October 18, 2024 • 20 mins
Discover how the University of Tennessee is redefining student success with Dr. Amber Williams at the helm. She outlines transformative initiatives like deploying the CliftonStrengths assessment to help students capitalize on their unique capabilities and build self-assurance. Dr. Williams also shares her innovative approach to reshaping the orientation experience, stretching it throughout the year to foster a nurturing and inclusive environment. Our conversation highlights the critical role of fall success teams and academic coaches in guiding students, as well as the celebration of their achievements from the moment they step onto campus, creating a welcoming and family-like university atmosphere.
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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 (00:22):
This episode is brought to you by Turning Knox
Rental, your go-to for eventrental services.
We have selfie machines, 360photo machines and food
servicing machines that you canrent out to give your parties
the best experience possible.
Get the TKR experience withTurning Knox Rental.
You can find us atwwwturningknoxrentalcom.
Speaker 3 (00:47):
Welcome back to Talking Tennessee with Yvonca.
I am your host and we are backwith Dr Amber Williams for part
two.
Let's go.
Speaker 4 (00:57):
Oh, thank you.
So much fun last time, so I'mexcited.
Speaker 3 (01:00):
That is good.
So tell me this what steps areyou taking to empower scholars'
success?
Speaker 4 (01:10):
What are?
Speaker 3 (01:10):
you doing.
Speaker 4 (01:12):
You know there's so many things, but I'm going to
first focus on this.
I'm going to give you twothings.
The first is every single oneof our students takes the
CliftonStrengths assessment,which is an assessment that
helps anyone understand whatthey're good at, and you know we
want to build our students'confidence.
Speaker 1 (01:30):
So when they come to campus.
Speaker 4 (01:32):
I want them to know they're awesome.
Speaker 2 (01:33):
I mean at the end of the day like you have what it
takes to thrive you just got tolearn how to leverage what you
have, because a lot of timesnone of us like we don't know
how to leverage what we have,and so our goal is to teach them
that, and that's where our fallsuccess teams come in and their
academic coach helps them tothink about.
Ok, this is what I'm good at.
Speaker 4 (01:51):
Now how do I apply it to my long-term goals?
The second thing that we do Ithink that supports students is
OK.
Probably when you went tocollege or at least when I went
to college the orientationprocess was this day long.
Everybody was talking to me, itwas very boring and it was
during the summertime.
Speaker 3 (02:11):
And then I come back.
It's like they're saying wow.
Speaker 4 (02:13):
Exactly right, and then you come back in the fall
and you know there's a bunch offun activities and then they
just leave you.
Speaker 1 (02:25):
I mean you just run on campus and I guess you've
been oriented and you'resupposed to know what's going on
.
Speaker 4 (02:27):
And you know we don't believe in that here.
We believe that the orientationprocess takes an entire year.
Speaker 3 (02:32):
Yes.
Speaker 4 (02:32):
And so we start during the summertime with them.
We have some requiredactivities when they start
school, and then there's sixweeks of welcome, so six weeks
of 600 activities to get themacclimated to campus, Then at
the end of the semester we havewhat we call Big Orange Finish
Line, which is preparing forfinals.
Speaker 1 (02:51):
Then they go home and I tell them all the time you go
home and you celebrate being onthe Dean's List.
Speaker 4 (02:55):
And then you come back to us in the spring and we
have what's called Fall StarBack and we reorient them again
in the spring Because you know,there's things they probably
forgot or they didn't use ordidn't know how to use it from
the fall semester.
Speaker 3 (03:12):
And then we do six weeks of welcome again.
Speaker 4 (03:13):
I mean, that's amazing right, that's amazing.
Speaker 3 (03:14):
Right, I mean we did not get that.
Speaker 4 (03:15):
No, we didn't either.
Speaker 3 (03:16):
It was sit down speaker and then you're sitting
there the whole time like canthis be over already?
Speaker 4 (03:23):
exactly, I mean you, you know Right, and so what we
think is that students need tohear things multiple times.
Speaker 3 (03:29):
Not even just students People need to hear
things multiple times beforethey actually hear it.
Speaker 4 (03:34):
So we're trying to find a number of times that we
deliver information to them sothat's why we're having that
throughout the entire year.
Speaker 3 (03:43):
Can I name one thing?
Yes, why we're having thatthroughout the entire year?
Can I name one thing that Iwould say?
That I think and you mayalready do this, but one thing
that you need to remind thestudents they had to make it to
UT, they had to qualify forgrades and everything else.
You start there.
Speaker 4 (04:04):
Oh my gosh.
