Picture a mother of two making the bold move from Kansas to Nebraska to chase her dreams as the youngest admissions director in the nation. This episode unravels the challenges and triumphs of balancing a trailblazing career in diversity recruitment with personal life, including the supportive relationships like her marriage to Dr. Dedrick Williams that have been her cornerstone. We highlight her passion for college students and her dynamic role at the University of Tennessee, painting a vivid picture of resilience and dedication.
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Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:00):
Check us out to hear the latest on life in the
volunteer state.
Yvonca and her guests discusseverything from life, love and
business with a Tennessee flair.
It's a Tennessee thing, alwaysrelatable, always relevant and
always a good time.
This is Talkin' Tennessee, andnow your host, yvonca.
Speaker 2 (00:23):
This episode is brought to you by the Landis
team, your go-to real estatefamily in East Tennessee.
If you are looking to buy orsell, we are the ones you should
call.
Give us a call at 865-660-1186or check out our website at
YvoncaSellsRealEstatecom.
That's Yvonca Y-V-O-N-N-C-ASalesRealEstatecom.
Speaker 3 (00:48):
Welcome back to Talking Tennessee with Yvonne Ca
.
I am your host and I am herewith Vice Provost Dr Amber
Williams.
Welcome.
Speaker 4 (01:00):
Oh, I'm so excited to be here.
Thank you for inviting me.
Speaker 3 (01:02):
Most definitely, most definitely, viewers.
Let me tell you a short storyon how I met this person.
So everybody y'all know aboutturning knocks and how all that
goes and we're turning peoplearound on 360s.
But she was at an event and shewalked up to me and she thought
she was talking to Adriennebecause she had met Adrienne at
(01:23):
a previous event that we weredoing.
And we started having aconversation until she realized
she wasn't talking to Adrienne,but you were.
Speaker 4 (01:33):
So beautiful, so beautiful black woman.
So yes, I got you confused.
Speaker 3 (01:36):
But the best part about it was is that you were
just so nice.
You were very approachable,like we've known each other for
years.
We just started talking andonce we realized that she
thought I was Adrian.
You know, we got that straightreal quick and we it just
started a friendship there.
And the more I watched youthrough the event I want you to
(01:59):
know this I watched her throughthe event and what impressed me
about her is that she made apoint to go to every station, to
every vendor, to every sectionof that event and she blended in
just like you were.
Everybody else you didn't.
(02:19):
I didn't hear you say yourtitle.
I didn't hear you say you knowyour position.
You were just Amber, and thatreally stuck out to me because
you've worked really hard to getthose titles and to get those
positions and be where you're at.
But the humble humbleness cameout that day and I was just like
(02:40):
I want to know more about thisperson.
So I want you to know and I saythis publicly she is paving the
way for another black woman toshare someone's story and to
give me a voice at the same time.
So I thank you for that.
Speaker 4 (02:56):
Oh, you are welcome, and what I don't know?
Just to even hear you say that.
I always think that my legacyin this world really is just
impacting people.
Speaker 2 (03:06):
It is.
Speaker 4 (03:07):
And so that's, I think, the most welcoming and
most authentic thing you can doevery day is just create an
environment where people feellike they're a part of yes
described.
I mean, you know, that comes onnaturally, just walking around
and chatting with people, butyou know the way you describe
(03:27):
that it makes me.
I'm humbled by it, first off,but then, secondly, it that's
the exact experience that I hopeevery student on our campus,
every staff person, because weall matter.
Yes, no matter who you are,where you, what you do, where
you come from, it doesn't matter.
Everybody matters, everybodyhas a purpose, and so my goal is
always to acknowledge that.
Speaker 3 (03:49):
I think the thing that we connect on you spoke on
it just a minute ago is legacy.
My grandfather told me as ayoung kid what is your legacy
going to be?
What is people going toremember you as?
Are you going to make adifference in someone's life?
He said money cannot build thatI agree he said money, wealth,
you know all those differentthings that the world gives you.
(04:10):
He said that has nothing to dowith legacy.
He said what your legacy is ishow you made someone feel, Did
you make a difference in theirlife?
And so I've been on thatjourney, and so for you to say
that, I think that's what bringsus together, because we're both
trying to be on that legacytrail, you know, and see how
(04:32):
many people can we make adifference, and that when we're
called to heaven will God saywell done.
Speaker 1 (04:39):
You know, that's the biggest thing is, will he say,
well done.
Speaker 3 (04:47):
So when I do my podcast, I always pray.
Uh, someone comes in and I say,god, let me use your words, not
mine.
You know to tell someone'sstory, so let's tell your story.
How and what made AmberWilliams?
Who are you?
Speaker 4 (05:00):
there's so many facets to Amber Williams, you
know there's there's the generictitles of mom, wife I work at
the university but I'm going tostart with absolutely a woman of
God.
He's empowered and inspired mein so many different ways and
(05:23):
put so many people in my life tokind of not kind of but to hone
who I am today.
I've been really blessed to havementors from the you know from
high school, actually, I wouldthink all the way back to middle
school, my science teacher, whowas Mrs Williams too, by the
way From there through highschool, through college, through
(05:47):
my time at Kansas and theuniversity of Nebraska to here,
I mean, I just had really greatpeople that have helped me to be
my authentic self.
Speaker 3 (05:56):
Yes.
Speaker 4 (05:57):
And um, that authentic self is just really
based on um, trying to alwaysempower others to be their best,
and I think that can be done inso many simple ways.
It's just honestly just sayinghello to people and just having
a positive energy about yourself.
But yeah, at the end of the day, I think you know I am a person
(06:22):
that hopes to inspire others tobe their best selves.
So you're married.
I am married.
Speaker 3 (06:29):
yes, Would you like to say that?
Yeah, Dr.
Speaker 4 (06:31):
Dedrick Williams is my husband.
He's an associate professorhere at the university, very
talented, hilarious, he crackslots of jokes.
But he's in some ways mycomplete opposite, because I'm
actually an introvert.
People don't realize that, butI am.
He's an extrovert all the way.
Yes, um, and so we make awonderful team, uh, together he
(06:53):
may, does he pull it out of you?
Speaker 2 (06:55):
he absolutely pulls it out of me and more
spontaneous.
Speaker 4 (06:59):
Um, because I'm much more.
I'm very organized like.
Speaker 3 (07:01):
These are the things we need to do, and he's like
maybe tomorrow, but he, hereally completes me as well
because of things that I wouldsay I can't do that.
He's the one that will say Iagree, why can't you do that?
You know who told you you can'tdo that?
(07:24):
Yeah.
I think you always need thatperson that will pull something
out of you and I say this onsocial platforms is that you
have to evolve together, yes,and you have to be equally yoked
.
That you are building something, yes.
Speaker 4 (07:38):
You know that big thing.
Speaker 3 (07:40):
Marriage is a blessing, but marriage can be
very hard at times.
Speaker 4 (07:45):
Yeah, you know, I think the thing that people
least talk about but should talkabout the most is how
challenging marriage is.
Speaker 3 (07:52):
And that's how challenging parenting is.
It is.
Speaker 4 (07:54):
I think we normalize that.
Both are easy and both are verychallenging.
You have to wake up every dayready to go to work.
Speaker 3 (08:02):
Yes.
Speaker 4 (08:03):
And ready to engage, and ready to compromise.
Speaker 3 (08:08):
That's the biggest thing in marriage?
Yes, and learn.
I think the biggest thing I'velearned.
In two days I'll be married 21years.
Speaker 4 (08:16):
Congratulations.
Thank you.
Speaker 3 (08:18):
And the biggest thing I think I've learned is pick
your battles.
Yes, every battle's not yours.
Yes, and it's okay to disagreeand move on.
It doesn't have to be a big youknow conversation or deep
conversation, just move onsometimes, yes, and let time
(08:39):
heal those wounds.
So your mom of two, yes, twoAnthony's 10.
Speaker 4 (08:44):
Avery's 8.
Okay, avery will tell you she'sthe future chancellor of the
University of Tennessee.
She has a little name she mightbe.
She has a little name tag andshe shows up at events and will
take the mic from me and get upthere and just chat away.
And then I have such a deepthinker in Anthony who I have
(09:05):
all the confidence in the worldthat he's going to solve some
complex problem that's out therethat the world needs solved.
But yeah, we're really blessedwith two beautiful children that
are definitely thriving inKnoxville.
We very much enjoyed ourexperience here.
Speaker 3 (09:19):
Well, it seems like you have acclimated very well to
Vol Nation.
Speaker 1 (09:24):
Yes, Vol Nation.
Speaker 3 (09:30):
Because, coming from, let's go back some.
You came from Kansas, yep, andthen you went to Nebraska.
And tell us a little bit aboutyour journey from Kansas to
Nebraska and what brought you,what made you make the decision
to come to Tennessee.
Speaker 4 (09:45):
Yes, yeah, so I worked in the office of
admissions at the University ofKansas.
I'm from Kansas, I'm fromWichita, kansas, so all my
family is there.
So I'll be honest, when we,when I made the decision to move
from Kansas to Nebraska, thatwas even a journey for us.
I mean, it was only four hoursfor me, but it's for some reason
(10:06):
.
Nebraska seemed far and and andall my family had been in
Kansas.
So to just change states wasdifficult.
Speaker 2 (10:17):
It was difficult.
It was difficult and my sisterand I are super close and I'm
very close with my mom.
