Adminducator

I saw this little video float across my timeline this afternoon

As I mentioned in the comments of a previous post, part of the email exchange I’ve referenced before was the question “are we educators or administrators?”.

I’m not really comfortable calling myself an educator and I’m not really comfortable calling myself an administrator.  So, I’m going with adminducator.

Let’s break this down, using my job as an example

Admin – I was trying to calculate how much of my job was administrative and I came up with 67.3%, which is really a made up number to explain that I feel like it’s almost 2/3 of my job.  This includes going to meetings that are all or mostly staff members, doing contracts and room reservations, reports, answering phone calls and emails from other staff, doing paperwork for checks, picking up checks, making runs to the store, paying for things online (and arguing with our accounting people about any and all payments).   I also do weekend events which are still staff driven at this point and eat up a huge portion of my time.  It adds to up a major portion of my job.  The truth is though that this is a big part of why I’m paid.  I’m paid to keep weekend programming happening and keep students aware of it and I’m paid to protect the university against risk.  And primarily, since I’m in student activities, I’m paid as an administrator to keep the students entertained.  Administrator comes first in my job and first in “adminducator”.  Also, I can’t imagine how much more upper level folks feel like their job is primarily administrative.  I know I’m in an entry level student focused gig.

ducator – Whoops, we lost an e, partly for functional reasons (didn’t sound right) and partly because if one side of my job has to take a hit, it’s usually the educator side.  True story – I apologized to my activities board this semester because being an admin had eaten up so much of my time that I couldn’t devote as much time as I wanted to working with them.    But I do feel like I educate, and I do feel like the model that I use to educate is a sound one.  I wish I could devote more time to it, and I wish I could devote that education time to something else other than teaching them how to do events.  I feel like teaching them how to do events is really only training them to do my job, and I want to make them into them not into me.  I’m aware that I probably teach them more than they realize, since one admitted that I was one of the few people they ever talk to that’s not their age or their parents and they learn a lot from me (this terrified me).   For clarification purposes, I also include assessment and analysis of our efforts in this side, something I also wish I could do more often.

So, I’m not comfortable calling myself an educator, because in part, that’s a lie.  I am an adminducator.  I’m really good at it.  But I aspire to be much more.

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2 thoughts on “Adminducator

  1. “I feel like teaching them how to do events is really only training them to do my job, and I want to make them into them not into me.”

    I struggle with this all. the. time. especially because I have never worked with students that don’t have a specific focus (engineering, medEd, etc). What I find that helps is really focusing on the conversation that happens when talking about an event. “Why do you want to do this fundraiser? Why do you have a vested interest in a pediatric event?” It opens up conversation that can be geared towards learning more about the student, about what they want to be, and maybe how this leadership role can translate.

    Thanks for writing! It was good to ‘hear your voice’ again. Keep it up :)

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