So it's so funny you say that.
Speaker 3 (04:05):
so funny to remember that you know, because there's
kids that have low self-esteemthat has made it in and not
realized.
Maybe someone didn't tell them.
Do you realize that you made itinto a university on your own
merit?
Speaker 2 (04:21):
Yeah.
Speaker 3 (04:22):
And let's, let's build from there.
I think that a lot of kids,once they make it in, and their
parents are happy okay, oh, youmade it.
I think that more talk needs tobe about that because I think
it'll strengthen those studentsto realize I really made it into
university because there's somany generations that they're
(04:43):
first generation.
Yes, nobody in their familiesever went to college.
Speaker 4 (04:47):
So it's funny you say that, because one of the
required activities that they goto is a session with me and we
talk about their story.
Speaker 3 (04:54):
Yes.
Speaker 4 (04:55):
And how their story matters, and one of the first
things that I tell them is thatthey earned the right to be a
part of this class and I use theword earned- Because that's
what they did.
Yes, it is what they did, and Iwant them to know that they are
among the best in our state andin our country and we believe
(05:16):
in them and we wouldn't haveadmitted them if we didn't.
Speaker 3 (05:20):
You believe in them and you support them.
Yes, you support their walk atthe University of Tennessee.
Yes, support their walk at theUniversity of Tennessee.
I see so many students whenwe're doing events.
Come like from all differentwalks of life, but when they get
to University of Tennesseethey're all the same.
If you think about it, you know, because it's all you know,
(05:42):
university of Tennessee, and Ilove that y'all make it like a
big family we do.
Speaker 4 (05:48):
You know we do so in that that session I was talking
about we.
We talk about their story andwe talk about all the steps of a
story.
You know what is your centraltheme of your story, which is to
get a degree.
Speaker 3 (05:59):
So we talk about the importance of like doing what
they said you're to do.
Speaker 4 (06:02):
Yes, uh, we talk about and we tell them how to
engage the faculty.
I mean, we don't assume theyalready know.
I think when you makeassumptions that's not a place
to start and I'm 18 years old.
Speaker 3 (06:15):
Yes, I can think of myself.
When I was 18 years old, I didnot know how to present myself
the right way, correct way,present myself the right,
correct way.
I needed somebody.
What you said earlier aboutthat you had mentors throughout
your life that taught you to getyou up there.
You know that's what a lot ofthe kids need, because no one's
(06:38):
coming out of high schoolspeaking perfectly.
Speaker 4 (06:41):
Absolutely, and I think it's different.
You come out of high school andthen you engage with faculty
who have PhDs, who are expertsin their area, can be
intimidating, very intimidatingand um, and especially
intimidating for someone whomight be the first from their
family to go to college, and sowhat we've done is like in that
session, I tell them the this iswhat successful students do if
(07:03):
you want to get this the yourcentral theme, which is your
degree, one of which is engagingyour faculty, and we teach them
how to do that.
Yeah, we teach them thatsuccessful students go to what
we would call our vol studycenter, which is like our
tutoring place, but we don'tcall it tutoring, right, uh, but
but successful students and weshow them the grades.
Speaker 1 (07:21):
Students who go to the study center their grades
look like this.
Speaker 4 (07:24):
Students who don't they're great like this you
decide, you decide so we teachthem, um, but then the second
thing we tell them is that everystory has a series of editors.
Yeah, every story.
No story is written perfectlythe first time and we tell them
that it's rewritten rightrewritten and I tell them if
(07:45):
there's something that hashappened in your story.
Don't rip out the pages of ravesome things.
Yes, you know, you don't haveto start completely over and
their editors are their fallsuccess team, who I've mentioned
before, and then we tell themabout.
You know, every story has aseries of characters and their
characters are each other, theircharacters in each other's.
(08:06):
How do you treat the people inyour life?
You treat them with love, andcompassion, correct and as
volunteers.
That's what we do.
We stand up in moments, big andsmall, and we lead.
Speaker 3 (08:18):
And we cry together.
Yes, we laugh together, we do.
Speaker 4 (08:20):
We hug, we share all that we are characters in each
other's stories and we teachthem.
Speaker 3 (08:26):
Yes, we are characters in each other's
stories and we teach them.
Yes, when someone is goingthrough something we huddle, we
huddle.
It's like you know.
Okay, what can we do?
Do they need food?
Do they need this?
Do they need that?
The students have to have ahuddle too.
Speaker 4 (08:37):
And I think it's a way it's inclusive excellence.
