Running Head: EXPERIENCE WITH THE OFFICE OF ADMISSIONS

Experience with the Office of Admissions

Eric Hilldorfer
Western Michigan University

EXPERIENCE WITH THE OFFICE OF ADMISSIONS

Experience with the Office of Admissions

I had a great experience with Kalamazoo College working in the Office of Student
Development. I was able to have some student interaction, but most of my focus was with
faculty and staff. I enjoyed being able to work with them and develop a guide to help them as
advisors to student organizations succeed in their work and practice. It was a rewarding
experience, but not as much interaction with others. I spent a good amount of time researching
best practices, writing emails, and working on my laptop. It was good to prepare for the future
because not all work will be hands on or predominately student interaction. For my capstone
experience I wanted something that would allow me more of that interaction and I wanted an
experience that would be immersive as well. I chose to work for the Office of Admissions at
Western Michigan University because it would be able to provide me with that experience.
My goal was to do as much as possible with the Office of Admissions, but my time was
limited in the amount of work that could be done. I knew I wanted an experience that would
allow for professional growth as well and be able to transfer into other areas of that work that I
wanted to do. This experience allowed me to develop my helping and advising competency as
well as my student development theory and human and organizational resources (ACPA/NASPA,
2012). I was also able to do recruiting and other duties that the Assistant Directors, the admission
counselors. The goal of the admissions process is to successfully transition students from high
school to college and recruit students for specific programs (Hossler, 2011). This is exactly what
I wanted, so I could be able to transition into an admissions office if I choose to go to that route
after graduation.
Working on My Competencies

EXPERIENCE WITH THE OFFICE OF ADMISSIONS

One of my routines for any position is to make conscious decisions to develop and work
on my professional competencies. Working in admissions I had to evaluate what I wanted to do
and how it aligned with the competencies. I wanted to learn about effective recruiting techniques
and how the events that the Office of Admissions helps facilitate those techniques to bringing
students to the institution. In the efforts for recruiting I am developing and focusing on
improving my competencies for advising and helping, human and organization resources, and
always utilizing student development theory and best practices.
Helping and Advising
When on the recruiting trips or at admission events the number one area that I am
utilizing is my advising and helping skills and through my conversations with the assistant
directors of the office agreed as well. Assistant directors used to be called admissions counselors,
but that name is misleading because they are not necessarily counseling students (C. Voss,
January 23, 2015, personal communication). The work that they do is to help students the ideal
institution that aligns with their values and can allow them to achieve the education and receive a
degree from a program of that can provide them with the necessary skills to be successful in the
workplace. In that regard they are more of an advisor or a consultant. To be an effective assistant
director in the department they must utilize their effective listening skills and be able to pursue
multiple objectives with students (ACPA/NASPA, 2012).
For example, when an assistant director is engaged in a conversation with a student they
are trying to figure out multiple things with and for the student. They first have to find out if the
student is admissible to the school and inform them of the requirements and qualifications for
Western Michigan University. Then after they have had that conversation they have to identify an
area of interest for the student, so they can inform them of the over 250 programs they offer at

EXPERIENCE WITH THE OFFICE OF ADMISSIONS

the institution. After they accomplished that they then have to turn the conversation to other areas
of interests and let the students know that college is not just about academics, but it is about
discovery. They have conversations that are essentially addressing ways for students to practice
healthy interventions, so they do not become bogged down by the daily stressors of college. They
inform the students of the multiple services that are offered on the campus and how they will
assist the student. At the recruiting trips I attended at Jackson Community College, Charlevoix
High Schools college fair, and the college fair at Mid-Michigan Community College I had these
conversations with the students. I was helping them speak to their values and interest to best
provide them with the necessary information. If a student had more questions or information I
did not know about, I was able to refer them to a specific department or contact person. These
advising skills then transition into the development of my human and organizational resources
competency.
Human and Organizational Resources
As my role of an intern in the office of admissions I was taking on the daily tasks of an
assistant director in the office. One of the ways that the assistant directors keep track of their
development is keeping their recruiting numbers up and focusing on areas or counties that could
be higher. I did a little something different because I did not have a region to recruit in, but I did
have areas to improve. I developed a chart to track my professional skills to assess my strengths
and weaknesses and developed specific item for appropriate growth (ACPA/NASPA, 2012). I
would attend training sessions for the student ambassadors, learn tour scripts, and research
educational programs so that when I do interact with potential students for the university I am
able to speak highly of them and articulate the benefits of the institution. One of the biggest roles
of an admissions counselor or assistant director is appropriately referring students to departments

EXPERIENCE WITH THE OFFICE OF ADMISSIONS

and resources within the institution (Hossler, 2011). Being able to learn these departments I
could identify them and assist the students needs more easily.
Student Development Theory
Like any position in student affairs it is important to utilize theory in daily practices. In
my daily practices especially working with students seeking admission to college theory is
always in the back of my mind. Typically when I work with students they are at times more
developed and working with students seeking admission that are at most of the times in the early
stages of development. I do not get to identify these stages as often, so it is good to brush up and
see how students interact and are just on the cusp of developing independence. At admitted
student events the parents typically lead the question sessions rather than the students, but it can
be seen that the students are seeking some sort of approval and are dependent on their parents
like Perry states in his theory of intellectual and moral development (Evans, Forney, Guido,
Patton, & Renn, 2010). The student is dualistic in their mindset, they want I direct answer and
sometimes there is no correct answer, just what works best for the student. I can see at times the
students really starting to explore and see that college will be a place to explore and be
challenged. In my role I was providing that information starting their development at a very early
stage.
Fitting In
The experience allowed me to reaffirm that I would like to continue work at a medium to
large public research or comprehensive institution. During my time with admissions I was able to
work with multiple professionals and departments at the school. When working for a large public
institution there tends to be more opportunity for growth and interaction and this experience
provided that for me. I also enjoy working with the students at these institutions because I had a

EXPERIENCE WITH THE OFFICE OF ADMISSIONS

similar experience and can relate to them. Students at these institutions tend to have less
entitlement than students at private institutions (Hirt, 2006). The students are more up for
exploration and I enjoy being that guide for them on their next steps into the exciting and
challenging world of post-secondary education.
This experience was exactly what I wanted. I was able to develop my competencies in a
professional setting, conduct the work of an assistant director, and prepare myself for another
possible career path. I entered the office hoping to gain experience, but I left wanting to pursue a
possible career in admissions.

EXPERIENCE WITH THE OFFICE OF ADMISSIONS

References
American College Personnel Association (ACPA) & National Association of Student Personnel
Administrators (NASPA). (2012). ACPA/NASPA professional competency areas: For
Student affairs practitioners. Washington, DC: American College Personnel Association.
Evans, J. N., Forney, D. S., Guido, F. M., Patton, L.D., & Renn, K. A. (2010) Student
development in college: Theory, research, and practice (2nd ed.) San Francisco, CA:
Jossey-Bass.
Hirt, J. B. (2006). Where you work matters: Student affairs administration at different types of
institutions. Lanham, MD: University Press of America.
Hossler, D. (2011). From admissions to enrollment management. In Zhang, N. & Associates
(Eds.), Rentzs Student Affairs Practice in Higher Education (4th ed., pp.63-95),
Springfield, IL: Thomas Books.