the effects of initiatives might not be apparent for several years.
Transcript
What is one lesson that's proven significant for a career?
I'm going to take it back to my first year teaching in Englewood, California. This lesson, however, translates into multiple spaces I've entered since. I was having a really tough day; there was a student with whom I had a strong relationship.
He was a bit of a troublemaker, and we were making progress, but then he'd take a step back. These were mostly behavioral concerns, and he ended up doing something that got him expelled. I had invested so much time, energy, and love into that student and his family.
I was sitting in a grad school class after a long day at work, having stayed at school until 7:00 PM and then attending classes from 8:00 to 10:00 PM. Another teacher in the class, who had been teaching for a few years, and I were talking about the rough day many of us were having.
He offered some wise words: "As a middle school teacher, especially in this situation, you put so much work into these students. You support them, show them love, teach them, and mentor them. Sometimes it works, and you nail it."
"Sometimes it's really frustrating because a moment like this happens," he continued. "The most frustrating part is that they might not realize it right now, but the work you put in, they might realize a year or two down the road."
"The challenges you don't get to see, the progress you might not ever see that student again. You'll get to see the work you put in and the growth they had individually, maybe from one conversation you had with that student. It doesn't feel rewarding, does it?"
That comment shifted my mindset. I realized that some of the hard work I put in might be realized long after I'm gone, and I might not experience the joy or credit for it. But that's not what it's about; it's about the work and effort.
Institutions and people take a long time to change. When thinking about program development, institutional change, or the legacy you leave, know that some of what you're doing now might not show results for years.
A policy might take a year to create, and its impact might not be seen for two or three years. We might not fully see the positive engagement with that policy until the next freshman class graduates four years later.
Keeping that mindset allowed me to be less frustrated about how long things take to change, whether it's supporting a student or developing a program.