It is by realizing thateveryone around you matters and
everyone around you is a part ofthis big volunteer family and
we treat each other with respectand love yeah and then the last
thing that we talk to themabout is that every story, no
matter what the story is,there's always some big
challenge.
(08:57):
Okay, but the main characteralways ends up being fine yeah
they're fine, they make itthrough right.
And so when you hit thatchallenge, where do you go?
Who do you talk to?
Because you're going, they makeit through right.
And so when you hit thatchallenge, where do you go?
Speaker 1 (09:09):
who do you talk to because you're going to hit it
we tell them like it's notdisney world no, you're, you're
going to have some moments thatyou want to call your mom,
Speaker 4 (09:17):
and say I'm ready to go home, yeah, and, but instead
of doing that, this is what wewant you to do.
Speaker 3 (09:23):
Or, when you call home, we want to tell mom, mom,
you call us and let us help youfigure out the next step, what I
believe and this is what Iteach when I speak a delay is
not a deny, yes, and a delay isnot a failure.
Oh, I love that.
A lot of times people and I knowI had to learn that I'm 53
years old, but did I know thatwhen I was young?
(09:44):
I didn't.
And a lot of times you think,okay, because it didn't go in
your timing, that you failed atit.
A lot of times you're notfailing at it, it's just God's
timing and a delay is not a deny, and you just have to keep
working at it.
And you got to know everybodygets a time.
It just may not be when youwant it to be.
Speaker 4 (10:05):
I love that.
I was just right before we camehere.
I had a meeting with a veteranand she was telling me that
she's not doing so well in hermath course and was really
frustrated by that.
And I said well, honey, let metell you something.
I got a C in my math courses,in, in, in, not in high school,
in college, and I earned every,every C like.
(10:26):
I worked very, I earned it, Iworked hard and I earned every C
Like I worked very.
Speaker 1 (10:28):
I earned it I worked hard.
Speaker 4 (10:30):
That was not my strength.
Now, if you go to my othercourses, a's, I did very well.
Speaker 3 (10:35):
Yes, but math was not my strength.
My daughter was the same way,yeah, but I worked hard, but we
had to learn as parents.
Yes, and I'm going to say this,I'm going to judge myself we
have a household that we believethat you're supposed to have
A's, yes, b's, but a C to us islike failure.
Speaker 4 (10:55):
Exactly Like you failed a class.
Speaker 3 (10:57):
Okay.
Speaker 4 (10:58):
And that's how she was taking it today.
Speaker 3 (10:59):
But I had to learn that if I see my daughter
working hard, I see my sonworking hard and they're going
to tutor, they're doing, they'redoing the work Exactly and they
come in with a strong C.
I have to realize that that'sjust a subject that they don't
excel in.
You know the A's and B's, butthat doesn't mean that they
(11:23):
failed.
Speaker 4 (11:23):
Exactly, and that's how my mama was.
She was wonderful.
She was wonderful because sheknew I was working hard and I'm
going to tell you that if Iwould have come home with that C
and she was disappointed in me,it would have killed me.
Because I really did work hardfor it.
But what I told this youngwoman today is I said, honey, I
have a doctorate degree.
That seed did not stop me fromdoing anything that I needed to
(11:46):
do.
I said you need to.
At the end of the day, for me,if I can go to sleep and know I
tried my best, I'm good.
Speaker 3 (11:57):
I'm good and you have to realize that.
And and parents I know a lot ofparents will listen to this um
know, make sure your, your, yourchild, puts in the work, make
sure that they're dedicated, yep, but really learn your child
yes and realize yes that youknow what, if that's the their
(12:19):
best, you have to support theirbest.
You can't kill their spirit,you can't talk down to them,
because what you say to thatchild during that moment of
frustration can hurt themthroughout their life.
Speaker 4 (12:40):
And I think success is relative.
Right.
I think each one of us gets todetermine what success looks
like.
Yes and success is different itis and historically I think
higher ed and just our societyin general has decided what
success looks like.
Speaker 3 (12:56):
I agree, and it's always.
People think success is if youhave a lot of money.
Yes, there's a lot of peoplethat are very highly successful.
They may not have a lot ofmoney in their bank account, but
they pay their bills, they makesure everything is done and
they're successful in their ownright.
You know.
So I tell people.
Success looks different toeverybody.
(13:17):
It does, you know, and you'vegot to understand.
Well, let me say this I am aperson that if you're in my
circle, I hold my friendsaccountable, but in return, I
want them to hold me accountableAbsolutely.
If I am not working to the bestof my ability, I want my
friends to tell me you'remocking, you're smacking, you're
(13:38):
better than this, you know thattype thing.