Speaker 4 (10:22):
My father lives there too, I mean, the whole family's
there, and so that wasdefinitely um grandparents.
Everyone is definitely atransition, but I went there, um
went to Nebraska for apromotion.
I started off in admissions andI just very much enjoyed
recruiting students to theuniversity of Kansas and I was
able to travel across the entirestate and other States and just
(10:44):
talk with students about theirdreams and I completely enjoyed
it.
And so when I was recruited tocome to the University of
Nebraska in some ways it was Iwent back and forth.
I'll be honest with you,because I didn't want to move,
(11:05):
but my mentor at Kansas.
I talked to her and I said Ireally want to be promoted here
and she was like you're notready yet.
You need to get a master'sdegree.
She gave me all these reasonswhy a whole list yes, a whole
list and I said, okay, well thenI guess I have to go to
Nebraska.
If I want to have a newopportunity, then this is gonna
happen.
This will need to be it.
That was a huge opportunity forme, um, and it helped me grow
up if I'm to be honest, grow upprofessionally personally, you
(11:28):
know, living in Kansas, I wasstill with family and I don't
know that and my friends fromcollege all the things, yes,
absolutely, they're gonna holdtogether.
Speaker 3 (11:40):
Be that village for you.
Speaker 4 (11:41):
Yes, you go to a totally different state where I
know no one.
I'm having to make thistransition.
That was good for me and thejob was a challenging job as
well.
I was the assistant directorfor diversity recruitment
Diversity recruitment inNebraska very challenging.
Speaker 3 (11:58):
I bet Very challenging.
I know there was days like didI really make this decision?
Speaker 4 (12:06):
Yes, true story, but I would also say that that
challenge was was inspiring forme too.
Like I, I'd like a challenge,and so we had some good stories
there.
There's some real good work thatwas done at the University of
Nebraska.
There was a point in my careerwhere I was trying to decide do
(12:27):
I want to stay in diversityrecruitment or did I want to
kind of move into theadministrative route?
And I remember I mean I kind ofbattled with this for a couple
of weeks because I think bothare equally important.
You need the advocates, but youalso need someone to infiltrate
the policy.
Yes, I agree and to think aboutstrategically, how do you move
(12:52):
the organization forward.
And so I went back and forthand I decided that I wanted to
go the administrative route.
And so which was alsointeresting I was ended up being
named the youngest admissionsdirector in the country.
I was a little under 30 yearsold when I became the admissions
director in.
Nebraska that was.
It was amazing.
It was also a big, hugechallenge and I would show up at
events and people would ask melike are you for diversity
agreement?
I'm like no Matter of fact,there was one meeting I'll never
(13:14):
forget.
We're at a big table.
I come in.
Someone said do you, did youmean to go over to the
multicultural center down thehallway?
And I said no, actually,actually I didn't.
So I sat down and I didn't sayanything more and I let the
meeting start and then we wentaround and introduced ourselves
and I said I'm Amber Williams,or, yeah, amber Williams, the
director of admissions and thatperson's face was like yeah, and
(13:38):
then it was a technologymeeting and I was all up in that
business, so anyway, I moved upthe ranks at Nebraska, married
my husband there he was startinghis PhD there.
He had come from Mississippi, sohe's from Mississippi actually
from.
Macon, mississippi, and hadgone to Mississippi State for
(14:00):
his undergrad and master'sdegree and started his doctoral
program in Nebraska, so met himthere and you know it is what it
is, and we started building andour move to Tennessee.
You know I was on the enrollmentmanagement side of the house,
so I, when I left there, I wasthe enrollment manager, which
means you're responsible foradmissions, financial aid, the
(14:21):
registrar's office.
I was also working with aprogram that was for first
generation low income studentsin the state and it was like a
college access program and Istarted kind of thinking about
where was I most thriving in myjob?
The areas, what were the areasthat I just enjoyed and loved
and I could feel my passion?
And it was that collegepreparatory academy and it was
(14:43):
the registrar's office of allthings.
Most people wouldn't, say theregistrar's
office.
But I found, the more I duginto the registrar's office, the
more I realized how importantthat office is to impacting
students and yes, right it isand making sure we have the
courses available for studentsto so that they could graduate,
removing barriers for enrollment.
(15:05):
So once.
Speaker 3 (15:06):
I got into that office.
Speaker 4 (15:07):
I was like I love this place.
Speaker 3 (15:08):
I've loved everything about it.
So you got to nurture.
Speaker 4 (15:11):
I did, I did.
Speaker 3 (15:12):
Right, nurture those students coming in and showing
them you can do this.
Speaker 4 (15:18):
And just yeah, and giving them a clear pathway to
meet whatever dream they had,and so I started thinking about
the two things that I enjoyedmost college preparatory academy
and in the registrar's office.
So I said you know, I want topivot out of the enrollment
management space.
I started pivoting and lookingat roles that were focused on
the student experience.
I will tell you when I went outinto the job market, though,
(15:39):
because of my background inenrollment management, everyone
wanted to pivot me and likepigeonhole me into that space,
and I just just kept tellingpeople yeah, like I just kept
saying listen if you get it, butthere's some other things I can
do.
Absolutely the reality isrecruiting students is very
similar to retaining them, it'strue.
I mean, it is aboutunderstanding who they are, it's
(16:02):
about understanding what theyneed and then it's about
applying those resources to them.
So the strategy is the same, ashow you apply it is different,
and that's how I was trying toexplain is like, okay, on the
student side of the house, it ismy job to recruit them to stay
year after year until they get adegree, and so it was trying to
(16:23):
articulate that to people whoweren't, and to build those
relationships.
Speaker 3 (16:26):
Yes, that each year you're giving them a reason why
they should stay.
Speaker 4 (16:30):
Yes, why they?
Speaker 2 (16:30):
should stay.
Speaker 3 (16:31):
Instead of it being.
When I was reading about youand studying for this podcast,
what I noticed is that indifferent things that you spoke
about is that numbers.
You said you did not wantstudents to be looked at like a
number.
Yes, you wanted it to be arelationship.
You wanted to build arelationship with the student
and the student to realize thatthey had someone to come to that
(16:53):
wasn't going to treat them likea number.
Speaker 4 (16:54):
Yes, is that what you were talking about?
That is absolutely, and youknow the reason I was interested
in that is yes, you did.
The reason I was interested inthat is because I think not.
I think I know I felt like anumber in undergrad, yes, and
nobody wants to feel like that.
Nobody wants it.
I mean, nobody wants to feellike things don't matter.
Speaker 3 (17:12):
We don't want to be quota and we don't want to be a
number.
Yes, you know that type ofthing.
It's just we want to be aperson that has talents and you
can help pull those talents outof that student, for them to
grow and succeed in adult life.
Speaker 4 (17:26):
Absolutely, absolutely.
And I've had people in mycareer who have seen that in me
and I want to see that in everysingle student that enrolls here
at the university.
And, luckily, when I was on themarket, chancellor Plowman, who
I worked for she was mysupervisor at the University of
Nebraska.
She had already accepted therole here and she was looking to
(17:49):
build a division of studentsuccess here to really increase
our retention and graduationrates at the university.
And after the position wasposted and things, she reached
out and said I'd love for you toapply for this.
I saw it and I was like, oh mygoodness, absolutely.
I mean what did your husbandsay?
Well, his first statement Idon't think you're going to like
the South.
Speaker 3 (18:09):
He's like well, I get it.
Speaker 4 (18:13):
I don't know if you're going to like the South,
but where he grew up in ruralMississippi is very different
than Knoxville.
Speaker 3 (18:19):
Very.
Speaker 4 (18:19):
Very so, yeah, it's like a culture shock.
It is a culture shock, yes.
And so, yes, he was like Idon't think you're going to like
this and I said, well, let meat least go up there and check
it out and everything I wasgoogling seemed like it was
great.
Speaker 3 (18:38):
Google told me it was great.
Speaker 4 (18:39):
Well, there were some other places we had looked at
that didn't look great on google, so at least I felt like there
was a baseline interest and, um,then, when I came to visit the
campus and the community, I justcompletely fell in love.
The people are so nice and thecampus, the faculty and staff
are so committed to the studentsuccess and ensuring that we
(19:02):
create the environment.
And I felt like I had the teamaround me meaning the team as in
the entire campus, everyfaculty and staff member around
me that could enhance theexperience here, because we
already have a really strongfoundation.
It's just we needed a littlemore strategic direction.
Speaker 3 (19:19):
I think a lot of times, people, when we are we
out at the games and we talkabout Tennessee, about how great
it is, I think people think, oh, that's what you're supposed to
say about your university.
And I'm like, no, you justdon't understand.
Tennessee gives a feeling ofhome.
(19:43):
It gives you that feeling ofyou're home.
Now you go to a game, you feellike you're at home.
You go to an event, you feellike you're at home.
You go to an event, you feellike you're at home.
And I think the biggest thingthat people miss I'm not saying
other universities don't havegreat qualities, but it's not
like Tennessee.
I'm just saying that but I justthink that a lot of people
(20:03):
don't stop to think about youknow what Tennessee, the feeling
that they give.
Think about it.
You're coming from Nebraska,you came to visit Okay, and one
thing I tell people aboutTennessee is you can go in a
grocery store and people aregoing to speak to you.
Absolutely you don't have toknow their name, you don't have
to know what they do for aliving, whatever they could care
(20:26):
less.
