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“Long COVID”: The Lingering Effects of a Pandemic That is Supposed to Be Over

I don’t know about you, but this last year was particularly tiring. In many ways it was also a great year. Lots of wonderful things occurred and were accomplished. But everything just felt like it took a little extra effort. Why? As the academic year came to a close I took a little time to reflect.

A Snapshot of 2022 and 2023

In January of 2022 many COVID restrictions were still in place. Things were returning to in-person, but public transportation and many event spaces still largely required masks, COVID tests, and/or proof of vaccination. As circumstances improved throughout the spring, most restrictions were lifted though, and we regained the ability to see each other face-to-face. Major conferences started to be hosted without required masks, and on-campus we also regained the ability to hold campus programs without having to make significant COVID accommodations. After two plus years of restraint and restriction, we were finally able to return to full scale operations and host in full our large events and campus traditions. This all felt like major progress towards “normalcy.”

With all of this progress, going into summer of 2022, I had the expectation that it would be like a pre-COVID summer and the pace would significantly slow down. By summer’s end I didn’t feel as rested as I had expected though. The start of fall came like a wave like it always does, but from there on out the pace felt like it just kept going. Objectively the semester ebbed and flowed like it usually does, with its peaks (Homecoming) and slower times (Thanksgiving). Subjectively though, I felt like I had been running since the summer with no chance to catch my breath.

After a nice Christmas break I entered this past spring (2023) ready for normalcy, but was disappointed yet again. As anyone following the student affairs job-market will know—it was still not normal. With high rates of staff turnover, I have seen countless departments trying to balance ongoing and increasing student need which was matched only by the demands of never-ending (and endlessly demanding) hiring processes.

So, What Happened?

So, what happened? Why wasn’t “normal” more normal? With the opportunity (albeit limited) I had to reflect, I came to a few thoughts and reflections.

COVID Fatigue

The first thing I realized was that even though 2022 was the most “normal” year since 2019, I didn’t enter the year with a surplus or even a normal amount of energy. COVID took a lot from us all. Even aside from the things COVID took from us, it just took a lot of mental capacity to accommodate the shattering of the normal social order and to keep up with the daily ways we had to flexible and adapt to emerging realities. All of that takes a mental toll and I realized that I entered the 2022-23 academic year with an energy and capacity deficit (one I am still rebuilding).

The Loss of Institutional Muscle Memory

The second thing I realized was that although we were able to do “normal” and “routine” things (like uninhibited in-person programs) over the course of the last one and half academic years, the routines of the pre-COVID past had been disrupted, even to the point of being broken. The things that once were easy and even automatic (like reserving physical spaces or contracting familiar vendors) were no longer routine. I was able to blow the dust off and remind myself of how some tasks had once been done. Other tasks though had been drastically altered by COVID and required the forging of new paths. For instance, some familiar vendors closed during COVID and even for those who were still present, prices had changed, arrangements had to be renegotiated, and/or familiar staff had turned over. For myriad reasons, things that once felt like second nature, had to be relearned or re-worked completely.

The Loss of Student Leader Memory

Even more than staff muscle memory though, I realized that students had arguably been even more disrupted. If you are like us, you rely heavily on student leaders. Student leaders help plan events, staff them, invest in fellow students, and so much more. They are indispensable (and I wouldn’t have it any other way). Sadly though, these “normal” events that we staff are “going back” to, many students are basically experiencing them in earnest for the first time. In ’22-’23 our (traditionally aged) seniors were first-year students when the pandemic hit. Their first spring semester was not punctuated by Baylor’s beloved annual Diadeloso (Day of the Bear) celebration, but instead by going home for spring break and not returning to campus until the fall semester (we finished spring of ’20 fully virtual). So, as our senior student leaders planned Diadeloso this spring, they did not have the same level of past experience to build upon. I believe this lack of “muscle memory” on the part of student leaders also adds to the extra effort that it felt like everything took this last year.

So Where Do We Go From Here?

Ok, so maybe you also feel tired after the ’22-23 academic year and that “normal” doesn’t feel as normal as you thought it would. What do we do now going into the coming academic year (’23-24)? I wish I had a profound insight or silver bullet to offer, but the belief I’ve come to is that the best “cure” is likely time paired with healthy expectations.

