Designing Academic Leadership Around Real Lives

Loretta Ovueraye, Vice President for Academic Affairs, Seminole State College of Florida

Over the years, I’ve served in roles that allowed me to engage with curriculum development, faculty leadership, and student success initiatives. Each position reinforced the importance of aligning academic programs with institutional goals as well as community and workforce needs. These experiences combined with a commitment to promoting student belonging and innovation ultimately led me to Seminole State, where I have the privilege of serving as Vice President for Academic Affairs and Chief Academic Officer. It’s a role that allows me to shape learning experiences while supporting faculty and students in achieving their highest potential.

After working in the college system for about 10 years, I realized that understanding how things truly work is critical to the success of the programs I manage and the students I serve. So, I looked for a program that could accommodate the life of a working mother and dug in. My thesis study on how minority males succeed also gave me a lens into what works and what is needed to support students of color. It also gave me some social capital to navigate the otherwise complicated world of academia. The doctorate in higher education administration has also been significant in the leadership opportunities it opened. It allowed me to show up with a credential that demonstrates I have a good grasp of what is essential to good educational leadership.

As I walked across the stage at graduation, at this defining moment, I had an aha! My experiences during this program put me in the shoes of the average community college student, a mother, working professional, and student. I was reminded that though the balance was tough, one can achieve “hard” goals in an environment that is nurturing and with an academic program design that keeps the student at the center of its mission. I discovered that engagement wasn’t just about offering resources, it was about creating authentic connections. Students told us they felt most engaged when faculty and staff demonstrated genuine care and made learning relevant to their lives. That insight shifted my perspective: meaningful engagement is relational, not transactional. It requires listening, empathy, and designing experiences that affirm students’ identities and aspirations.

“Engagement and caring is not a program, it’s a mindset that permeates every interaction and every policy.”

They’ve taught me that flexibility is not a luxury – it’s a necessity. Traditional models often assume students can prioritize college above all else, but our students live complex lives. Engagement happens when we meet them where they are through flexible scheduling, online and hybrid learning, and support services that acknowledge real-world challenges. Higher education is still working on building on the power of micro-engagement: small, consistent touch points that build trust and keep students connected even when life gets complicated.

Many institutions invest heavily in orientation and first-year experience (FYE) programs but don’t sustain that level of intentional engagement in later semesters. Many studies tell us that this is needed. Students need ongoing academic and career advising, mentorship, and opportunities to apply learning in meaningful ways, internships, research and service learning (coined High Impact Practices by George Kuh in 2008). Engagement should evolve as students progress, helping them see a clear pathway to their goals.

The Academic Affairs division at Seminole State College of Florida has done this by instituting a High Impact Practices initiative fondly called HIPs. HIPs are integral to fostering deeper learning, student engagement, and academic success. The college is committed to offering faculty the tools and support they need to implement HIPs, with the shared goal of advancing student success and retention. This in turn translated to engaged students after the first semester of orientation and FYE programming.

Human connection is non-negotiable. Technology can enhance learning, but it cannot replace the empathy, encouragement, and inspiration that come from real relationships. Faculty must remain accessible and responsive, and academic leaders must prioritize a culture of care where students feel seen and valued. Decision-making should always center on the human impact, not just the data. Education is ultimately about people, and that truth must guide every innovation.

Start by listening. Engage students in meaningful dialogue about their experiences, challenges, and aspirations. Use that feedback to inform decisions, rather than assuming what they need. From there, focus on building a culture of belonging where every student feels connected to someone who cares about their success. Engagement and caring is not a program; it’s a mindset that permeates every interaction and every policy. I understand this is not easy to do but as humans we can certainly keep trying, and it’s worth it. When we hear from students about what they enjoyed most about their experience at Seminole State, it’s rarely a data point or something they learned in class. It’s a professor, advisor or mentor who believed in them and encouraged them along the way. Students are telling us what they need every day; we just have to create spaces to hear them.