We have people that eye contact, they're going to speak to you
and I think that's a big thingthat Tennessee has, because,
think about it when you're 18years old, okay, you're coming
from another state.
You know no one your parentsbring you.
You get your dorm room set up.
You get all the pretties butthen you're left.
(20:47):
You're left, You've got to havepeople on campus that is going
to see the needs that you haveand help you nurture those needs
and tell you where to go.
And I think the biggest thingthat I hear coming from you is
you want to give an experienceto those students and you want
them to know they matter.
Speaker 4 (21:09):
Yes, and that it can be done at scale.
You know we have about 39,000students on campus, so it's a
nice campus with a lot ofstudents.
Speaker 3 (21:20):
Yes.
Speaker 4 (21:21):
But you know, every single student that enrolls on
our campus receives what we calla ball success team.
So it's three professionals,full-time professionals, that
help them navigate theirexperience on campus.
It's their academic advisor wehave some courses they're going
to take in their major, thatsort of thing.
Their academic coach, which is,um, we believe in, we.
(21:42):
We have all our students takethe clifton strengths assessment
.
Uh, we believe in the potentialof every student and the coach
is trained as a cliftonStrengthscoach and helps the young
person think about whatstrengths they have, what unique
talents they have, but then,more importantly, how to apply
it to their goals.
And then they're all assigned afinancial aid counselor.
There are very few campuses.
Speaker 2 (22:03):
Yes, so think about it.
Speaker 4 (22:05):
I mean every year we have 8,000 new students between
our first year and our transferstudents that are all assigned.
A squad of people Like theseare my people, yes, and that
doesn't happen on a campus ofour size.
Speaker 3 (22:17):
I mean, I hear people .
It's like you're creating smallvillages.
Yes, for each student.
Speaker 4 (22:22):
Yes, that's what that is.
Speaker 3 (22:23):
It's exactly what it is.
We've always been raised thatyou need a village.
You know, but that's whatTennessee creates.
A small, you know, but that'swhat Tennessee creates a small
village for each student to knowwhere they can go, exactly.
Speaker 4 (22:35):
Get fed, yes, and not just food, yes, absolutely, you
know, into bringing out thebest of them and that's you know
, when I got here and I metbefore COVID hit.
So I arrived in 2020, january2020.
I met with about 150 or sofirst year students and I asked
(22:55):
them, asked them, I said what doy'all need, what do you need to
thrive?
And they said you know, we haveso many resources on campus
that we don't know where to go,so we don't go anywhere, we go
to each other.
And I was like, oh, that's notalways great, right?
So that's where this carefulwho you go to exactly.
Speaker 2 (23:09):
So that's where this is Be careful who you go to
Exactly, and that's where thisidea of the Voss success teams
came from.
Speaker 4 (23:14):
It came from them.
It came from talking to themabout what they need, and I
think that you know in higher edthat's what we need to be doing
, Like you have to sit down withstudents, talk to them about
their needs and then respond,Act that's what leadership is
about Exactly it's action.
And so we created the ballsuccess teams and amongst other
programs that we had, but I willtell you.
(23:35):
Listening to our students is howwe were able to move the needle
on their success rates.
When I got here, our first yearretention rate for about seven
to 10 years had been around 86%,and it fluctuated 86.5, 86.4 in
that space.
Speaker 3 (23:50):
Yes.
Speaker 4 (23:51):
We're at 92% now.
That's awesome In a reallyshort period of time, because
you've only been here four years.
Speaker 3 (23:56):
Yes, been here four years.
That's what stuck out to mewhen I was reading about you.
I'm like so many things thatthey say that you implemented
and I'm like that's just in fouryears, and when you think about
it, that's during COVID.
So in four years, and when youthink about it, that's during
COVID.
Speaker 4 (24:15):
So it's really short four years not long.
Four years it is.
But you know what I will say issometimes disruptions like
COVID can be useful, while COVIDimpacted families in a very
negative way.
Speaker 3 (24:27):
The students really needed support during COVID
because there was a lot ofstudents and I'm going to speak
on this in a few minutes aboutsomething that stuck out to me
that y'all do for your students.
Now let me speak on it now.
One of the events that I wentto.
I asked what the event wasabout and they said, well, the
kids are getting ready forfinals, yes, okay.
(24:48):
And they said, well, we'redoing this event to try to bring
anxiety down, to try to helpall the students to get ready
for finals but, at the same time, just not have their anxiety so
high that they test lower.
Bring that anxiety down andthey test higher.
That was brilliant to mebecause I watched all those
(25:12):
students walk around at CirclePark and they were happy.
The vendors were happy makingthings with them.
You know they got on our selfiestation.
They made a moment forthemselves and it was great
things.
But I thought that is awesomebecause I know back when I was
taking finals, I didn't havethat.
I didn't either.
(25:32):
I had parents that were likeyou better study, you better
study, you better make a goodgrade Exactly.
But I didn't have my school andI'm not taking away from my
school.
Speaker 4 (25:42):
It's just a different time.
Speaker 3 (25:43):
Different time and we're learning more than
students are needing.
But that's one thing that stuckout to me is that y'all are
really trying to keep down thestudents' anxiety, so they will
do well, you know, and just eventhe anxiety, the dog, the habit
dogs, yes Came out and I wasjust like that's amazing.
(26:05):
And all those students weresmiling, yes, and happy and
laughing, yes, that's huge.
Speaker 4 (26:10):
Oh, it's so funny you bring this up.
Just the other day I guess itwas last week we were preparing
students for midterms, and sowe've had what we call Fall
Success Week, and so it's a weekof activities getting them
focused on midterms while alsorelieving that anxiety, and so I
hosted with the dean of thelibraries late night I think
it's called late night breakfast.
Speaker 3 (26:31):
Yes.
Speaker 4 (26:32):
In the library and so we had pancakes.
I mean, the food was great,Like it was really great Anyway.
Speaker 3 (26:37):
It was really great Side comment.
I'm just kidding.
Speaker 4 (26:40):
It was great, but the students, some of them had no
idea.
Speaker 3 (26:43):
we were there, some knew.
Speaker 4 (26:44):
So some were purposely coming over, but a
good chunk of them were in therestudying for chemistry.
There was some big chemistryexam, and so they were you could
tell they were overwhelmed.
And then they saw this food andI was like surprise.
Speaker 3 (26:56):
You're surprised, you're going to get to eat and I
was like you know what?
Speaker 4 (27:00):
This is your celebratory moment for coming in
here to study Like this is asurprise for you, for doing what
you're supposed to be doing asa scholar.
Speaker 3 (27:10):
On the campus, so that's thinking out of the box,
yes.
And on the campus, so that'sthinking out of the box, yes.
And you know, the biggest thingI see in this generation, that
what they want from the pastgenerations, they want to be
heard, they do and they want tobe, you know, have that feeling
of not without judgment, thatthey can really, really, you
know, open up without thescolding, you know, and that may
(27:32):
have worked in the pastgeneration, but this generation,
you know, I think they reallywant team players.
Speaker 4 (27:39):
They do and they value authenticity.
Speaker 3 (27:41):
Yes, they do, yeah.
So let me ask you this I knowthere's probably a lot of them,
but let me, if you could pick,what is one thing on campus, is
your favorite thing to do?
Pick?
Speaker 4 (27:54):
what is one thing on campus is your favorite thing to
do?
Oh gosh, I know there's a lot,but I just um, oh my goodness, I
have to think about it.
Think about it.
Um, there's so many okay, so I,these kind of are similar but
they're not okay.
Um, like that late nightbreakfast, or I do what's called
orange dash, where I just showup in places where students are
(28:18):
studying and I surprise themwith orange food okay, all
oranges or snacks, doritos,orange drinks yes, anything,
orange anything orange.
Yes, it's so much fun, becauseboth of those things are
surprises, and so the energy youget from the students.
They're like sitting therestudying and here I come rolling
with my little cart and I'mlike, hey, with a big smile, and
(28:42):
they are just, they're so happy, um, and so showing that, to
see those smiles, it is, it is,and to see them just be
surprised.
My team knows, I like to dothose just because they're
actually more fun to me than theplanned events, I go to in some
ways.
But yeah, I mean to see someonewho I know they're sitting there
(29:05):
and they're working so hard atwhatever it is and a lot of
times they're overwhelmed andyou can see it.
There's been a where I've seenan older student with a with a
younger one and they're workingon something together and you
see them like the energy and howserious they are and to be able
just to stop and, um, make themsmile, it's, it literally makes
my day so campus that you couldchange, like if you could pick
(29:37):
one thing that you say becauseyou know change takes time.
Speaker 3 (29:41):
Yes, change takes time.
We know change takes time.
But name something that youwould say you know what, if I
could snap my fingers?
I want to change this.
Is there anything?
I think, this is going tochange this, I think this is
going to sound.
Speaker 4 (29:54):
I hope it doesn't sound cliche, but if I could
change anything, I just wouldwant every student to know that
they matter and that we're hereto help.
I think a lot of times studentsget lost in the shuffle and
they feel like they're alone andthey're not.
(30:16):
And it's one of the things thatorientation I meet with every
single student when they arriveto UT.
I do like 15 sessions it's alot of sessions, she's a lot,
it's a lot of sessions.
But I do it myself because Iwant to make sure they
understand they're not alone.
Okay, um, and so, yeah, so ifthere's anything that I could
(30:40):
change, you just don't wantsomeone to feel alone.
