Amber Manning-Ouellette

Creating a sense of belonging on campus is a challenge that many universities face, but for Dr. Amber Manning-Ouellette, Interim Vice President for Student Affairs at Oklahoma State University, it’s a top priority. Drawing from her extensive background in Higher Education (HE), she has dedicated her career to exploring ways of fostering meaningful student engagement.

In today’s conversation, Amber sat down with Jack Eagle, Co-Host of The Interview, to discuss her career journey, the importance of data-driven approaches to student belonging, and how universities can better support both students and faculty in building a strong and connected community.

Amber's Journey

Jack: Can we start with a quick introduction to yourself and your institution?

I’m Dr. Amber Manning-Ouellette, though most people refer to me as Dr. AMO. My pronouns are she/her. Currently, I serve as the Interim Vice President for Student Affairs at Oklahoma State University, and I feel incredibly honored to be in this role. 

My career in Student Affairs began around 2006 when I was a graduate student in the field. I started out working in a campus recreation center and later in a wellness center that focused on a comprehensive wellness model, covering everything from stress management and nutrition to health promotion and sexuality education. From there, I moved into a First Year Experience office, focusing on student development and success. I coordinated first-year seminar programs, faculty development, and collaboration across different divisions within Student Affairs. Later, I worked in enrollment management while completing my PhD in Educational Administration and Higher Education.

As a first-generation college student, I was profoundly influenced by the Student Affairs professionals who supported me during my undergraduate years. They invested time in me, helped me navigate challenges, and ultimately inspired me to enter the field. After spending years in Student Affairs, I realized my passion for teaching and research, which led me to transition into faculty roles. I began as a lecturer at Iowa State University before moving into a tenure-track position at Oklahoma State University in Higher Education and Student Affairs. Last June, I was officially granted tenure and became an associate professor. More recently, I was appointed to my current role as Interim Vice President for Student Affairs, bringing my experience as both a practitioner and faculty member into a leadership position.

Jack: A huge part of Student Affairs is fostering a sense of belonging on campus. How have you approached this challenge?

In my faculty role, I’ve been collaborating with one of our Assistant Vice Presidents on a longitudinal study on sense of belonging. Over the past few years, we have been gathering data on our students’ experiences and how belonging impacts their overall university engagement. I’ve been working closely with Dr. Loper, a researcher in our College of Education and Human Sciences, whose dissertation focused on developing a sense of belonging scale. We have been administering this scale every semester for several years, and we’re following students over a four-year period to track their experiences. In addition to quantitative data, we conduct interviews with students to gain deeper insights.

The findings from this study have directly shaped my approach to Student Affairs. For example, I recently presented preliminary data to our College of Agriculture faculty on the role of mentoring in student belonging. The research clearly shows that faculty interactions are one of the strongest predictors of belonging. The relationships students form – whether with peers, faculty, or staff – are particularly impactful within the first six weeks of their time on campus. My goal was to help faculty understand that the small ways they engage with students in the classroom can significantly impact student engagement, retention, and overall success. Simple changes, such as restructuring group projects or increasing classroom interactions, can make a meaningful difference without requiring excessive additional effort.

Jack: How has this research influenced the initiatives you’ve implemented on campus?

One major change has been how we collect and use data across the division. We’ve developed a structured outreach strategy to engage students who may not yet feel connected to campus. Our research shows that participating in at least one event early on has a significant impact on a student’s sense of belonging and retention. Ideally, we aim for students to engage in at least three activities, but even one can make a difference.

We work closely with Housing and Residential Life to identify students who may not be engaged and then reach out to them directly. Our division leaders collaborate with staff to encourage these students to participate in campus events and activities. Additionally, we place a strong emphasis on student employment as a high-impact practice, ensuring that student workers feel connected to the university community through their roles.

Jack: Many students today have demanding schedules and outside commitments. How do you engage students who are harder to reach?

This is a huge challenge, especially with the expansion of online learning. We focus on embedding engagement opportunities within existing structures. Our university has a large residential population, so we work closely with Housing and Residential Life to create pathways for students to attend events together. Walking students to events and providing built-in social support can make a big difference.

We also recognize that many students work, which can limit their ability to engage in campus life. To address this, we partner with local businesses to equip employers with knowledge of student development and ways they can support their student employees beyond just the workplace. Athletics is another major influence on our campus culture, so we leverage that by integrating engagement opportunities into sporting events. For online students, faculty play a critical role. Since faculty interactions are often their primary connection to the university, we continually explore innovative ways to foster engagement in digital spaces.

Jack: What’s the best piece of career advice you’ve ever received?

One of my mentors once told me, “The institution will never love you back, so you need to take care of yourself.” That advice has stuck with me throughout my career. In HE, we center so much of our decision-making around students, which is important – but we can’t overlook the well-being of faculty and staff. When faculty and staff are well, students benefit, too.

I make a point to check in with my colleagues, ask how they’re doing, and ensure they have the support structures they need to navigate uncertainty. Right now, there’s a lot of uncertainty in HE, and that affects not only students but also faculty and staff.

Recently, I heard a quote that resonated with me: “Community is how we heal.” In today’s world, division and isolation are common, but community helps us move forward. I encourage my staff to find ways to engage with their communities, whether that’s through outreach at their child’s school, connecting with colleagues over coffee, or contributing to a cause they care about. Taking small steps to invest in our communities is one of the most effective ways to create meaningful change.