But even with accountability,you have to realize you have to
meet people where they're at,and sometimes it may not be
where you think it should be.
You have to meet them wherethey're at and then help them
along the way, because peoplehelp does so let me ask you this
, because people helped us.
So let me ask you this Forevery young black girl out there
(14:10):
.
It may some parents speak lifein them, some may not.
What does Amber Williams say tothe little black girl that says
I can't do this, I'm not goingto be anything, what would you
say?
Speaker 4 (14:25):
You know, I think about Amber Williams when she
was a little girl.
She was the loudest person inthe room still is, by the way.
Um, I was tap dancing down theaisleways in the grocery store.
Um, Probably still will be.
(14:45):
Yeah, very, I was organizingstudent organization type things
in high school and I neverthought I was enough.
I remember as a little girlpraying that I would have
lighter skin because I thoughtthat that equated to beauty.
Come on, thank God, I use you.
(15:12):
So, what I would say now is beyour authentic self.
God gives you so many talentsand at the time you don't always
know how you're supposed to usethem.
But that loud voice now is avoice for the voiceless.
(15:34):
Um, that tap dancing down thehallway, down the grocery store
when mom was going off, like shewould tell you she was not
happy with me yes um, but thatis how I'm able to show up and
show out on behalf of studentseach day, and this dark skinned
(15:56):
girl is beautiful.
Speaker 1 (16:01):
And I know that.
Speaker 4 (16:02):
Yes, inside and out, and, but I think you just have
to find your voice.
You do, and, but I think youjust have to find your voice and
know that everything you'vebeen given will come to fruition
at some point.
Speaker 3 (16:19):
And God didn't make everybody to be quiet.
God didn't make everybody to beloud.
Yeah, I didn't make everybody,yes, to be you.
He made us one of a kind, and Ithink I can relate to you
because I was the loudest oneI'm coming from here in
Tennessee and I was the talkingone and I was the one that you
know hey, let's do this.
And I was the rah-rah.
I never realized, and at ayoung age there was a lot of
(16:43):
people that made me feel likethat.
That was going to hurt me.
You talk too much.
Yes, you're too loud.
You're too loud, but look howGod changed it.
Yes, look how God showed withthis podcast.
Speaker 4 (17:02):
Absolutely, if I wouldn't have had that voice and
I would have allowed people toyou tear that down, I imagine me
and you would have never donethis, never connected and I you
know now with my daughter Averyuh, that she's eight and she is
definitely a leader, and soshe's got a loud voice, she's
chatting away, she's mingling,she's doing all the things, and
(17:27):
I empower her so much andwhatever I can do to help that
little lady meet whatever goalshe has, I'm not going to stifle
that energy.
Speaker 3 (17:37):
No, I just want to help build it.
Yeah, and you have tounderstand that everybody and I
do think the past generationsdid great jobs where they were
at, absolutely.
But I think the biggest thingis that we're trying in this
generation, to let people be whothey are.
Yes, and that's good enough.
(17:57):
Accept people at who they areyes.
So we're going to end thispodcast like this what's next
for you?
Oh, I have no idea what's next.
I don't know.
Speaker 2 (18:09):
It could be in family .
Speaker 3 (18:10):
It could be in work.
What's next?
What can we get excited?
Speaker 4 (18:14):
about.
Well, let me just say this Ialways feel like my steps are
written for me and I just followthe path that I have.
Especially from a personalperspective, from the university
perspective, what's next is weare going to be really working
with the state to increase theworkforce and sending them
(18:34):
amazing, talented young peoplethat are ready to give back and
be wonderful members of thiscommunity.
Yeah, that's the next step forus as a university.
And let me just say this I'vebeen interviewed by lots of
different people the positiveenergy that you have it is
(18:57):
actually why I was attracted toboth of you at that event, but
positive energy is what we needin life every single day, and
that energy is what makes peoplefeel welcome.
So when we're talking aboutcreating an environment where
people matter, you are a veryimportant part of that.
(19:17):
Thank you for giving voice.
Speaker 3 (19:19):
Yes.
Speaker 4 (19:21):
And thank you for inviting me on this.
It's been such a pleasure toget to know you and I can't wait
to see what all you have instore.
Speaker 1 (19:28):
Thank you.
You're asking me what I have instore, but I know there's so
many steps left for you.
Speaker 4 (19:34):
So kudos and congratulations and thank you
for this.
Speaker 3 (19:37):
Most definitely, and we're going to do more together.
Tune in every Friday to Talkin'Tennessee.