Speaker 3 (30:42):
I never want anyone to feel alone that's big,
because with everything thatyour position carries, that's a
lot on your back and on yourshoulders.
Uh, for you to say I want tothink, I want to make sure that
every student feels like they'renot alone and they have
somebody, you know.
That shows how humble you are,because a lot of times when you
(31:05):
have a whole lot of you may wantto change a lot of things, but
a lot of times when we get inpositions, you've got certain
things that you have to do, youknow, and so some things can
fall through the cracks becausethere's so many things that you
have to check off your list.
So that shows that you're veryhumble and you think of them as
(31:27):
you.
Speaker 4 (31:28):
Oh, I appreciate that .
I guess what I would say is andI say this to campuses all the
time leadership is about, aboutpeople yeah, it is the projects
and things that we have going on.
It only works if people workright, and so I think our
(31:48):
metrics, you know, of coursewe're we're university, we're a
university, we're assessed onhow many students would graduate
, how many students have a jobpost-UT all these things right.
Speaker 1 (31:57):
Those are things that .
Speaker 4 (31:58):
I have to respond to for my administration.
Having said that, if you focuson the people, the metrics will
come, so I'm less worried onthat Viewers.
I want to say it one more timeIf you focus on the people, the
metrics will come and that'swhat.
Speaker 3 (32:14):
That's what makes university of tennessee
different, because when I hearother universities speaking, I
don't hear that and and that itgoes back to what you said at
the beginning.
Yeah, you know, when you camehere, what you saw and, like I
said in every differentdepartment or whatever you want
(32:34):
to make people feel at home.
Speaker 2 (32:35):
Yes.
Speaker 3 (32:36):
You know and that they matter.
So tell me this with all theuniversities around the
Southeast what makes us unique.
Speaker 4 (32:47):
You know well, let me just say this.
You know well, let me just saythis.
(33:17):
I have consulted at lots ofuniversities across the country,
different types, whether it'sBoyd, to Chancellor Plowman, to
Provost Zomchick.
Their number one priority isensuring that our students are
doing well, and, and having thatfrom the very top, it means
something.
Speaker 3 (33:30):
Yes, it really does, it does.
Speaker 4 (33:33):
And.
Speaker 3 (33:34):
Well, it goes back, if you think about it.
It goes back to the way we wereraised, yes, In our churches.
Speaker 4 (33:41):
Yes, think about it the head.
Speaker 3 (33:43):
Yes, the head had to be in check for it to flourish
down to everybody else.
It has to.
So your head has to be thatstrong and understand the
assignment, because if theydon't understand that assignment
it's going to affect everythingthat's coming down that ladder.
And so you've got to be able to, and you've got to build a team
(34:05):
that understands that and istrying their best to make that
happen.
Yes, if you have someone that'son your team that is not a team
player, that can really hurt alot of students.
Speaker 4 (34:15):
It really can, and I will tell you the campuses that
I've been on where students arenot thriving, it's because it
hasn't started at the top.
Speaker 3 (34:23):
It has to start at the top.
Speaker 1 (34:23):
You have some really wonderful well-meaning people
who are working really hard andrunning on the ground trying to
enhance the experience.
Speaker 4 (34:31):
But to enhance experience needs resources, it
needs time to think, it needsstrategy, it needs presence from
the leadership and they need tosee the leadership.
Exactly right.
Speaker 3 (34:48):
And President Boyd and Chancellor Plowman.
You see them, they are out withthe students.
They are Because when I wasreading about you, I read about
everybody.
Yeah, you know, because Iwanted to prepare for this and I
know I see them out a lot.
Yes, you know, and I'm likeokay, so it goes from the top
All the way.
(35:08):
Y'all make sure that y'allconnect with the students.
I've sat and watched you andyou can see it is sincere.
It's not a photo op.
Yes, you may take a photo withthem to bring a memory, but it's
not a photo op.
Speaker 4 (35:23):
Yes, that's the difference Agreed.
There's a memory and then photoop.
Just like on Friday when it wasraining, all crazy on campus,
we had an event of coffee withthe vice provost and the provost
went with me.
It was raining like cats anddogs and this brother walked out
with his little umbrella.
I was like do you want to drivethe golf cart over?
He was like nope, I'm justgoing to walk.
Speaker 3 (35:44):
And I was like, okay, and you're like, it's pouring
rain, it's pouring rain, you areclear across campus.
Speaker 4 (35:49):
Yeah, we got over there and luckily we were under
a tent but he stayed out therethe whole hour waited for
students and they came in wavesbecause of the rain, so there
was some dull times, but it didnot matter for him.
I mean, he was out there theentire time he wanted to make.
Speaker 3 (36:03):
He wanted to make a difference right and there's so
many things our provost couldhave been doing, but he chose at
that moment to be with them andthat means it does, because
there's a lot of kids that letme just say this with no
judgment there's a lot of kidsthat come to the university and
you don't know how they wereraised, you don't know how, what
(36:25):
, what they've been through,what trauma they've been through
, and they may not have gottenthat one-on-one, they may not
have saw their mom or saw theirdad on a regular basis and got
that love.
You know that y'all are givingand making sure that they see
they matter.
Yes, I think that's the biggestthing is the students need to
(36:46):
know they matter and it's notfor show and I've watched all of
you and I'm just like theyreally get it and they really
want to make a difference.
And that's where it goes backto the legacy.
Part of it is okay.
What is people gonna rememberyou as?
They're gonna remember that youwanted to make a difference.
You, you went out and youlabored, because I think a lot
(37:10):
of times when we get in highpositions, sometimes you don't
see the labor.
I can see the labor in you.
I see the smile, you know, andI'm not talking about just in a
photo, I'm talking about justlive.
I see you, you know,interacting with those students
and asking how's your day going?
(37:30):
I've seen you say that to manystudents How's your day going?
Is everything okay?
Do you need any help?
You know that type of thing andI think that we need more of
that.
You know, university ofTennessee to me and I'm not
saying that because I live inTennessee, because I have
viewers- outside of.
Tennessee I'm not saying itbecause I live in Tennessee and
(37:51):
I believe in the Vols anduniversity.
It's just.
It's just different.
It's a different feeling and Ithink that you should be proud
of yourself that what you'redoing is making a difference.
So my next question what isyour primary role at the
University of Tennessee?
Speaker 4 (38:12):
Yes.
So as Vice Provost, I'mprimarily responsible for
ensuring that every student whois admitted to the university
that they graduate.
So I work really closely withour faculty specifically to make
sure that our students areprepared and have strong what I
would call academic confidencein the classroom.
(38:33):
So my role, the offices I workwith, is from orientation, so
orienting all new students,advising, coaching.
I mentioned career center,honors programs, undergraduate
research, and then we have someprograms for special populations
like our veterans, firstgeneration students, those sorts
of things.
So my goal is to understandwhat the faculty are looking for
(38:57):
in the classroom and then togive our work with our students
to give them those skills sothat they can perform well in
the classroom.
And the same with the careerside.
What are employers looking for?
And then how do we ensure thatour students are getting those
so many people that I hear whenwe're out working that people
(39:31):
will ask me my opinion ofcollege and it seems like the
value of college is going down.
Speaker 3 (39:41):
What is your thoughts on that?
Speaker 4 (39:42):
Yes, there was recently a Gallup Illumina
survey that asked people abouttheir confidence in higher
education, and this is at anall-time low.
It's sad, you know, and it itstems from, honestly, probably,
the university experiences thatyou and I had.
(40:04):
I don't think that'sexperiences that students are
having now Correct, but you know, higher ed used to be this
organization on the hill thatyou had to do all these things
and prove you were worthy to bea part of it.
And you know that has shiftedand but there are still people
(40:25):
who believe that we're stillthat elitist group and I guess
there probably still are somecampuses that are in that space.
But the reality is and we knowthis, that people who have a
four-year degree they earn moreover their lifetime.
They are.
(40:45):
I don't know what I'm saying.
Speaker 3 (40:48):
Considered, yeah, positioned, more time.
Uh, they are.
I don't know what.
I don't know if they're moreconsidered, yeah, position more,
yeah, they have higher.
Speaker 4 (40:52):
You know um opportunities different
resources for for positions.
Um, different doors will open.
Um, also, you're talking aboutlegacy.
You're leaving a legacy foryour family, especially for
first generation families.
I mean there's generationalwealth that is created by the
experiences.
So there's just, it makes mesad because we have so many
(41:16):
opportunities and I wish thatpeople would see some of the
things like what we're doing ina modern land grant like UT,
where we're not the school onthe hill, we are the community
school.
We're here to serve the stateof Tennessee, we're here to
listen to what the people of thestate need and want and our
(41:43):
goal is to deliver on that.
And so you know, I think thatChancellor Plowman and President
Boyd have done a phenomenal job, cheerleading across the state,
talking about the value we have, we've added, but also
listening, listening to thepeople of the state about what
(42:04):
they need, and then us kind ofnot kind of but trying to
deliver on those resources.
Speaker 3 (42:10):
Now you see why I brought Vice Provost Dr Amber
Williams on Talkin' Tennessee.
She's brilliant, she's ready,she's willing to have the
conversation and we're going todo a second segment Tune in next
Friday to part two of thissegment.
Bye, guys.
Speaker 1 (42:33):
Thanks for listening to Talkin' Tennessee with Yvonca
.
Watch out for our weeklyepisodes from the First Family
of Real Estate and check us outon the web
wwwyvoncasalesrealestatecom.
