Kara Ostlund

Creating a truly unified and supportive campus community requires intentionality, open dialogue, and a commitment to inclusivity. For Kara Ostlund, Dean of Students and Interim Title IX Coordinator at the University of Wisconsin-La Crosse (UWL), fostering such an environment is a fundamental part of her work.

In today’s conversation, Kara sat down with Jack Eagle, Co-Host of The Interview, to discuss her journey in Higher Education (HE), the importance of fostering constructive dialogue, and how universities can build a campus culture that supports both students and staff.

Kara’s Journey

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

Absolutely! I’m originally from North Carolina – a Southerner transplanted to the Midwest. I earned both my undergraduate and graduate degrees from Appalachian State University, so I’m a true Mountaineer at heart. Later, I pursued my doctoral degree at the University of North Carolina Wilmington.

Currently, I serve as the Dean of Students and Interim Title IX Coordinator here at UWL. UWL has an undergraduate population of about 9,400 students and a graduate student population of around 900. We’re located in La Crosse, Wisconsin, near the borders of Minnesota and Iowa, and not too far from Illinois. We’re fortunate to have a diverse student body, with around 73% of our students coming from in-state, alongside a strong out-of-state presence.

We pride ourselves on offering a small-campus feel with a low faculty-to-student ratio and a focus on high-impact educational practices. Our goal is to connect students’ in-classroom experiences with their extracurricular engagement. We also have a thriving campus life, with numerous clubs and organizations – our most popular club is, unsurprisingly, the Cheese Club! As you’d expect in Wisconsin, they sample all kinds of cheese, and it’s a major hit with our students.

Jack: What inspired you to pursue a career in HE?

It all started when I was an undergraduate student. Like many students, I wasn’t even aware that working in HE was a career path. I started off working at the front desk of a residence hall during my freshman year and later became a Resident Assistant (RA). I absolutely loved the experience and ended up serving as an RA for three years.

During my senior year, my Area Coordinator, Chris Moody – who now works at ACPA – encouraged me to consider a career in Student Affairs. Until that moment, I had always wanted to be a high school teacher. But when Chris told me that I could work in Student Affairs as a profession, it completely changed my perspective.

I pursued a graduate degree and landed an assistantship in residence life, fully expecting to stay in that area forever. But as I navigated my career, I discovered my passion for student conduct. I found it incredibly meaningful to work with students who had made mistakes and help them learn, grow, and move forward. Conduct work isn’t always the most glamorous, but it’s an opportunity to help students reflect on their actions, repair harm, and develop into responsible members of their communities. That’s what really drives me.

Jack: One major challenge in HE today is fostering a positive and unified campus environment, especially in the face of political and social tensions. How do you approach this challenge?

The foundation of a strong campus community is open communication. We need to create safe spaces – not just for students, but for faculty and staff as well. Often, we focus so much on student well-being that we forget that faculty and staff play a critical role in modeling inclusive and respectful behavior.

Training in active listening and conflict resolution is crucial. We need to ensure that every member of our community feels heard and valued. Encouraging open dialogue about diversity, cultural awareness, and different perspectives is essential to fostering inclusivity.

This is particularly challenging given the current political climate, but at its core, diversity is what makes our communities strong. If we focus on understanding one another, even when we don’t agree, we can build a campus culture rooted in mutual respect. Prioritizing mental health is also key – students and staff alike need to feel supported to thrive academically, socially, and emotionally. When people feel safe to be their authentic selves, they are more likely to engage and contribute to a positive campus culture.

Jack: That’s a great approach. How do you engage students in these conversations and create opportunities for meaningful dialogue?

One of our key initiatives this year was the introduction of “Dialogue Matters” during new student orientation. The program encourages first-year students to reflect on their own identities, understand others, and engage in respectful discussions.

We also run the Discussion Project through our Center for Transformative Justice. Initially designed for faculty, we are now working to extend it to staff and student leaders. The program provides structured discussion protocols to help create safe spaces for conversation. Participants establish group norms and learn techniques to ensure every voice is heard, whether through direct participation or shared insights.

As a past participant, I’ve implemented these practices with my staff team and student organizations to ensure that everyone has an opportunity to contribute. These structured discussions are a fantastic way to foster understanding and respect across diverse perspectives.

Jack: Orientation is such an important moment to engage students, but with so many competing messages, how do you ensure your initiatives capture their attention?

The key is meeting students where they are. Whether it’s using the right communication platforms or creating engaging, interactive experiences, we have to be intentional about how we reach students.

I’ll admit, I’m not the most tech-savvy when it comes to social media, but I make an effort to connect with students in ways that resonate with them. That could be as simple as creating a welcoming space, sharing a corny joke, or just taking the time to listen. Those small moments build trust and engagement.

Beyond that, we emphasize peer support networks. Students naturally lean on each other, especially during times of uncertainty. Our role as educators is to create the structures that allow for meaningful peer-to-peer connections and support.

Jack: Finally, what’s the best piece of advice you’ve received in your career?

It’s all about listening. If you take the time to truly hear people, whether students, colleagues, or peers, you build trust and create lasting relationships. At the end of the day, that’s what makes all the difference.