Bye, guys.
Speaker 1 (19:47):
Thanks for listening to Talkin'essee 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 at yvonca landis.
(20:07):
And don't forget to tell afriend about us until next time.
Yvonca Landis.
And Twitter at Yvonca Landis.
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 (00:22):
This episode is brought to you by Turning Knox
Rental, your go-to for eventrental services.
We have selfie machines, 360photo machines and food
servicing machines that you canrent out to give your parties
the best experience possible.
Get the TKR experience withTurning Knox Rental.
You can find us atwwwturningknoxrentalcom.
Speaker 3 (00:47):
Welcome back to Talking Tennessee with Yvonca.
I am your host and we are backwith Dr Amber Williams for part
two.
Let's go.
Speaker 4 (00:57):
Oh, thank you.
So much fun last time, so I'mexcited.
Speaker 3 (01:00):
That is good.
So tell me this what steps areyou taking to empower scholars'
success?
Speaker 4 (01:10):
What are?
Speaker 3 (01:10):
you doing.
Speaker 4 (01:12):
You know there's so many things, but I'm going to
first focus on this.
I'm going to give you twothings.
The first is every single oneof our students takes the
CliftonStrengths assessment,which is an assessment that
helps anyone understand whatthey're good at, and you know we
want to build our students'confidence.
Speaker 1 (01:30):
So when they come to campus.
Speaker 4 (01:32):
I want them to know they're awesome.
Speaker 2 (01:33):
I mean at the end of the day like you have what it
takes to thrive you just got tolearn how to leverage what you
have, because a lot of timesnone of us like we don't know
how to leverage what we have,and so our goal is to teach them
that, and that's where our fallsuccess teams come in and their
academic coach helps them tothink about.
Ok, this is what I'm good at.
Speaker 4 (01:51):
Now how do I apply it to my long-term goals?
The second thing that we do Ithink that supports students is
OK.
Probably when you went tocollege or at least when I went
to college the orientationprocess was this day long.
Everybody was talking to me, itwas very boring and it was
during the summertime.
Speaker 3 (02:11):
And then I come back.
It's like they're saying wow.
Speaker 4 (02:13):
Exactly right, and then you come back in the fall
and you know there's a bunch offun activities and then they
just leave you.
Speaker 1 (02:25):
I mean you just run on campus and I guess you've
been oriented and you'resupposed to know what's going on
.
Speaker 4 (02:27):
And you know we don't believe in that here.
We believe that the orientationprocess takes an entire year.
Speaker 3 (02:32):
Yes.
Speaker 4 (02:32):
And so we start during the summertime with them.
We have some requiredactivities when they start
school, and then there's sixweeks of welcome, so six weeks
of 600 activities to get themacclimated to campus, Then at
the end of the semester we havewhat we call Big Orange Finish
Line, which is preparing forfinals.
Speaker 1 (02:51):
Then they go home and I tell them all the time you go
home and you celebrate being onthe Dean's List.
Speaker 4 (02:55):
And then you come back to us in the spring and we
have what's called Fall StarBack and we reorient them again
in the spring Because you know,there's things they probably
forgot or they didn't use ordidn't know how to use it from
the fall semester.
Speaker 3 (03:12):
And then we do six weeks of welcome again.
Speaker 4 (03:13):
I mean, that's amazing right, that's amazing.
Speaker 3 (03:14):
Right, I mean we did not get that.
Speaker 4 (03:15):
No, we didn't either.
Speaker 3 (03:16):
It was sit down speaker and then you're sitting
there the whole time like canthis be over already?
Speaker 4 (03:23):
exactly, I mean you, you know Right, and so what we
think is that students need tohear things multiple times.
Speaker 3 (03:29):
Not even just students People need to hear
things multiple times beforethey actually hear it.
Speaker 4 (03:34):
So we're trying to find a number of times that we
deliver information to them sothat's why we're having that
throughout the entire year.
Speaker 3 (03:43):
Can I name one thing?
Yes, why we're having thatthroughout the entire year?
Can I name one thing that Iwould say?
That I think and you mayalready do this, but one thing
that you need to remind thestudents they had to make it to
UT, they had to qualify forgrades and everything else.
You start there.
Speaker 4 (04:04):
Oh my gosh.
So it's so funny you say that.
Speaker 3 (04:05):
so funny to remember that you know, because there's
kids that have low self-esteemthat has made it in and not
realized.
Maybe someone didn't tell them.
Do you realize that you made itinto a university on your own
merit?
Speaker 2 (04:21):
Yeah.
