Uchenna Baker

Creating an environment where students feel supported, empowered, and valued requires intentionality, leadership, and a sense of humanity. These qualities are at the heart of Dr. Uchenna Baker’s work as Vice President for Student Affairs at Fairleigh Dickinson University (FDU).

In today’s conversation, Uchenna sat down with Max Webber, Co-Host of The Interview, to discuss her career journey, the power of community, and her innovative approaches to fostering belonging, trust, and engagement on campus.

Uchenna’s Journey

Max: Can we start with a quick introduction to yourself and your organization?

I’m Uchenna Baker, and I’m the Vice President for Student Affairs at FDU. We have campuses in both New Jersey and Vancouver, Canada, and we’re a diverse institution with a strong focus on global education. At FDU, we’re dedicated to providing students with opportunities to grow academically, personally, and socially while fostering a sense of belonging and community.

Max: What inspired you to pursue a career in Student Affairs?

I’ve always been passionate about developing people – whether students or staff. I love seeing potential in others, often before they see it themselves, and helping them unlock their capabilities. My journey into Student Affairs was largely self-driven, as I didn’t have many mentors in the field. I never want anyone else to feel unsupported, so I’ve made it my mission to be the kind of mentor and leader who empowers others to succeed. For me, there’s nothing more fulfilling than seeing someone I’ve supported achieve something they didn’t think was possible. 

Max: You recently faced a significant personal challenge and entrusted your team to maintain momentum in Student Affairs. How has this experience shaped your perspective on leadership, teamwork, and community?

Last summer, I received a medical diagnosis that required me to take a leave of absence for the entire fall semester. This experience gave me time to reflect on leadership and the importance of building a supportive professional community. What I learned is that the strength of your team is built long before a crisis arises.

When I had to step away, I knew my team was ready because we had spent years building trust, efficiency, and clear processes. I’ve always prioritized empowering my team, allowing them to take ownership of their work, and creating a culture where mistakes are seen as opportunities to learn. When the time came, they reflected back to me the care and support I had always tried to pour into them. They told me to take the time I needed, assured me they had things under control, and demonstrated incredible leadership in my absence.

I also want to highlight the institutional culture at FDU. Our President, for example, modeled humanity and grace, supporting me in every way possible. From allowing me to work remotely during my recovery to ensuring I felt cared for, he set the tone for a community that values its people. That sense of care trickles down from the top and creates an environment where everyone feels supported, which was especially impactful during a challenging time.

Max: You’ve spoken about the effectiveness of your team. What do you think are the key ingredients for building such a cohesive and successful group?

It starts with trust. I believe in empowering my team to show up as their best selves and encouraging them to use their unique skills to contribute to our shared goals. I’m not a micromanager; I create space for mistakes because they’re a natural part of learning. People need to feel valued and trusted to thrive.

Another important factor is aligning responsibilities with individual strengths. For example, during my leave, I relied on specific team members to take on roles that suited their expertise – whether it was handling budgets, supporting students in crisis, or managing communication. When people feel their contributions are meaningful and aligned with their strengths, it fosters a sense of ownership and pride in their work.

The results of this approach were evident when I returned and saw the incredible initiatives my team had carried forward in my absence. They didn’t just maintain momentum; they exceeded expectations. It was a proud moment for me to see the impact of the trust and care we had built together.

Max: What initiatives have been particularly impactful in fostering student engagement and holistic development at FDU?

One initiative I’m especially proud of is our Transforming College Campuses (TCC) office. This department was established through a generous donor and focuses on building community and promoting holistic well-being. The idea is simple but powerful: students can’t thrive academically or emotionally unless they feel a sense of belonging.

TCC’s programs are creative and community-focused. One example is the “Senior Prom” initiative, where students connect with senior citizens in the local community for events that build intergenerational bonds. These programs address loneliness, create meaningful connections, and contribute to a greater sense of humanity on campus. By fostering these connections, we’re not only supporting students’ well-being but also creating a campus culture that values community and empathy.

Max: How do you promote constructive dialogue and unity on campus, especially in today’s polarized climate?

While programs and speaker series are valuable, I believe we also need to think critically about the environment we’re creating. Everything from the design of our spaces to the diversity of our leadership team sends a message about who belongs and whose voices matter. Are we inviting diverse perspectives? Are we fostering spaces where students feel included and heard?

At FDU, we focus on creating an environment that encourages open dialogue. For instance, in classrooms, we ask faculty to facilitate discussions rather than shut them down, even when they’re challenging. It’s about modeling the kind of constructive discourse we want to see and ensuring that all voices are valued.

Max: How do you ensure that students feel heard and engaged in institutional decision-making?

One of the mechanisms I’ve implemented is the Dean of Students Council, which includes representatives from various campus groups – athletes, RAs, Greek life, and more. We meet regularly to discuss what’s happening on campus and collaborate on solutions to challenges. Importantly, when students share feedback, I ensure they see how their input is used. For example, a report generated by my Council on the “state of students” was shared with our Cabinet and Board of Trustees, informing decisions about retention strategies.

Students need to know their voices matter, and when they see their feedback driving change, it reinforces their trust and engagement.

Max: Reflecting on your career, what advice would you give your younger self?

I’d tell myself, “You are enough.” Early in my career, I often felt out of place as the youngest or only person of my background in certain spaces. Over time, I’ve learned that my uniqueness is my superpower. Showing up authentically adds value to the world, and by being unapologetically myself, I’ve given others permission to do the same.