Adam Jones

In the world of Higher Education (HE), the role of Student Affairs professionals is ever-evolving, requiring adaptability, collaboration, and a deep commitment to student development. At Indiana University of Pennsylvania (IUP), Adam Jones, Dean of Students, has dedicated his career to creating environments where students feel empowered, supported, and held accountable.

In this insightful conversation, Adam discusses his professional journey with Jack Eagle, Co-host of The Interview, sharing his approach to fostering engagement and accountability and the importance of co-creating experiences with students in today’s rapidly changing landscape. From rethinking traditional programs to showing up in meaningful ways, Adam offers valuable lessons for anyone passionate about student success.

Adam’s Journey

Jack: Could we start with an intro to yourself and your institution?

Sure! I’m originally from Ohio, where I attended Hiram College for my undergraduate studies. It was there that I discovered my passion for student affairs. My mentors showed me the joy of serving students and introduced me to the idea that this work could become a lifelong career.

After graduation, I started as a campus minister and Residence Director with the Coalition for Christian Outreach in Pittsburgh, Pennsylvania. During that time, I earned my master’s in Higher Education from Geneva College in Beaver Falls, Pennsylvania.

From there, I moved to Mitchell, South Dakota, to work at Dakota Wesleyan University – a small institution with a small Student Affairs team. The size of the school allowed me to gain experience across multiple functional areas. In 2010, I joined Indiana University of Pennsylvania (IUP) as a residence director.

Over the years, I’ve taken on various roles and responsibilities, including student conduct work, and eventually, I became the Dean of Students. I also recently completed my PhD, having just graduated this past Saturday. 

‍Jack: A major part of the work of Student Affairs leaders is promoting a safe and positive campus environment. How do you do that?

For me, it starts with accountability. Unfortunately, accountability often gets a bad rap –  people associate it with harsh confrontation. But accountability doesn’t have to be harsh; it’s about setting clear expectations and helping students rise to meet them.

I often use the classroom as an analogy. Faculty members hold students accountable through syllabi, assignments, and feedback. It’s not punitive; it’s about guiding students toward growth. Similarly, in student conduct or community standards work, our goal isn’t to lower expectations to meet students where they are but to help students meet a higher standard.

That principle applies not only to students but also to staff and peers. As a supervisor, I hold my team to high standards, not to punish them but to support their growth. Accountability, when done with care, creates an environment where everyone can learn and thrive.

I also think it’s crucial to strike a balance. Accountability doesn’t mean bringing down the hammer every time; it’s about being firm yet gracious. The most loving thing we can do – whether for students, colleagues, or even our own kids – is to let them know when they’ve made a mistake and guide them toward improvement.

‍Jack: What other topics are you aiming to engage with students on moving forward?

At IUP, one of our main focuses is co-creating experiences with students. This isn’t a new concept, but it’s more relevant than ever. Twenty years ago, when I was a student, things were different. Today’s students engage in ways that are constantly evolving, so it’s vital for us to collaborate with them.

For example, we’ve had long-standing programs that offer excellent content but aren’t drawing the same attendance as they used to. Instead of clinging to tradition, we’re asking students: “Is this important to you? How can we make it relevant?”

Co-creation doesn’t mean throwing out what we know is developmentally valuable. It’s about merging our knowledge with students’ perspectives to create meaningful opportunities. Across our division, we’re rethinking and questioning everything we do to ensure it aligns with students’ needs and interests.

‍Jack: Getting students on board is a challenge across the sector, how do you try to increase engagement?

The one thing that hasn’t changed since my college days is this: students want you to show up.

When I was a residence director, I lived in the building with my students, which made it challenging to balance work and personal life. But I always told my staff, “If I’m fully present when I’m there, I don’t need to be there all the time.”

Even today, as an administrator with a busy schedule, I try to make the most of the moments I have with students. Whether I’m attending a student government meeting or stopping by an event, I aim to be fully engaged. That means putting away distractions, listening attentively, and following up with students afterward.

It’s not about spending hours upon hours with them. It’s about making those moments count. When students see that you care about what matters to them, they’re more likely to engage and trust you.

Jack: What is the best piece of advice you’ve received in your career that you’d like to pass on to others?

I have two pieces of advice – one serious and one lighthearted.

The serious one is to stay humble. Early in your career, it’s easy to put people on a pedestal. But as you grow, you realize that everyone, no matter their title, is human. Humility helps you relate to others, understand their perspectives, and remember that you don’t have all the answers. One mentor of mine phrased it beautifully: “Find the power in the seat you’re in and use it.”

The lighthearted advice comes from a former supervisor, who told me to keep a file labeled “Just When You Think You’ve Heard It All.” Every time something unbelievable happens, write it down and save it. This work is challenging, but those funny moments bring joy and remind us why we do what we do.