While I am still very much on the journey to rebuilding my energy and stamina, I think the first important step has been acknowledging that I am at a deficit and that I will need time to rebuild. Similarly, I think my institution and student leaders collectively will need time to rebuild back to stable rhythms. Consciously acknowledging the need to rebuild has provided an opportunity for self-reflection and consideration of what I wish to rebuild.

Second, I realized that I need to give myself intentional time and space to rest and rebuild. I shouldn’t expect things to be the way they were or to feel as easy as they used to. It’s not that things have objectively gotten harder, but I need to recognize that things I was once very practiced at, I am a little out of practice, and that is ok. Good things take time and effort, and I will get back there, but I need to be patient.

Third, I think it is important to invest in new habits. I believe that part of the reason certain things used to feel easier was because they were habits. As I rebuild though, I want to be intentional about the habits I form. While building new habits takes work, it is also an opportunity to be thoughtful about the “new normal” I want to build. I haven’t yet decided upon what these new habits will be, but I want to take the opportunity, while I have it, to set myself up for success.

Lastly, building upon the last point, and arguably most important, I think it is important to ask: “Where do I see God in where I have been?” and “Where do I need to invite God into where I am going?” For me although the last few years were tough, when I pause to reflect, I definitely can see God’s mercies for me in a season of challenge. There are several examples I could give, but one poignant one relating to work is the opportunity to rethink and rebuild my work habits. Was I honoring God, others, and myself with the way I went about doing my job? Answering that question could be a whole other Ideas piece, but I think the opportunity to rethink habits leads to the second question. In this upcoming season, where do I need to intentionally invite God into my work, particularly as I seek to build new patterns of work?

We serve a God that meets us in our weariness, creates beauty out of ashes, and rebuilds and renews that which has been broken (Isaiah 61). As we look ahead to the coming academic year, let’s invite Him to shape us to be vessels of His good work. I believe we continue to inhabit a season of regrowth and I hope you’ll join me (and hold me accountable) to be intentional about how we enter into this new season.

 

Reflection Questions:

  • How do you feel entering 2023-24?
  • What norms and habits in your life/work were disrupted in the last few years?
  • Where did God meet you in your challenges in the last few years?
  • If you were to pause and reflect upon what you desire a “new normal” to look like, what would you want that to be characterized by?
  • What would it look like for you to invite God into this season of regrowth?

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Comfort Olugbuyi

Florida Atlantic University, Associate Director for Center for Learning and Student Success and eSuccess   

Workshop: Be the Standout: Elevating your Workshop Skills

Dr. Comfort Olugbuyi comes to Florida Atlantic University with a B.A. in Psychology from the University of North Texas, an M.A. in Youth and Family ministries from John Brown University, and a Ed.D in Higher Education Leadership from Bethel University (MN). Comfort’s research and experience focuses on academic support for college students. She looks for opportunities to support students where they are in the ever-changing world and create partnerships and connections to close gaps and increase retention and overall sense of belonging for students. Comfort joined ACSD June 2008 and has loved the partnership, friendships, mentorships, and overall camaraderie experienced through the years. She currently serves as the Chair of the Diversity Leadership Team, and previously served as New Professional Retreat facilitator (Vice Chair and Chair).

Dr. Comfort Olugbuyi has almost two decades of higher education experience in various positions. She started as a Graduate Assistant Caterer and event coordinator at the University of North Texas, moving on to a Resident Director at John Brown University and Palm Beach Atlantic University (PBA). Comfort then spent over a decade in various student affairs positions at Palm Beach Atlantic University within First Year Advising, Academic Support, and Disability Services. She had additional opportunities to invest and support employee professional development, employee health and wellness, multicultural programming, and NCAA athletics all at PBA. Currently, Comfort serves as the Associate Director of Academic Support at Florida Atlantic University, which is part of the Center for Learning and Student Success (CLASS) where she provides academic support and serves as a liaison to online and hybrid students to all six campuses. When she is not on a college campus you can find Comfort serving at her local church as a welcome host and greeter, volunteering at local community events, or watching local musical theater/play productions.

Why are you excited to be a part of Elevate?
Dr. Olugbuyi is excited and honored to partner with Elevate. There is tremendous value within this professional development opportunity. Comfort is excited to share her ideas through her unique perspectives. She looks forward to collaborating with this group of professionals to share information and offer support in helping to create workshops to enhance ACSD and other conferences.