See our videos on Yvonca'sYouTube channel or find us on
Facebook under.
Yvonca Landis and Twitter atYvonca Landis.
(42:55):
And don't forget to tell afriend about us.
Until next time.
Yvonca signing off.
Check us out to hear the latest on life in the
volunteer state.
Yvonca and her guests discusseverything from life, love and
business with a Tennessee flair.
It's a Tennessee thing, alwaysrelatable, always relevant and
always a good time.
This is Talkin' Tennessee, andnow your host, yvonca.
Speaker 2 (00:23):
This episode is brought to you by the Landis
team, your go-to real estatefamily in East Tennessee.
If you are looking to buy orsell, we are the ones you should
call.
Give us a call at 865-660-1186or check out our website at
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That's Yvonca Y-V-O-N-N-C-ASalesRealEstatecom.
Speaker 3 (00:48):
Welcome back to Talking Tennessee with Yvonne Ca
.
I am your host and I am herewith Vice Provost Dr Amber
Williams.
Welcome.
Speaker 4 (01:00):
Oh, I'm so excited to be here.
Thank you for inviting me.
Speaker 3 (01:02):
Most definitely, most definitely, viewers.
Let me tell you a short storyon how I met this person.
So everybody y'all know aboutturning knocks and how all that
goes and we're turning peoplearound on 360s.
But she was at an event and shewalked up to me and she thought
she was talking to Adriennebecause she had met Adrienne at
(01:23):
a previous event that we weredoing.
And we started having aconversation until she realized
she wasn't talking to Adrienne,but you were.
Speaker 4 (01:33):
So beautiful, so beautiful black woman.
So yes, I got you confused.
Speaker 3 (01:36):
But the best part about it was is that you were
just so nice.
You were very approachable,like we've known each other for
years.
We just started talking andonce we realized that she
thought I was Adrian.
You know, we got that straightreal quick and we it just
started a friendship there.
And the more I watched youthrough the event I want you to
(01:59):
know this I watched her throughthe event and what impressed me
about her is that she made apoint to go to every station, to
every vendor, to every sectionof that event and she blended in
just like you were.
Everybody else you didn't.
(02:19):
I didn't hear you say yourtitle.
I didn't hear you say you knowyour position.
You were just Amber, and thatreally stuck out to me because
you've worked really hard to getthose titles and to get those
positions and be where you're at.
But the humble humbleness cameout that day and I was just like
(02:40):
I want to know more about thisperson.
So I want you to know and I saythis publicly she is paving the
way for another black woman toshare someone's story and to
give me a voice at the same time.
So I thank you for that.
Speaker 4 (02:56):
Oh, you are welcome, and what I don't know?
Just to even hear you say that.
I always think that my legacyin this world really is just
impacting people.
Speaker 2 (03:06):
It is.
Speaker 4 (03:07):
And so that's, I think, the most welcoming and
most authentic thing you can doevery day is just create an
environment where people feellike they're a part of yes
described.
I mean, you know, that comes onnaturally, just walking around
and chatting with people, butyou know the way you describe
(03:27):
that it makes me.
I'm humbled by it, first off,but then, secondly, it that's
the exact experience that I hopeevery student on our campus,
every staff person, because weall matter.
Yes, no matter who you are,where you, what you do, where
you come from, it doesn't matter.
Everybody matters, everybodyhas a purpose, and so my goal is
always to acknowledge that.
Speaker 3 (03:49):
I think the thing that we connect on you spoke on
it just a minute ago is legacy.
My grandfather told me as ayoung kid what is your legacy
going to be?
What is people going toremember you as?
Are you going to make adifference in someone's life?
He said money cannot build thatI agree he said money, wealth,
you know all those differentthings that the world gives you.
(04:10):
He said that has nothing to dowith legacy.
He said what your legacy is ishow you made someone feel, Did
you make a difference in theirlife?
And so I've been on thatjourney, and so for you to say
that, I think that's what bringsus together, because we're both
trying to be on that legacytrail, you know, and see how
(04:32):
many people can we make adifference, and that when we're
called to heaven will God saywell done.
Speaker 1 (04:39):
You know, that's the biggest thing is, will he say,
well done.
Speaker 3 (04:47):
So when I do my podcast, I always pray.
Uh, someone comes in and I say,god, let me use your words, not
mine.
You know to tell someone'sstory, so let's tell your story.
How and what made AmberWilliams?
Who are you?
Speaker 4 (05:00):
there's so many facets to Amber Williams, you
know there's there's the generictitles of mom, wife I work at
the university but I'm going tostart with absolutely a woman of
God.
He's empowered and inspired mein so many different ways and
(05:23):
put so many people in my life tokind of not kind of but to hone
who I am today.
I've been really blessed to havementors from the you know from
high school, actually, I wouldthink all the way back to middle
school, my science teacher, whowas Mrs Williams too, by the
way From there through highschool, through college, through
(05:47):
my time at Kansas and theuniversity of Nebraska to here,
I mean, I just had really greatpeople that have helped me to be
my authentic self.
Speaker 3 (05:56):
Yes.
Speaker 4 (05:57):
And um, that authentic self is just really
based on um, trying to alwaysempower others to be their best,
and I think that can be done inso many simple ways.
It's just honestly just sayinghello to people and just having
a positive energy about yourself.
But yeah, at the end of the day, I think you know I am a person
(06:22):
that hopes to inspire others tobe their best selves.
So you're married.
I am married.
Speaker 3 (06:29):
yes, Would you like to say that?
Yeah, Dr.
Speaker 4 (06:31):
Dedrick Williams is my husband.
He's an associate professorhere at the university, very
talented, hilarious, he crackslots of jokes.
But he's in some ways mycomplete opposite, because I'm
actually an introvert.
People don't realize that, butI am.
He's an extrovert all the way.
Yes, um, and so we make awonderful team, uh, together he
(06:53):
may, does he pull it out of you?
Speaker 2 (06:55):
he absolutely pulls it out of me and more
spontaneous.
Speaker 4 (06:59):
Um, because I'm much more.
I'm very organized like.
Speaker 3 (07:01):
These are the things we need to do, and he's like
maybe tomorrow, but he, hereally completes me as well
because of things that I wouldsay I can't do that.
He's the one that will say Iagree, why can't you do that?
You know who told you you can'tdo that?
(07:24):
Yeah.
I think you always need thatperson that will pull something
out of you and I say this onsocial platforms is that you
have to evolve together, yes,and you have to be equally yoked
.
That you are building something, yes.
Speaker 4 (07:38):
You know that big thing.
Speaker 3 (07:40):
Marriage is a blessing, but marriage can be
very hard at times.
Speaker 4 (07:45):
Yeah, you know, I think the thing that people
least talk about but should talkabout the most is how
challenging marriage is.
Speaker 3 (07:52):
And that's how challenging parenting is.
It is.
Speaker 4 (07:54):
I think we normalize that.
Both are easy and both are verychallenging.
You have to wake up every dayready to go to work.
Speaker 3 (08:02):
Yes.
Speaker 4 (08:03):
And ready to engage, and ready to compromise.
Speaker 3 (08:08):
That's the biggest thing in marriage?
Yes, and learn.
I think the biggest thing I'velearned.
In two days I'll be married 21years.
Speaker 4 (08:16):
Congratulations.
Thank you.
Speaker 3 (08:18):
And the biggest thing I think I've learned is pick
your battles.
Yes, every battle's not yours.
Yes, and it's okay to disagreeand move on.
It doesn't have to be a big youknow conversation or deep
conversation, just move onsometimes, yes, and let time
(08:39):
heal those wounds.
So your mom of two, yes, twoAnthony's 10.
Speaker 4 (08:44):
Avery's 8.
Okay, avery will tell you she'sthe future chancellor of the
University of Tennessee.
She has a little name she mightbe.
She has a little name tag andshe shows up at events and will
take the mic from me and get upthere and just chat away.
And then I have such a deepthinker in Anthony who I have
(09:05):
all the confidence in the worldthat he's going to solve some
complex problem that's out therethat the world needs solved.
But yeah, we're really blessedwith two beautiful children that
are definitely thriving inKnoxville.
We very much enjoyed ourexperience here.
Speaker 3 (09:19):
Well, it seems like you have acclimated very well to
Vol Nation.
Speaker 1 (09:24):
Yes, Vol Nation.
Speaker 3 (09:30):
Because, coming from, let's go back some.
You came from Kansas, yep, andthen you went to Nebraska.
And tell us a little bit aboutyour journey from Kansas to
Nebraska and what brought you,what made you make the decision
to come to Tennessee.
Speaker 4 (09:45):
Yes, yeah, so I worked in the office of
admissions at the University ofKansas.
I'm from Kansas, I'm fromWichita, kansas, so all my
family is there.
So I'll be honest, when we,when I made the decision to move
from Kansas to Nebraska, thatwas even a journey for us.
I mean, it was only four hoursfor me, but it's for some reason
(10:06):
.
Nebraska seemed far and and andall my family had been in
Kansas.
So to just change states wasdifficult.
Speaker 2 (10:17):
It was difficult.
It was difficult and my sisterand I are super close and I'm
very close with my mom.
Speaker 4 (10:22):
My father lives there too, I mean, the whole family's
there, and so that wasdefinitely um grandparents.
Everyone is definitely atransition, but I went there, um
went to Nebraska for apromotion.
