-: So my name is Corey Rumann and I'm an Assistant Professor
of practice in the Educational Administration Department
and I primarily teach the student affairs program courses.
So I have a background in counseling so I was a counselor
at a community college in north west Wyoming
and then after that I went to Iowa State University
and got my Doctorate in educational leadership
with an emphasis in student affairs
following, after I got my PHD, I then went to
the University of West Georgia where I was
the coordinator for the student affairs program there,
which was a brand new program, and then also taught
courses actually in their counselor
education program department.
I am, I teach primarily in the student affairs cohort
program, so the face to face classes and typically
teach introduction to student affairs, college student
development theory, and then also our counseling
principles for educational leadership course.
I have also taught online and I also advise students
in our online masters degree program in higher ed.
So that's my primary focus and with regard to engagement,
I've been involved in a number of the student affairs
professional organizations, NASPA and ACPA,
most recently was involved with the ACPA Midwest
conference in Kansas City where I served on
the planning committee and was in charge of the graduate
student initiatives program as coach there
and then also coordinated and planned the graduate
student case study competition there.
And so, that's my primary focus and that's also related
to engagement, social justice and inclusion
and equity issues related to student affairs
and trying to be involved in that, not only within
student affairs but also at the community level
outside of my work as a faculty member here.
Yeah, I think the favorite part,
certainly interacting with the students
and getting to see that, having that interaction
and being part of their learning process
and just their development as, not only as educators
and as community members and future educators,
I guess for me learning takes place during the process
so it's not so much about the end result of the grades
or the points or all of that, it's more somebody who is
connected and engaged can critically think,
challenge themselves and others,
and does that in a way that is
not just focused but recognized as the ongoing nature
of that so that there isn't something specific
that you have to learn at the end, just knowing that
the process itself is what is important.
Being an assistance professor of practice and focusing
on the teaching advising is really important to me
obviously, and being engaged in the profession,
but I do appreciate that piece of it too,
that I get to focus on that.
But I also do appreciate, I think, that there's at least
for me here, is a challenge to think more critically
and think more about social justice and inclusion
and diversity and that's always, I think
for me it's important to stay engaged with that because of
the many privileged identities I have,
I have to sort of be reminded often about the lens
that I look through and so this is, I think,
an environment where that doesn't always happen
but typically I'm challenged to think
from a more critical place about my own biases
and prejudices and stereotypes but also how I can impact
the systemic nature of things and maybe make things
more equitable across the board for folk.
So I think that's being challenged, is really,
I appreciate that about being here and getting to teach
in student affairs and higher education
and being challenged by students and other faculty
members and colleagues and staff
and that's probably, I really enjoy that piece too.
So the relationships are really important to me.