Speaker 3 (04:22):
And let's, let's build from there.
I think that a lot of kids,once they make it in, and their
parents are happy okay, oh, youmade it.
I think that more talk needs tobe about that because I think
it'll strengthen those studentsto realize I really made it into
university because there's somany generations that they're
(04:43):
first generation.
Yes, nobody in their familiesever went to college.
Speaker 4 (04:47):
So it's funny you say that, because one of the
required activities that they goto is a session with me and we
talk about their story.
Speaker 3 (04:54):
Yes.
Speaker 4 (04:55):
And how their story matters, and one of the first
things that I tell them is thatthey earned the right to be a
part of this class and I use theword earned- Because that's
what they did.
Yes, it is what they did, and Iwant them to know that they are
among the best in our state andin our country and we believe
(05:16):
in them and we wouldn't haveadmitted them if we didn't.
Speaker 3 (05:20):
You believe in them and you support them.
Yes, you support their walk atthe University of Tennessee.
Yes, support their walk at theUniversity of Tennessee.
I see so many students whenwe're doing events.
Come like from all differentwalks of life, but when they get
to University of Tennesseethey're all the same.
If you think about it, you know, because it's all you know,
(05:42):
university of Tennessee, and Ilove that y'all make it like a
big family we do.
Speaker 4 (05:48):
You know we do so in that that session I was talking
about we.
We talk about their story andwe talk about all the steps of a
story.
You know what is your centraltheme of your story, which is to
get a degree.
Speaker 3 (05:59):
So we talk about the importance of like doing what
they said you're to do.
Speaker 4 (06:02):
Yes, uh, we talk about and we tell them how to
engage the faculty.
I mean, we don't assume theyalready know.
I think when you makeassumptions that's not a place
to start and I'm 18 years old.
Speaker 3 (06:15):
Yes, I can think of myself.
When I was 18 years old, I didnot know how to present myself
the right way, correct way,present myself the right,
correct way.
I needed somebody.
What you said earlier aboutthat you had mentors throughout
your life that taught you to getyou up there.
You know that's what a lot ofthe kids need, because no one's
(06:38):
coming out of high schoolspeaking perfectly.
Speaker 4 (06:41):
Absolutely, and I think it's different.
You come out of high school andthen you engage with faculty
who have PhDs, who are expertsin their area, can be
intimidating, very intimidatingand um, and especially
intimidating for someone whomight be the first from their
family to go to college, and sowhat we've done is like in that
session, I tell them the this iswhat successful students do if
(07:03):
you want to get this the yourcentral theme, which is your
degree, one of which is engagingyour faculty, and we teach them
how to do that.
Yeah, we teach them thatsuccessful students go to what
we would call our vol studycenter, which is like our
tutoring place, but we don'tcall it tutoring, right, uh, but
but successful students and weshow them the grades.
Speaker 1 (07:21):
Students who go to the study center their grades
look like this.
Speaker 4 (07:24):
Students who don't they're great like this you
decide, you decide so we teachthem, um, but then the second
thing we tell them is that everystory has a series of editors.
Yeah, every story.
No story is written perfectlythe first time and we tell them
that it's rewritten rightrewritten and I tell them if
(07:45):
there's something that hashappened in your story.
Don't rip out the pages of ravesome things.
Yes, you know, you don't haveto start completely over and
their editors are their fallsuccess team, who I've mentioned
before, and then we tell themabout.
You know, every story has aseries of characters and their
characters are each other, theircharacters in each other's.
(08:06):
How do you treat the people inyour life?
You treat them with love, andcompassion, correct and as
volunteers.
That's what we do.
We stand up in moments, big andsmall, and we lead.
Speaker 3 (08:18):
And we cry together.
Yes, we laugh together, we do.
Speaker 4 (08:20):
We hug, we share all that we are characters in each
other's stories and we teachthem.
Speaker 3 (08:26):
Yes, we are characters in each other's
stories and we teach them.
Yes, when someone is goingthrough something we huddle, we
huddle.
It's like you know.
Okay, what can we do?
Do they need food?
Do they need this?
Do they need that?
The students have to have ahuddle too.
Speaker 4 (08:37):
And I think it's a way it's inclusive excellence.
It is by realizing thateveryone around you matters and
everyone around you is a part ofthis big volunteer family and
we treat each other with respectand love yeah and then the last
thing that we talk to themabout is that every story, no
matter what the story is,there's always some big
challenge.
(08:57):
Okay, but the main characteralways ends up being fine yeah
they're fine, they make itthrough right.
And so when you hit thatchallenge, where do you go?