I started off in admissions andI just very much enjoyed
recruiting students to theuniversity of Kansas and I was
able to travel across the entirestate and other States and just
(10:44):
talk with students about theirdreams and I completely enjoyed
it.
And so when I was recruited tocome to the University of
Nebraska in some ways it was Iwent back and forth.
I'll be honest with you,because I didn't want to move,
(11:05):
but my mentor at Kansas.
I talked to her and I said Ireally want to be promoted here
and she was like you're notready yet.
You need to get a master'sdegree.
She gave me all these reasonswhy a whole list yes, a whole
list and I said, okay, well thenI guess I have to go to
Nebraska.
If I want to have a newopportunity, then this is gonna
happen.
This will need to be it.
That was a huge opportunity forme, um, and it helped me grow
up if I'm to be honest, grow upprofessionally personally, you
(11:28):
know, living in Kansas, I wasstill with family and I don't
know that and my friends fromcollege all the things, yes,
absolutely, they're gonna holdtogether.
Speaker 3 (11:40):
Be that village for you.
Speaker 4 (11:41):
Yes, you go to a totally different state where I
know no one.
I'm having to make thistransition.
That was good for me and thejob was a challenging job as
well.
I was the assistant directorfor diversity recruitment
Diversity recruitment inNebraska very challenging.
Speaker 3 (11:58):
I bet Very challenging.
I know there was days like didI really make this decision?
Speaker 4 (12:06):
Yes, true story, but I would also say that that
challenge was was inspiring forme too.
Like I, I'd like a challenge,and so we had some good stories
there.
There's some real good work thatwas done at the University of
Nebraska.
There was a point in my careerwhere I was trying to decide do
(12:27):
I want to stay in diversityrecruitment or did I want to
kind of move into theadministrative route?
And I remember I mean I kind ofbattled with this for a couple
of weeks because I think bothare equally important.
You need the advocates, but youalso need someone to infiltrate
the policy.
Yes, I agree and to think aboutstrategically, how do you move
(12:52):
the organization forward.
And so I went back and forthand I decided that I wanted to
go the administrative route.
And so which was alsointeresting I was ended up being
named the youngest admissionsdirector in the country.
I was a little under 30 yearsold when I became the admissions
director in.
Nebraska that was.
It was amazing.
It was also a big, hugechallenge and I would show up at
events and people would ask melike are you for diversity
agreement?
I'm like no Matter of fact,there was one meeting I'll never
(13:14):
forget.
We're at a big table.
I come in.
Someone said do you, did youmean to go over to the
multicultural center down thehallway?
And I said no, actually,actually I didn't.
So I sat down and I didn't sayanything more and I let the
meeting start and then we wentaround and introduced ourselves
and I said I'm Amber Williams,or, yeah, amber Williams, the
director of admissions and thatperson's face was like yeah, and
(13:38):
then it was a technologymeeting and I was all up in that
business, so anyway, I moved upthe ranks at Nebraska, married
my husband there he was startinghis PhD there.
He had come from Mississippi, sohe's from Mississippi actually
from.
Macon, mississippi, and hadgone to Mississippi State for
(14:00):
his undergrad and master'sdegree and started his doctoral
program in Nebraska, so met himthere and you know it is what it
is, and we started building andour move to Tennessee.
You know I was on the enrollmentmanagement side of the house,
so I, when I left there, I wasthe enrollment manager, which
means you're responsible foradmissions, financial aid, the
(14:21):
registrar's office.
I was also working with aprogram that was for first
generation low income studentsin the state and it was like a
college access program and Istarted kind of thinking about
where was I most thriving in myjob?
The areas, what were the areasthat I just enjoyed and loved
and I could feel my passion?
And it was that collegepreparatory academy and it was
(14:43):
the registrar's office of allthings.
Most people wouldn't, say theregistrar's
office.
But I found, the more I duginto the registrar's office, the
more I realized how importantthat office is to impacting
students and yes, right it isand making sure we have the
courses available for studentsto so that they could graduate,
removing barriers for enrollment.
(15:05):
So once.
Speaker 3 (15:06):
I got into that office.
Speaker 4 (15:07):
I was like I love this place.
Speaker 3 (15:08):
I've loved everything about it.
So you got to nurture.
Speaker 4 (15:11):
I did, I did.
Speaker 3 (15:12):
Right, nurture those students coming in and showing
them you can do this.
Speaker 4 (15:18):
And just yeah, and giving them a clear pathway to
meet whatever dream they had,and so I started thinking about
the two things that I enjoyedmost college preparatory academy
and in the registrar's office.
So I said you know, I want topivot out of the enrollment
management space.
I started pivoting and lookingat roles that were focused on
the student experience.
I will tell you when I went outinto the job market, though,
(15:39):
because of my background inenrollment management, everyone
wanted to pivot me and likepigeonhole me into that space,
and I just just kept tellingpeople yeah, like I just kept
saying listen if you get it, butthere's some other things I can
do.
Absolutely the reality isrecruiting students is very
similar to retaining them, it'strue.
I mean, it is aboutunderstanding who they are, it's
(16:02):
about understanding what theyneed and then it's about
applying those resources to them.
So the strategy is the same, ashow you apply it is different,
and that's how I was trying toexplain is like, okay, on the
student side of the house, it ismy job to recruit them to stay
year after year until they get adegree, and so it was trying to
(16:23):
articulate that to people whoweren't, and to build those
relationships.
Speaker 3 (16:26):
Yes, that each year you're giving them a reason why
they should stay.
Speaker 4 (16:30):
Yes, why they?
Speaker 2 (16:30):
should stay.
Speaker 3 (16:31):
Instead of it being.
When I was reading about youand studying for this podcast,
what I noticed is that indifferent things that you spoke
about is that numbers.
You said you did not wantstudents to be looked at like a
number.
Yes, you wanted it to be arelationship.
You wanted to build arelationship with the student
and the student to realize thatthey had someone to come to that
(16:53):
wasn't going to treat them likea number.
Speaker 4 (16:54):
Yes, is that what you were talking about?
That is absolutely, and youknow the reason I was interested
in that is yes, you did.
The reason I was interested inthat is because I think not.
I think I know I felt like anumber in undergrad, yes, and
nobody wants to feel like that.
Nobody wants it.
I mean, nobody wants to feellike things don't matter.
Speaker 3 (17:12):
We don't want to be quota and we don't want to be a
number.
Yes, you know that type ofthing.
It's just we want to be aperson that has talents and you
can help pull those talents outof that student, for them to
grow and succeed in adult life.
Speaker 4 (17:26):
Absolutely, absolutely.
And I've had people in mycareer who have seen that in me
and I want to see that in everysingle student that enrolls here
at the university.
And, luckily, when I was on themarket, chancellor Plowman, who
I worked for she was mysupervisor at the University of
Nebraska.
She had already accepted therole here and she was looking to
(17:49):
build a division of studentsuccess here to really increase
our retention and graduationrates at the university.
And after the position wasposted and things, she reached
out and said I'd love for you toapply for this.
I saw it and I was like, oh mygoodness, absolutely.
I mean what did your husbandsay?
Well, his first statement Idon't think you're going to like
the South.
Speaker 3 (18:09):
He's like well, I get it.
Speaker 4 (18:13):
I don't know if you're going to like the South,
but where he grew up in ruralMississippi is very different
than Knoxville.
Speaker 3 (18:19):
Very.
Speaker 4 (18:19):
Very so, yeah, it's like a culture shock.
It is a culture shock, yes.
And so, yes, he was like Idon't think you're going to like
this and I said, well, let meat least go up there and check
it out and everything I wasgoogling seemed like it was
great.
Speaker 3 (18:38):
Google told me it was great.
Speaker 4 (18:39):
Well, there were some other places we had looked at
that didn't look great on google, so at least I felt like there
was a baseline interest and, um,then, when I came to visit the
campus and the community, I justcompletely fell in love.
The people are so nice and thecampus, the faculty and staff
are so committed to the studentsuccess and ensuring that we
(19:02):
create the environment.
And I felt like I had the teamaround me meaning the team as in
the entire campus, everyfaculty and staff member around
me that could enhance theexperience here, because we
already have a really strongfoundation.
It's just we needed a littlemore strategic direction.
Speaker 3 (19:19):
I think a lot of times, people, when we are we
out at the games and we talkabout Tennessee, about how great
it is, I think people think, oh, that's what you're supposed to
say about your university.
And I'm like, no, you justdon't understand.
Tennessee gives a feeling ofhome.
(19:43):
It gives you that feeling ofyou're home.
Now you go to a game, you feellike you're at home.
You go to an event, you feellike you're at home.
You go to an event, you feellike you're at home.
And I think the biggest thingthat people miss I'm not saying
other universities don't havegreat qualities, but it's not
like Tennessee.
I'm just saying that but I justthink that a lot of people
(20:03):
don't stop to think about youknow what Tennessee, the feeling
that they give.
Think about it.
You're coming from Nebraska,you came to visit Okay, and one
thing I tell people aboutTennessee is you can go in a
grocery store and people aregoing to speak to you.
Absolutely you don't have toknow their name, you don't have
to know what they do for aliving, whatever they could care
(20:26):
less.
We have people that eye contact, they're going to speak to you
and I think that's a big thingthat Tennessee has, because,
think about it when you're 18years old, okay, you're coming
from another state.
You know no one your parentsbring you.
You get your dorm room set up.
You get all the pretties butthen you're left.