Shino Simmons

Keck Graduate Institute, Dean of Students

Workshop: Strategic Planning: How to Create a Multicultural Strategy in Your Area of Influence

Shino was born in Japan and raised in Hawaii. Shino has served in higher education for the past 27 years, and she felt the call to raise up the next generation of leaders through higher education. She began her career as a resident director but quickly rose to various leadership positions, including associate director of residence life, directorship in various offices, Title IX Coordinator, associate dean of students, Vice President for Student Affairs, and currently the Dean of Students at Keck Graduate Institute.

Shino received her B.A. in Psychology and M.Ed. in College Student Affairs from Azusa Pacific University. She continued her education at Claremont Graduate University and received her Ph.D. in Higher Education, where she learned from scholars such as Dr. Daryl Smith, Dr. Linda Perkins, and Dr. Susan Paik.

Shino has been married for almost 26 years to Eric, and they have two beautiful, fun, strong, smart, and crazy kids (Kayla, 17 and Travis, 13). She loves having great conversations over a good cup of coffee (and dessert). She especially enjoys seeing the next generation of leaders be trained, equipped and developed so that they can continue to lean into what God is calling them to do.

Why are you excited to be a part of Elevate?
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Kevin Villegas

Baylor University, Dean of Intercultural Engagement and Division of Student Life Initiatives

Workshop: Starting with You: Self-awareness and Sustainability

Dr. Kevin Villegas serves as the Dean of Intercultural Engagement and Division of Student Life Initiatives. In his role, Dr. Villegas is responsible for leading a comprehensive approach to empower all students and Division of Student Life staff in the creation of a more vibrant, inclusive, and supportive campus environment as an expression of the Baylor University mission. He has more than two decades of demonstrated leadership experience in a variety of roles within higher- and secondary-education settings, which includes working in or overseeing areas such as campus ministries, student leadership development, new student orientation, student activities, international student programs, athletics coaching, and public relations. He has also led international service trips, co-led a cross-cultural course, and taught strategic leadership in higher education, and leadership and first-year seminar courses for undergraduate students. 

Dr. Villegas is an active member of the Association for Christians in Student Development (ACSD) and served for several years on the executive committee as the chair of the Diversity Leadership Team. He was a recipient of ACSD’s Jane Higa Multicultural Advancement Award in recognition of his significant contributions toward increased understanding and promotion of multiculturalism in ACSD and at Messiah University, where he worked for 17 years. Beyond the realm of education, Dr. Villegas also worked in the entertainment industry and in pastoral ministry. 

A native of New York City, Dr. Villegas is a decorated veteran of the United States Marine Corps, having served on active duty for four years before going on to earn his Bachelor of Arts degree in communication from Messiah College, his Master of Arts degree in Christian Leadership from Fuller Theological Seminary, and his Doctor of Education degree in Educational Leadership from Gwynedd Mercy University.

Why are you excited to be a part of Elevate?
I’m excited to be a part of Elevate because equipping our professional members to better serve and develop multicultural student populations on our respective campuses is vital work. In an increasingly diverse society, knowing how to navigate differences of all sorts with conviction and compassion is needed now more than ever.

Leah Fulton

Trinity Christian College – Palos Heights, IL, Vice President of Student Success

Workshop: Development: Institutional Partnerships and Operational Efficiency

Leah comes to Trinity with a B.A. from Ball State University, an M.A. in Intercultural Studies from Wheaton College, and a Ph.D. in Higher Education with a minor in African American Studies from the University of Minnesota. Leah’s research explores the historical and contemporary motivations and barriers facing African Americans in foreign missions, the history of Black women in doctoral education and the experiences of Black mother doctoral students. She also studies the experience of students and adjunct faculty of color in leadership education.

Leah has over a decade of higher education experience, primarily in student affairs, beginning at Wheaton College where she was a founding member of the Shalom House- a living learning community for students to explore racial reconciliation. She has served as Assistant Dean of Students for the University of St. Thomas and as Associate Dean for Intercultural Student Programs and Services at Bethel University where she launched the Act Six program and the Cultural Connection Center- a campus affinity space designed to cultivate understanding, friendship, and shalom in the way of Jesus. She is also the founder and principal consultant for Project 51, which serves leaders and not-for-profit organizations seeking to grow in their approach to justice, to belonging, to equity, and to diversity.

Why are you excited to be a part of Elevate?
Dr. Fulton is excited to be part of Elevate because of how important it is to support professionals of color in Christian higher education. She benefited from the wisdom and experience of professionals before her and is eager to invest in other professionals to support their ability to navigate the industry, care for students, be well, and effectively make lasting change.

