Conrad Walker

In Higher Education today, institutions are finding new ways to prepare students for success inside and outside the classroom. At Lehman College in the Bronx, Conrad Walker, Assistant Vice President (AVP) and Dean of Students, brings a multifaceted approach to student development. With a background in Political Science and Sociology, Conrad combines his academic expertise with administrative leadership to address the unique challenges faced by Lehman’s predominantly Hispanic and Latinx student population.

In this conversation, Conrad sits down with Jack Eagle, Co-host of The Interview, and shares insights into his role in creating meaningful student experiences, from innovative digital credentialing to fostering civil discourse on campus. He also highlights how Lehman supports its students holistically, recognizing their diverse needs and empowering them to thrive in an ever-evolving world.

Conrad’s Journey

‍Jack: Let’s begin with an introduction to yourself and your institution

My name is Conrad Walker, and I currently serve as the AVP & Dean of Students at Lehman College. I also have appointments in the Political Science and Sociology departments. These roles have helped me understand our students on a deeper level and have significantly influenced my work as both an administrator and a teacher.

Lehman College is a Hispanic-serving institution where 80% of our students are of Hispanic or Latin origin. It’s the only public institution of higher learning in the Bronx, and we see ourselves as both mission-driven and an anchor in our community.

Jack: How do all of these roles blend together in your day-to-day work?

My interest in HE stems from my belief that learning is transformational, and not just in the classroom. Many of the most enriching experiences happen outside the classroom. As Dean, I play an instrumental role in shaping the holistic learning experience for our students. This includes fostering community standards, emphasizing the importance of academic integrity, and creating opportunities for students to grow professionally by attending conferences or engaging in campus initiatives.

By being both an educator and an administrator, I see students in different environments – inside and outside the classroom – which helps me understand them more holistically. Students often present differently in these spaces, so it’s important to witness both.

‍Jack: Can you tell me about some of the processes you’re currently working on?

One of the initiatives I’m most excited about is our focus on experiential learning. Globally, there’s a movement to expand the understanding of student achievement beyond transcripts and grades. At Lehman, we’ve implemented a system where students can earn digital badges and credentials for participating in workshops and initiatives across the college. This helps them maintain a record of their accomplishments outside the classroom.

This initiative is the result of partnerships across all our schools, which provide opportunities for students to develop skills that align with their career and personal interests.

Jack: What kinds of topics are covered in digital accreditation?

The topics align with the student’s journey from enrollment to graduation. For new students, we focus on social events and activities to help them transition to college life, particularly if they’re new to the city or country. As students progress, we offer “pathways” tailored to their learning or career interests.

Later in their journey, the focus shifts to achievements and building on those accomplishments. Finally, we provide “mobility events” designed to help students think about leveraging their skills and experiences in the job market. It’s a comprehensive approach that recognizes growth at every stage.

‍Jack: Engagement is a huge topic right now, and students are increasingly time-poor. How do you go about engaging students in non-academic events?

Our students lead full lives, often balancing work, family, and other responsibilities. We see this as a strength rather than a challenge. We aim to meet students where they are by offering programs that are relevant to their immediate needs.

For example, during the pandemic, many students reported not having access to laptops. In response, we started a laptop loan program where students could borrow a device for an entire year. Although we’re no longer in the pandemic, we’ve continued this initiative. It’s all about understanding where students are and providing solutions that help them succeed.

Jack: Another hot topic in HE right now is civil discourse – how do you navigate that on campus?

Civil discourse is embedded in our Blueprint to Success initiative, which is our comprehensive learning platform. A lot of this work happens within the micro-communities on campus – spaces where students spend most of their time.

These micro-communities include mentorship programs, leadership initiatives, campus life activities, and our basic needs center. The common thread across these programs is teaching students about leadership and service to others while fostering respect for diversity and collaboration in a shared society.

Jack: What is the best piece of advice you’ve received in your career?

Recently, someone advised me to reach out to a network of support when I’ve reached the limits of my knowledge. This advice underscores the importance of recognizing when you don’t have all the answers and seeking assistance from those who can help.