Who do you talk to?
Because you're going, they makeit through right.
And so when you hit thatchallenge, where do you go?
Speaker 1 (09:09):
who do you talk to because you're going to hit it
we tell them like it's notdisney world no, you're, you're
going to have some moments thatyou want to call your mom,
Speaker 4 (09:17):
and say I'm ready to go home, yeah, and, but instead
of doing that, this is what wewant you to do.
Speaker 3 (09:23):
Or, when you call home, we want to tell mom, mom,
you call us and let us help youfigure out the next step, what I
believe and this is what Iteach when I speak a delay is
not a deny, yes, and a delay isnot a failure.
Oh, I love that.
A lot of times people and I knowI had to learn that I'm 53
years old, but did I know thatwhen I was young?
(09:44):
I didn't.
And a lot of times you think,okay, because it didn't go in
your timing, that you failed atit.
A lot of times you're notfailing at it, it's just God's
timing and a delay is not a deny, and you just have to keep
working at it.
And you got to know everybodygets a time.
It just may not be when youwant it to be.
Speaker 4 (10:05):
I love that.
I was just right before we camehere.
I had a meeting with a veteranand she was telling me that
she's not doing so well in hermath course and was really
frustrated by that.
And I said well, honey, let metell you something.
I got a C in my math courses,in, in, in, not in high school,
in college, and I earned every,every C like.
(10:26):
I worked very, I earned it, Iworked hard and I earned every C
Like I worked very.
Speaker 1 (10:28):
I earned it I worked hard.
Speaker 4 (10:30):
That was not my strength.
Now, if you go to my othercourses, a's, I did very well.
Speaker 3 (10:35):
Yes, but math was not my strength.
My daughter was the same way,yeah, but I worked hard, but we
had to learn as parents.
Yes, and I'm going to say this,I'm going to judge myself we
have a household that we believethat you're supposed to have
A's, yes, b's, but a C to us islike failure.
Speaker 4 (10:55):
Exactly Like you failed a class.
Speaker 3 (10:57):
Okay.
Speaker 4 (10:58):
And that's how she was taking it today.
Speaker 3 (10:59):
But I had to learn that if I see my daughter
working hard, I see my sonworking hard and they're going
to tutor, they're doing, they'redoing the work Exactly and they
come in with a strong C.
I have to realize that that'sjust a subject that they don't
excel in.
You know the A's and B's, butthat doesn't mean that they
(11:23):
failed.
Speaker 4 (11:23):
Exactly, and that's how my mama was.
She was wonderful.
She was wonderful because sheknew I was working hard and I'm
going to tell you that if Iwould have come home with that C
and she was disappointed in me,it would have killed me.
Because I really did work hardfor it.
But what I told this youngwoman today is I said, honey, I
have a doctorate degree.
That seed did not stop me fromdoing anything that I needed to
(11:46):
do.
I said you need to.
At the end of the day, for me,if I can go to sleep and know I
tried my best, I'm good.
Speaker 3 (11:57):
I'm good and you have to realize that.
And and parents I know a lot ofparents will listen to this um
know, make sure your, your, yourchild, puts in the work, make
sure that they're dedicated, yep, but really learn your child
yes and realize yes that youknow what, if that's the their
(12:19):
best, you have to support theirbest.
You can't kill their spirit,you can't talk down to them,
because what you say to thatchild during that moment of
frustration can hurt themthroughout their life.
Speaker 4 (12:40):
And I think success is relative.
Right.
I think each one of us gets todetermine what success looks
like.
Yes and success is different itis and historically I think
higher ed and just our societyin general has decided what
success looks like.
Speaker 3 (12:56):
I agree, and it's always.
People think success is if youhave a lot of money.
Yes, there's a lot of peoplethat are very highly successful.
They may not have a lot ofmoney in their bank account, but
they pay their bills, they makesure everything is done and
they're successful in their ownright.
You know.
So I tell people.
Success looks different toeverybody.
(13:17):
It does, you know, and you'vegot to understand.
Well, let me say this I am aperson that if you're in my
circle, I hold my friendsaccountable, but in return, I
want them to hold me accountableAbsolutely.
If I am not working to the bestof my ability, I want my
friends to tell me you'remocking, you're smacking, you're
(13:38):
better than this, you know thattype thing.
But even with accountability,you have to realize you have to
meet people where they're at,and sometimes it may not be
where you think it should be.
You have to meet them wherethey're at and then help them
along the way, because peoplehelp does so let me ask you this
, because people helped us.
So let me ask you this Forevery young black girl out there
(14:10):
.
