Evelyn Reiman recalls what it was like to observe multiple student leaders grow and develop their leadership styles since she began serving as a Student Government adviser. Interview on April 26, 2012. (2:06)


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So as an administrator when you're working with those students 00:00:00.000 - 00:00:05.461
you get a chance to really see how they're looking at leadership, 00:00:05.461 - 00:00:12.112
how they're choosing their battles, because tuition and fees is probably the one that's stood the test of time. 00:00:12.112 - 00:00:19.973
They have to decide, do they just take an adamant sort of no new tuition increase, no new fees? 00:00:19.973 - 00:00:26.765
Do they accommodate to it? Do they vote for the full amount? Do they try to use their influence, and they're only one of thirteen 00:00:26.765 - 00:00:35.145
and usually they feel like the votes are stacked against them, 00:00:35.145 - 00:00:38.846
so how do they navigate that? 00:00:38.846 - 00:00:43.683
I think most of them don't want to burn their bridges either, right, so they're on this distinguished board of trustees with leaders from across the country 00:00:43.683 - 00:00:52.681
and they're working with senior administration, so how do they advocate for students 00:00:52.681 - 00:01:00.721
and be a true voice and champion for students and still keep or preserve a positive relationship with administration? 00:01:00.721 - 00:01:10.090
So I'm very impressed by the ways they've kind of navigated that 00:01:10.090 - 00:01:16.531
and I always felt very strongly that as an advisor to the student body president 00:01:16.531 - 00:01:22.766
that my top priority needed to be supporting them and helping them accomplish their goals 00:01:22.766 - 00:01:31.170
and never, ever using them as a tool to accomplish my goals. 00:01:31.170 - 00:01:36.642
There were student body presidents that I was very close to and then there were a couple where we really were quite different from each other, 00:01:36.642 - 00:01:44.522
and I want to think that it was always about helping them be who they wanted to be 00:01:44.522 - 00:01:52.799
in what they accomplished, even if it wasn't the exact policy course that I would take. 00:01:52.799 - 00:01:58.864

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