SEAHO Report - Winter 2018 - 40

SEAHO Features

Recommendations
As we continued to conduct an internal assessment, we developed the following reflections and assessment
recommendations as we plan for our process next year:
* Consider extending Priority Alternate status to more than five candidates.
* Contemplate creating a Priority Alternate training cohort as a part of the training schedule. This option
can be utilized for identifying space to do question and answer with them at periodic points of training
and for general check in with the alternates.
* Consider extending Priority Alternate offers at the same time main offers are extended for direct RA
hires.
Conclusion
Overall, making the adjustment to include Priority Alternates from the start of Fall Training provided a
significant and immediate benefit. From the narrative shared above, it shows the decreased potential stressful
impact on those PAs and respective supervisors to hire and train later in the academic semester. Additionally,
one cannot ignore the ease and opportunity for team cohesion it offers to be established during training and
prior to resident arrival. As there are numerous dynamics and factors involved in "growing forward" with this
decision, it is imperative to adequately assess needs and identify applicability for your respective department's
recruitment, selection, and training culture.

Professional Development on a Budget
By Thomas Joseph, University of South Alabama

Universities are beginning to include the allotment of funds for professional development in job postings
and if so, to what extent. As higher education careers are becoming increasingly competitive, experience and
networking are proving to be key in securing new positions (Leland & Moore, 2007, p. 10). Unfortunately,
several restrictions have been placed on state travel funds, which drastically affects the professional
development budgets available. Gore (2017) discusses a recent ban issued by California law, AB 1887,
which restricts state funds from being used to travel to states where there are anti - LGBTQ laws. In other
circumstances, such as insufficient or professional - only funds, it becomes important that we are resourceful
and continue our professional development through utilization of existing opportunities, university resources
and outside scholarships, and creating our own developmental opportunities.
Several universities have professional development committees which actively plan opportunities for
professional and graduate staff. This committee finds "webinars, memberships and subscriptions, retreats,
[conferences], and books" which benefit several departments (Berkeley City College, 2017). Broad appeal
becomes important in this instance because the committee itself lacks a sufficient budget so it relies on
departmental buy - in. For example, a Title IX webinar would appeal to nearly all departments and thus result
in potential monetary contributions respectively whereas a narrower topic, such as increasing housing retention
rates, may only appeal to select groups and not produce the appropriate funding. A graduate student affairs
professional could then determine if a university has such a committee and if so, get involved or reach out to
its members. In addition to committees, other university resources and outside scholarships are another feasible
approach to professional development on a budget.
Student Government Associations are often overlooked resources for graduate students working to develop a
career in higher education, depending on a university's SGA criteria of course. Often, the student must request
allocations from the organization far in advance and explain why their attendance at the conference, seminar,
etc. would benefit the university. Remember, there is a difference between requesting money for a conference

SEAHO Report Winter 2018

Table of Contents for the Digital Edition of SEAHO Report - Winter 2018