Jerry Woehr

Wheaton College, Director of International Student Programs

Workshop: International Students: Your Role in Their Flourishing

As Director of International Student Programs at Wheaton College, Jerry empowers international students (F-1 visa, MKs & TCKs) to flourish by advising student organizations,  advocating for international student needs, mentoring students, and providing leadership for the F-1 visa student program. Partnering with his office staff and student leaders, Jerry seeks to fulfill a vision of developing students that follow Jesus, as members of God’s global kingdom, through relationships that foster belonging, active learning experiences, and meaningful engagement with their communities. He considers it a privilege to know God more deeply through his experience, and support of, a vibrant and multicultural community at Wheaton.

Why are you excited to be a part of Elevate?
I hope to encourage the Elevate cohort with the experiences and lessons God has given me in higher education, just as so many have done (and still do) for me! I also had the unique privilege of being a part of the team that created the Elevate certificate and returning as a workshop presenter is a gift.

Nii Kpakpo Abrahams

Butler University, Senior Director, Student Experience and Engagement

Workshop: Programming: Innovative Approaches to Multicultural Programming

Nii Kpakpo Abrahams serves as the inaugural Senior Director of Student Experience and Engagement at Butler University. While reporting through Academic Affairs, the office sits between university divisions to partner with and collaborate across campus to cultivate a relationship-rich, high-impact, and seamless student experience that fosters a sense of belonging for all students. He is extremely passionate about helping college students discover, develop, and deploy their giftings and passions. In addition to his work at Butler, Nii is a church planter in the Indianapolis metro area. He holds both his Bachelors and Masters degrees in Communication from Missouri State University. In his downtime, you can find him spending time with his wife and daughter, playing Monopoly Deal, and searching for the best donut shops in Indianapolis.

Why are you excited to be a part of Elevate?

As a Ghanaian-American, I uniquely understand the weight multicultural practitioners carry cultivating belonging on campus. It’s an honor to help develop and encourage leaders who are making an impact across the country!

MORE FAq's

Elevate is geared toward higher education professionals serving in a student-facing, multicultural role and are either (or both) a department of one or are early in their higher education career. Those in positions of directors, coordinators, specialists, or similar titles should consider applying and participating.

ELEVATE is aimed at professionals who are student-facing and oversee programming. We want to equip our student development professionals who are working to make a more welcoming compass experience for students.

Elevate applications will be reviewed by the ACSD Diversity Leadership Team and participants will be selected based on the following criteria:

  • Applicant is eager for new learning and support (department of one, early career professional in this field)
  • Applicant is interested in learning more about best practices within multicultural (higher ed) work
  • Applicant currently serves in student facing multicultural role (part time or full time)
  • Applicants have the support and institutional backing to participate in 2 ASCD conferences, all Elevate workshops, and to eventually use their learning to strengthen the impact of their department/role/institution.
  • Applicant will document how they will contribute to the cohort and shared learning experience

The Diversity Leadership Team will award 2 Elevate scholarships that cover the cost of the Elevate Certification (value of $300). To be considered for an Elevate Scholarship, indicate your interest in the Elevate application and complete the short answer question about financial need.

Yes, Elevate applicants and/or participants are eligible for both the ACSD Multicultural Scholarship and the Elevate Scholarship. The ACSD Multicultural Conference Scholarship covers the amount of the annual conference registration fee.

Yes, either a supervisor or a senior colleague must complete a professional reference form confirming their support of your participation in Elevate and a desire for you to return with lessons (ideas, practices, policies, programs, etc.) that will positively influence your department and work.

No. A supervisor or senior colleague approval is required to ensure that participants have departmental support to implement what they are learning (ideas, practices, policies, programs, etc.) in their department and/or role as a multicultural practitioner.

Participants will continue networking and fostering relationships with their Elevate cohort members in addition to receiving continued support from the ACSD Multicultural Collaborative and the Diversity Leadership Team. 

Elevate participants will be asked to participate in recruitment videos, photos, and provide written testimonials sharing their experience with Elevate.

The Diversity Leadership Team understands department budgets or personal changes may occur between conferences and will work with you to ensure attendance is possible for both conferences.

Yes. The Diversity Leadership Team understands professional changes happen and they will work with you to continue towards completion of the certification.