It may some parents speak lifein them, some may not.
What does Amber Williams say tothe little black girl that says
I can't do this, I'm not goingto be anything, what would you
say?
Speaker 4 (14:25):
You know, I think about Amber Williams when she
was a little girl.
She was the loudest person inthe room still is, by the way.
Um, I was tap dancing down theaisleways in the grocery store.
Um, Probably still will be.
(14:45):
Yeah, very, I was organizingstudent organization type things
in high school and I neverthought I was enough.
I remember as a little girlpraying that I would have
lighter skin because I thoughtthat that equated to beauty.
Come on, thank God, I use you.
(15:12):
So, what I would say now is beyour authentic self.
God gives you so many talentsand at the time you don't always
know how you're supposed to usethem.
But that loud voice now is avoice for the voiceless.
(15:34):
Um, that tap dancing down thehallway, down the grocery store
when mom was going off, like shewould tell you she was not
happy with me yes um, but thatis how I'm able to show up and
show out on behalf of studentseach day, and this dark skinned
(15:56):
girl is beautiful.
Speaker 1 (16:01):
And I know that.
Speaker 4 (16:02):
Yes, inside and out, and, but I think you just have
to find your voice.
You do, and, but I think youjust have to find your voice and
know that everything you'vebeen given will come to fruition
at some point.
Speaker 3 (16:19):
And God didn't make everybody to be quiet.
God didn't make everybody to beloud.
Yeah, I didn't make everybody,yes, to be you.
He made us one of a kind, and Ithink I can relate to you
because I was the loudest oneI'm coming from here in
Tennessee and I was the talkingone and I was the one that you
know hey, let's do this.
And I was the rah-rah.
I never realized, and at ayoung age there was a lot of
(16:43):
people that made me feel likethat.
That was going to hurt me.
You talk too much.
Yes, you're too loud.
You're too loud, but look howGod changed it.
Yes, look how God showed withthis podcast.
Speaker 4 (17:02):
Absolutely, if I wouldn't have had that voice and
I would have allowed people toyou tear that down, I imagine me
and you would have never donethis, never connected and I you
know now with my daughter Averyuh, that she's eight and she is
definitely a leader, and soshe's got a loud voice, she's
chatting away, she's mingling,she's doing all the things, and
(17:27):
I empower her so much andwhatever I can do to help that
little lady meet whatever goalshe has, I'm not going to stifle
that energy.
Speaker 3 (17:37):
No, I just want to help build it.
Yeah, and you have tounderstand that everybody and I
do think the past generationsdid great jobs where they were
at, absolutely.
But I think the biggest thingis that we're trying in this
generation, to let people be whothey are.
Yes, and that's good enough.
(17:57):
Accept people at who they areyes.
So we're going to end thispodcast like this what's next
for you?
Oh, I have no idea what's next.
I don't know.
Speaker 2 (18:09):
It could be in family .
Speaker 3 (18:10):
It could be in work.
What's next?
What can we get excited?
Speaker 4 (18:14):
about.
Well, let me just say this Ialways feel like my steps are
written for me and I just followthe path that I have.
Especially from a personalperspective, from the university
perspective, what's next is weare going to be really working
with the state to increase theworkforce and sending them
(18:34):
amazing, talented young peoplethat are ready to give back and
be wonderful members of thiscommunity.
Yeah, that's the next step forus as a university.
And let me just say this I'vebeen interviewed by lots of
different people the positiveenergy that you have it is
(18:57):
actually why I was attracted toboth of you at that event, but
positive energy is what we needin life every single day, and
that energy is what makes peoplefeel welcome.
So when we're talking aboutcreating an environment where
people matter, you are a veryimportant part of that.
(19:17):
Thank you for giving voice.
Speaker 3 (19:19):
Yes.
Speaker 4 (19:21):
And thank you for inviting me on this.
It's been such a pleasure toget to know you and I can't wait
to see what all you have instore.
Speaker 1 (19:28):
Thank you.
You're asking me what I have instore, but I know there's so
many steps left for you.
Speaker 4 (19:34):
So kudos and congratulations and thank you
for this.
Speaker 3 (19:37):
Most definitely, and we're going to do more together.
Tune in every Friday to Talkin'Tennessee.
Bye, guys.
Speaker 1 (19:47):
Thanks for listening to Talkin'essee 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 at yvonca landis.
(20:07):
And don't forget to tell afriend about us until next time.
Yvonca Landis.
And Twitter at Yvonca Landis.
And don't forget to tell afriend about us Until next time.
Yvonca signing off.
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