Biggest Challenges Faced By A Serna Center Coordinator At Sacramento State University
Saray's biggest challenge in the role as Serna Center Coordinator was initially setting boundaries, resisting the urge to "solve all of their concerns" and work after hours, which could lead to burnout. Another challenge involves reframing conversations with students struggling in courses like math, helping them believe in themselves and understand that their academic journey can be unique while still achieving their goals, a concept that requires repeated conversations and reassurance.
Boundary Setting, Student Support, Reframing Perspectives, Self-Belief, Student Success
Advizer Information
Name
Job Title
Company
Undergrad
Grad Programs
Majors
Industries
Job Functions
Traits
Saray Aguirre
Serna Center Coordinator
California State University, Sacramento
CSU, Sacramento
CSU, Sacramento - MA in Education (Higher Educational Leadership & Policy Studies)
Anthropology, Sociology
Education
Education
HSI Grad, Scholarship Recipient, Pell Grant Recipient, Worked 20+ Hours in School, First Generation College Student
Video Highlights
1. Setting boundaries to avoid burnout is a key challenge when working closely with students and their concerns.
2. Reframing conversations with students struggling in courses like math and science to promote a positive perspective and self-belief is crucial.
3. Communicating that each student's academic journey is unique and that different paths to success are valid can be challenging but important.
Transcript
What is your biggest challenge in your role?
One of the biggest challenges was definitely setting boundaries in the beginning. It was really easy for me to try and solve all of their concerns and all of their problems. I often found myself going home after hours thinking, "What else can I do for this student?"
While many people appreciate me going the extra mile, I was also advised not to make that a habit because it can be overwhelming and lead to burnout. It took me some time to realize that it’s okay to wait until the next day, as long as it’s not an emergency.
I took this to heart because we come from similar backgrounds. I knew students felt like there was nothing else they could do. So, me waiting an extra day to give them an answer probably caused them some worry or concern.
However, the job will always be there, and the work will always be there. Learning how to set those boundaries and not take that home with me was huge.
Some students also struggle with their courses, like math and the sciences, which are very common subjects for students to find difficult. I learned how to talk to them so they didn't see themselves from a deficit perspective. Instead, I encouraged them to look through a positive lens.
It takes time and repeating the same conversation for them to start believing that maybe they don't need an A in the class, and a C is enough to move on. Reframing those conversations and making sure they believed in themselves was also challenging. They needed to believe in themselves when they came in, not necessarily believe that they were already good at math.
The boundaries issue was a huge eye-opening experience for me. I learned that students have their own unique journeys and that each one will look different. Sharing that with them was also a bit challenging.
My job is to make sure they pass their first year. When I tell them their journey might not look the same as other students, but they can still succeed, sometimes they think, "Well, it's not going to be the same."
But the goal is to get done. It doesn't matter how we get there, as long as the goal is achieved. Those periodic conversations were challenging here and there, but we got through them.