Andy 0:04
Welcome to the HigherEdJobs Podcast end-of-the-year roundtable. I’m Andy Hibel, the chief operating officer and one of the co-founders of HigherEdJobs.

Kelly 0:12
And I’m Kelly Cherwin, the director of editorial strategy. Today is exciting because we have our entire editorial team together. We have Leah Jackson joining us from Pennsylvania, Monika Sziron joining us from Minnesota, and Lauren Lane joining us from Texas. Thank you all for being here today.

Mike 0:31
Thank you for returning to listen to the second half of our year-end roundtable. Let’s rejoin the conversation as Monika talks about one of her favorite articles.

Monika 0:40
I said I was OK, but I had a terrible time. I also had a great time at XYZ institution. I’ll open it there. I know this topic may feel niche and not everyone’s cup of tea, but I think it’s an important way to talk about being more military inclusive on campus and building policies that truly matter.

Leah 0:59
Monika, I think this is a really strong piece, especially from an awareness standpoint. There are many administrative layers involved, but awareness has to come first. If people do not know what a PCS is or what it requires of students, then institutions cannot support them effectively. Change starts with people who care and want to move things forward. This piece does a great job introducing that conversation.

Monika 1:33
Yes, absolutely. Megan had just gone through a PCS change herself and was telling me about the experience. I knew the basics, but I didn’t fully understand everything involved. As she shared more, it became clear that her story needed to be told so administrators across higher education could better understand what students and families go through.

Kelly 1:55
Thank you, Monika. I agree that awareness is critical. I’ll admit that when I worked as an adjunct faculty member, I had students tell me they would not have internet access for a few weeks due to military moves. I was flexible, but I had no formal training and did not fully understand what PCS meant. What can institutions do to better prepare faculty and staff for situations like this?

Monika 2:35
Megan addresses that directly in the article. She suggests bringing military-connected students together with campus leadership and representatives from admissions, the registrar, student affairs, and faculty. Each group should know its first step when a PCS occurs. That shared understanding prevents students from falling through the cracks and ensures consistent support.

Kelly 3:31
Regardless of whether a student is military affiliated, no student should ever feel left alone. Institutions can and should do better. I encourage everyone to read the article, even if they do not work directly with military-connected populations.

Thank you, Monika, for that conversation. We’re now going to turn it over to Lauren Lane, our editorial associate.

Lauren 4:10
I’m Lauren Lane, editorial associate for HigherEdJobs. The article I chose is titled “Using Emotional Intelligence to Support Students During a Crisis of Confidence” by Karen Soble. I selected it because it captures something many of us have seen as students, staff, or faculty. That moment when someone hits a wall and starts questioning whether they belong.

Before joining this team, I worked as an academic advisor. Reading this article brought back many memories of students who came into my office convinced they were failing when they were really just overwhelmed. Karen provides a framework for responding with empathy instead of urgency.

One quote that stood out to me was, “We can help shift the student from a state of panic to one where they understand their own concerns and have a plan.” That reflects exactly what happens in those conversations. The crisis may not disappear, but the student leaves feeling calmer and more capable.

Kelly 5:22
I love that you shared your experience as an academic advisor. Emotional intelligence is essential in those roles. It sounds like this article offers practical strategies that apply across many positions on campus. Do you have examples of how this advice might have helped students you worked with?

Lauren 6:07
One of the biggest issues I saw was a lack of awareness about campus resources. Many students did not know what was available to them. I had a student who was not eating because they had no access to food. They told a professor, but the response lacked empathy and action. That professor could have referred them to the campus food pantry or community resources. Knowing what resources exist and how to connect students to them is essential.

Kelly 7:10
That’s a powerful example. Sometimes faculty and staff assume students already know about resources, while students assume they should have everything figured out. That disconnect can be harmful.

Lauren 7:31
This article speaks to faculty, staff, students, and job seekers alike. Emotional intelligence shows up everywhere in higher education. It affects how we speak to students, how we support colleagues, and how we present ourselves in job searches. Campuses value these skills deeply.

Kelly 7:58
As you all know, I’m a big emotional intelligence advocate. I’m so glad you highlighted this article, Lauren, and I encourage everyone listening to read it.

Andy 8:19
Thank you, Lauren. Emotional intelligence really connects all of the pieces we’ve discussed today. My article choice was a Veterans Day piece written by Adam Pearson Milano titled “Relevant Experience Required: Reflections on Finding a Career in Higher Education as a Veteran.”

This article stood out to me because it captures both the unique and universal aspects of job searching. Adam’s experiences reflect challenges many job seekers face, even though his military background adds another layer. The article ends on a hopeful note, but it honestly explores fear, doubt, and self-awareness during transition.

One line that stayed with me was his reflection on fearing that his military service limited his future opportunities. That fear is something many professionals experience when transitioning careers. His story reminds us that no job description fits perfectly and that everyone brings something unique to the table.

I reached out to Adam personally to thank him for writing it. We do not always take the time to acknowledge work that resonates with us, and we should.

Monika 17:43
I agree completely. Adam’s story applies to military job seekers and all professionals navigating change. A theme across all of these pieces is leaning into yourself, trusting your experience, and showing up authentically. No one else can be you.

Kelly 18:53
That’s a perfect way to wrap this conversation. None of us coordinated our picks, yet they all centered on empathy, care, and emotional intelligence. Andy, I appreciate that you reached out to Adam. We should all do more of that.

Andy 19:42
On behalf of all of us, thank you for listening throughout 2025. We appreciate your questions, thoughts, and engagement. If you have feedback or suggestions, please email podcast@HigherEdJobs.com
or send us a direct message on X at @HigherEdCareers.

Kelly 20:12
I also want to thank our contributors, writers, and experts. We could not do this work without you. Choosing favorites is hard because every piece matters. We are grateful for everyone who contributes to HigherEdJobs, and we look forward to continuing this work together next year.

Andy 20:52
Thank you all for your time and for listening. We look forward to talking with you again soon.