(20:47):
You're left, You've got to havepeople on campus that is going
to see the needs that you haveand help you nurture those needs
and tell you where to go.
And I think the biggest thingthat I hear coming from you is
you want to give an experienceto those students and you want
them to know they matter.
Speaker 4 (21:09):
Yes, and that it can be done at scale.
You know we have about 39,000students on campus, so it's a
nice campus with a lot ofstudents.
Speaker 3 (21:20):
Yes.
Speaker 4 (21:21):
But you know, every single student that enrolls on
our campus receives what we calla ball success team.
So it's three professionals,full-time professionals, that
help them navigate theirexperience on campus.
It's their academic advisor wehave some courses they're going
to take in their major, thatsort of thing.
Their academic coach, which is,um, we believe in, we.
(21:42):
We have all our students takethe clifton strengths assessment
.
Uh, we believe in the potentialof every student and the coach
is trained as a cliftonStrengthscoach and helps the young
person think about whatstrengths they have, what unique
talents they have, but then,more importantly, how to apply
it to their goals.
And then they're all assigned afinancial aid counselor.
There are very few campuses.
Speaker 2 (22:03):
Yes, so think about it.
Speaker 4 (22:05):
I mean every year we have 8,000 new students between
our first year and our transferstudents that are all assigned.
A squad of people Like theseare my people, yes, and that
doesn't happen on a campus ofour size.
Speaker 3 (22:17):
I mean, I hear people .
It's like you're creating smallvillages.
Yes, for each student.
Speaker 4 (22:22):
Yes, that's what that is.
Speaker 3 (22:23):
It's exactly what it is.
We've always been raised thatyou need a village.
You know, but that's whatTennessee creates.
A small, you know, but that'swhat Tennessee creates a small
village for each student to knowwhere they can go, exactly.
Speaker 4 (22:35):
Get fed, yes, and not just food, yes, absolutely, you
know, into bringing out thebest of them and that's you know
, when I got here and I metbefore COVID hit.
So I arrived in 2020, january2020.
I met with about 150 or sofirst year students and I asked
(22:55):
them, asked them, I said what doy'all need, what do you need to
thrive?
And they said you know, we haveso many resources on campus
that we don't know where to go,so we don't go anywhere, we go
to each other.
And I was like, oh, that's notalways great, right?
So that's where this carefulwho you go to exactly.
Speaker 2 (23:09):
So that's where this is Be careful who you go to
Exactly, and that's where thisidea of the Voss success teams
came from.
Speaker 4 (23:14):
It came from them.
It came from talking to themabout what they need, and I
think that you know in higher edthat's what we need to be doing
, Like you have to sit down withstudents, talk to them about
their needs and then respond,Act that's what leadership is
about Exactly it's action.
And so we created the ballsuccess teams and amongst other
programs that we had, but I willtell you.
(23:35):
Listening to our students is howwe were able to move the needle
on their success rates.
When I got here, our first yearretention rate for about seven
to 10 years had been around 86%,and it fluctuated 86.5, 86.4 in
that space.
Speaker 3 (23:50):
Yes.
Speaker 4 (23:51):
We're at 92% now.
That's awesome In a reallyshort period of time, because
you've only been here four years.
Speaker 3 (23:56):
Yes, been here four years.
That's what stuck out to mewhen I was reading about you.
I'm like so many things thatthey say that you implemented
and I'm like that's just in fouryears, and when you think about
it, that's during COVID.
So in four years, and when youthink about it, that's during
COVID.
Speaker 4 (24:15):
So it's really short four years not long.
Four years it is.
But you know what I will say issometimes disruptions like
COVID can be useful, while COVIDimpacted families in a very
negative way.
Speaker 3 (24:27):
The students really needed support during COVID
because there was a lot ofstudents and I'm going to speak
on this in a few minutes aboutsomething that stuck out to me
that y'all do for your students.
Now let me speak on it now.
One of the events that I wentto.
I asked what the event wasabout and they said, well, the
kids are getting ready forfinals, yes, okay.
(24:48):
And they said, well, we'redoing this event to try to bring
anxiety down, to try to helpall the students to get ready
for finals but, at the same time, just not have their anxiety so
high that they test lower.
Bring that anxiety down andthey test higher.
That was brilliant to mebecause I watched all those
(25:12):
students walk around at CirclePark and they were happy.
The vendors were happy makingthings with them.
You know they got on our selfiestation.
They made a moment forthemselves and it was great
things.
But I thought that is awesomebecause I know back when I was
taking finals, I didn't havethat.
I didn't either.
(25:32):
I had parents that were likeyou better study, you better
study, you better make a goodgrade Exactly.
But I didn't have my school andI'm not taking away from my
school.
Speaker 4 (25:42):
It's just a different time.
Speaker 3 (25:43):
Different time and we're learning more than
students are needing.
But that's one thing that stuckout to me is that y'all are
really trying to keep down thestudents' anxiety, so they will
do well, you know, and just eventhe anxiety, the dog, the habit
dogs, yes Came out and I wasjust like that's amazing.
(26:05):
And all those students weresmiling, yes, and happy and
laughing, yes, that's huge.
Speaker 4 (26:10):
Oh, it's so funny you bring this up.
Just the other day I guess itwas last week we were preparing
students for midterms, and sowe've had what we call Fall
Success Week, and so it's a weekof activities getting them
focused on midterms while alsorelieving that anxiety, and so I
hosted with the dean of thelibraries late night I think
it's called late night breakfast.
Speaker 3 (26:31):
Yes.
Speaker 4 (26:32):
In the library and so we had pancakes.
I mean, the food was great,Like it was really great Anyway.
Speaker 3 (26:37):
It was really great Side comment.
I'm just kidding.
Speaker 4 (26:40):
It was great, but the students, some of them had no
idea.
Speaker 3 (26:43):
we were there, some knew.
Speaker 4 (26:44):
So some were purposely coming over, but a
good chunk of them were in therestudying for chemistry.
There was some big chemistryexam, and so they were you could
tell they were overwhelmed.
And then they saw this food andI was like surprise.
Speaker 3 (26:56):
You're surprised, you're going to get to eat and I
was like you know what?
Speaker 4 (27:00):
This is your celebratory moment for coming in
here to study Like this is asurprise for you, for doing what
you're supposed to be doing asa scholar.
Speaker 3 (27:10):
On the campus, so that's thinking out of the box,
yes.
And on the campus, so that'sthinking out of the box, yes.
And you know, the biggest thingI see in this generation, that
what they want from the pastgenerations, they want to be
heard, they do and they want tobe, you know, have that feeling
of not without judgment, thatthey can really, really, you
know, open up without thescolding, you know, and that may
(27:32):
have worked in the pastgeneration, but this generation,
you know, I think they reallywant team players.
Speaker 4 (27:39):
They do and they value authenticity.
Speaker 3 (27:41):
Yes, they do, yeah.
So let me ask you this I knowthere's probably a lot of them,
but let me, if you could pick,what is one thing on campus, is
your favorite thing to do?
Pick?
Speaker 4 (27:54):
what is one thing on campus is your favorite thing to
do?
Oh gosh, I know there's a lot,but I just um, oh my goodness, I
have to think about it.
Think about it.
Um, there's so many okay, so I,these kind of are similar but
they're not okay.
Um, like that late nightbreakfast, or I do what's called
orange dash, where I just showup in places where students are
(28:18):
studying and I surprise themwith orange food okay, all
oranges or snacks, doritos,orange drinks yes, anything,
orange anything orange.
Yes, it's so much fun, becauseboth of those things are
surprises, and so the energy youget from the students.
They're like sitting therestudying and here I come rolling
with my little cart and I'mlike, hey, with a big smile, and
(28:42):
they are just, they're so happy, um, and so showing that, to
see those smiles, it is, it is,and to see them just be
surprised.
My team knows, I like to dothose just because they're
actually more fun to me than theplanned events, I go to in some
ways.
But yeah, I mean to see someonewho I know they're sitting there
(29:05):
and they're working so hard atwhatever it is and a lot of
times they're overwhelmed andyou can see it.
There's been a where I've seenan older student with a with a
younger one and they're workingon something together and you
see them like the energy and howserious they are and to be able
just to stop and, um, make themsmile, it's, it literally makes
my day so campus that you couldchange, like if you could pick
(29:37):
one thing that you say becauseyou know change takes time.
Speaker 3 (29:41):
Yes, change takes time.
We know change takes time.
But name something that youwould say you know what, if I
could snap my fingers?
I want to change this.
Is there anything?
I think, this is going tochange this, I think this is
going to sound.
Speaker 4 (29:54):
I hope it doesn't sound cliche, but if I could
change anything, I just wouldwant every student to know that
they matter and that we're hereto help.
I think a lot of times studentsget lost in the shuffle and
they feel like they're alone andthey're not.
(30:16):
And it's one of the things thatorientation I meet with every
single student when they arriveto UT.
I do like 15 sessions it's alot of sessions, she's a lot,
it's a lot of sessions.
But I do it myself because Iwant to make sure they
understand they're not alone.
Okay, um, and so, yeah, so ifthere's anything that I could
(30:40):
change, you just don't wantsomeone to feel alone.
Speaker 3 (30:42):
I never want anyone to feel alone that's big,
because with everything thatyour position carries, that's a
lot on your back and on yourshoulders.
Uh, for you to say I want tothink, I want to make sure that
every student feels like they'renot alone and they have
somebody, you know.
That shows how humble you are,because a lot of times when you
(31:05):
have a whole lot of you may wantto change a lot of things, but
a lot of times when we get inpositions, you've got certain
things that you have to do, youknow, and so some things can
fall through the cracks becausethere's so many things that you
have to check off your list.
So that shows that you're veryhumble and you think of them as
(31:27):
you.
Speaker 4 (31:28):
Oh, I appreciate that .
I guess what I would say is andI say this to campuses all the
time leadership is about, aboutpeople yeah, it is the projects
and things that we have going on.
It only works if people workright, and so I think our
(31:48):
metrics, you know, of coursewe're we're university, we're a
university, we're assessed onhow many students would graduate
, how many students have a jobpost-UT all these things right.
Speaker 1 (31:57):
Those are things that .
Speaker 4 (31:58):
I have to respond to for my administration.
Having said that, if you focuson the people, the metrics will
come, so I'm less worried onthat Viewers.
I want to say it one more timeIf you focus on the people, the
metrics will come and that'swhat.
Speaker 3 (32:14):
That's what makes university of tennessee
different, because when I hearother universities speaking, I
don't hear that and and that itgoes back to what you said at
the beginning.
Yeah, you know, when you camehere, what you saw and, like I
said in every differentdepartment or whatever you want
(32:34):
to make people feel at home.
Speaker 2 (32:35):
Yes.
Speaker 3 (32:36):
You know and that they matter.
So tell me this with all theuniversities around the
Southeast what makes us unique.
Speaker 4 (32:47):
You know well, let me just say this.
You know well, let me just saythis.
(33:17):
I have consulted at lots ofuniversities across the country,
different types, whether it'sBoyd, to Chancellor Plowman, to
Provost Zomchick.
Their number one priority isensuring that our students are
doing well, and, and having thatfrom the very top, it means
something.
Speaker 3 (33:30):
Yes, it really does, it does.
Speaker 4 (33:33):
And.
Speaker 3 (33:34):
Well, it goes back, if you think about it.
It goes back to the way we wereraised, yes, In our churches.
Speaker 4 (33:41):
Yes, think about it the head.
Speaker 3 (33:43):
Yes, the head had to be in check for it to flourish
down to everybody else.
It has to.
So your head has to be thatstrong and understand the
assignment, because if theydon't understand that assignment
it's going to affect everythingthat's coming down that ladder.
And so you've got to be able to, and you've got to build a team
(34:05):
that understands that and istrying their best to make that
happen.
Yes, if you have someone that'son your team that is not a team
player, that can really hurt alot of students.
Speaker 4 (34:15):
It really can, and I will tell you the campuses that
I've been on where students arenot thriving, it's because it
hasn't started at the top.
Speaker 3 (34:23):
It has to start at the top.
Speaker 1 (34:23):
You have some really wonderful well-meaning people
who are working really hard andrunning on the ground trying to
enhance the experience.
Speaker 4 (34:31):
But to enhance experience needs resources, it
needs time to think, it needsstrategy, it needs presence from
the leadership and they need tosee the leadership.
Exactly right.
Speaker 3 (34:48):
And President Boyd and Chancellor Plowman.
You see them, they are out withthe students.
They are Because when I wasreading about you, I read about
everybody.
Yeah, you know, because Iwanted to prepare for this and I
know I see them out a lot.
Yes, you know, and I'm likeokay, so it goes from the top
All the way.
(35:08):
Y'all make sure that y'allconnect with the students.
I've sat and watched you andyou can see it is sincere.
It's not a photo op.
Yes, you may take a photo withthem to bring a memory, but it's
not a photo op.
Speaker 4 (35:23):
Yes, that's the difference Agreed.
There's a memory and then photoop.
Just like on Friday when it wasraining, all crazy on campus,
we had an event of coffee withthe vice provost and the provost
went with me.
It was raining like cats anddogs and this brother walked out
with his little umbrella.
I was like do you want to drivethe golf cart over?
He was like nope, I'm justgoing to walk.
Speaker 3 (35:44):
And I was like, okay, and you're like, it's pouring
rain, it's pouring rain, you areclear across campus.
Speaker 4 (35:49):
Yeah, we got over there and luckily we were under
a tent but he stayed out therethe whole hour waited for
students and they came in wavesbecause of the rain, so there
was some dull times, but it didnot matter for him.
I mean, he was out there theentire time he wanted to make.
Speaker 3 (36:03):
He wanted to make a difference right and there's so
many things our provost couldhave been doing, but he chose at
that moment to be with them andthat means it does, because
there's a lot of kids that letme just say this with no
judgment there's a lot of kidsthat come to the university and
you don't know how they wereraised, you don't know how, what
(36:25):
, what they've been through,what trauma they've been through
, and they may not have gottenthat one-on-one, they may not
have saw their mom or saw theirdad on a regular basis and got
that love.
You know that y'all are givingand making sure that they see
they matter.
Yes, I think that's the biggestthing is the students need to
(36:46):
know they matter and it's notfor show and I've watched all of
you and I'm just like theyreally get it and they really
want to make a difference.
And that's where it goes backto the legacy.
Part of it is okay.
What is people gonna rememberyou as?
They're gonna remember that youwanted to make a difference.
You, you went out and youlabored, because I think a lot
(37:10):
of times when we get in highpositions, sometimes you don't
see the labor.
I can see the labor in you.
I see the smile, you know, andI'm not talking about just in a
photo, I'm talking about justlive.
I see you, you know,interacting with those students
and asking how's your day going?
(37:30):
I've seen you say that to manystudents How's your day going?
Is everything okay?
Do you need any help?
You know that type of thing andI think that we need more of
that.
You know, university ofTennessee to me and I'm not
saying that because I live inTennessee, because I have
viewers- outside of.
Tennessee I'm not saying itbecause I live in Tennessee and
(37:51):
I believe in the Vols anduniversity.
It's just.
It's just different.
It's a different feeling and Ithink that you should be proud
of yourself that what you'redoing is making a difference.
So my next question what isyour primary role at the
University of Tennessee?
Speaker 4 (38:12):
Yes.
So as Vice Provost, I'mprimarily responsible for
ensuring that every student whois admitted to the university
that they graduate.
So I work really closely withour faculty specifically to make
sure that our students areprepared and have strong what I
would call academic confidencein the classroom.
(38:33):
So my role, the offices I workwith, is from orientation, so
orienting all new students,advising, coaching.
I mentioned career center,honors programs, undergraduate
research, and then we have someprograms for special populations
like our veterans, firstgeneration students, those sorts
of things.
So my goal is to understandwhat the faculty are looking for
(38:57):
in the classroom and then togive our work with our students
to give them those skills sothat they can perform well in
the classroom.
And the same with the careerside.
What are employers looking for?
And then how do we ensure thatour students are getting those
so many people that I hear whenwe're out working that people
(39:31):
will ask me my opinion ofcollege and it seems like the
value of college is going down.
Speaker 3 (39:41):
What is your thoughts on that?
Speaker 4 (39:42):
Yes, there was recently a Gallup Illumina
survey that asked people abouttheir confidence in higher
education, and this is at anall-time low.
It's sad, you know, and it itstems from, honestly, probably,
the university experiences thatyou and I had.
(40:04):
I don't think that'sexperiences that students are
having now Correct, but you know, higher ed used to be this
organization on the hill thatyou had to do all these things
and prove you were worthy to bea part of it.
And you know that has shiftedand but there are still people
(40:25):
who believe that we're stillthat elitist group and I guess
there probably still are somecampuses that are in that space.
But the reality is and we knowthis, that people who have a
four-year degree they earn moreover their lifetime.
They are.
(40:45):
I don't know what I'm saying.
Speaker 3 (40:48):
Considered, yeah, positioned, more time.
Uh, they are.
I don't know what.
I don't know if they're moreconsidered, yeah, position more,
yeah, they have higher.
Speaker 4 (40:52):
You know um opportunities different
resources for for positions.
Um, different doors will open.
Um, also, you're talking aboutlegacy.
You're leaving a legacy foryour family, especially for
first generation families.
I mean there's generationalwealth that is created by the
experiences.
So there's just, it makes mesad because we have so many
(41:16):
opportunities and I wish thatpeople would see some of the
things like what we're doing ina modern land grant like UT,
where we're not the school onthe hill, we are the community
school.
We're here to serve the stateof Tennessee, we're here to
listen to what the people of thestate need and want and our
(41:43):
goal is to deliver on that.
And so you know, I think thatChancellor Plowman and President
Boyd have done a phenomenal job, cheerleading across the state,
talking about the value we have, we've added, but also
listening, listening to thepeople of the state about what
(42:04):
they need, and then us kind ofnot kind of but trying to
deliver on those resources.
Speaker 3 (42:10):
Now you see why I brought Vice Provost Dr Amber
Williams on Talkin' Tennessee.
She's brilliant, she's ready,she's willing to have the
conversation and we're going todo a second segment Tune in next
Friday to part two of thissegment.
Bye, guys.
Speaker 1 (42:33):
Thanks for listening to Talkin' Tennessee with Yvonca
.
Watch out for our weeklyepisodes from the First Family
of Real Estate and check us outon the web
wwwyvoncasalesrealestatecom.
See our videos on Yvonca'sYouTube channel or find us on
Facebook under.
Yvonca Landis and Twitter atYvonca Landis.
(42:55):
And don't forget to tell afriend about us.
Until next time.
Yvonca signing off.
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