Nathan Tallman, GA, Central Michigan University Leadership Institute

Nathan Tallman was heavily involved in leadership while studying history at Central Michigan University (CMU) in Mount, Pleasant, Michigan.  Now, as a graduate student in the Education Leadership-Student Affairs Administration program is working toward his goals of becoming a future Provost, Dean of Students, or Vice President of Student Affairs. His role as the graduate assistant (GA) of the CMU Leadership Institute has given him an opportunity to work with students and give him the necessary learning experiences needed to work in higher education administration. Gavin Farber (GF): How did you get involved in leadership (at CMU or at another school?)

Nathan Tallman (NT): ”Leadership, for me started before my entrance into Central Michigan University. Growing up, athletics played a strong influence in my life. I can vividly remember playing basketball on Saturday mornings and my father, instilling in me the value of leadership and the power in which it can possess. Serving as a leader in high school (Class President, local and state-wide committees/organizations and various athletic team captain-ships) leadership has always been something in which I have excelled in. From these experiences, I was able to earn a scholarship to attend Central Michigan University, based on my past performance and involvement. The Leadership Advancement Scholarship and other involvements, made me who I am today. 

Other areas in which I have had the ability to serve and show aspects of leadership include: Fraternity and Sorority Life (President of Sigma Alpha Epsilon-MIDO), Hall Council President, Orientation Mentor and Advisor, Minority Student Services (Summer Programs) and Leadership Developmen programs (Leadership Luncheon Series, Connections Leadership Conference, Alpha Leadership Experience, Leadership Safari, The Leadership Challenge and Central Michigan University’s LeaderShape Institute.

GF: How did you get involved with CMU’s LeaderShape?

NT: Being involved in LeaderShape was a natural progression for me. Being involved in other leadership development programs, LeaderShape was ‘kicking it up a notch’. Being intensely involved for 6 days of leadership developing and networking, this is what makes leaders great. After being a participate of LeaderShape, I was able to serve this past year as a Family Cluster Facilitator. Working with a group of participants, I was able to help them collaborate, share their thoughts of leadership and effectively come up with their personal vision.

[The Central Michigan University campus-based LeaderShape is held yearly at the Eagle Village in Hersey, Michigan.]

GF: How many students attend CMU’s LeaderShape?

NT: 45-50 students participate each year in the LeaderShape Institute.

GF: What results from students attending CMU’s LeaderShape Session?

NT: Students attending LeaderShape have had a positive impact on our campus. Although a lot of the visions have resulted in a focus on a more global level, several programs, and initiatives have been brought to campus to create a better and more inviting environment. The ones that come to mind is bringing another fraternity to our campus to focus on leadership and male development, developing and improving leadership programs and a change in the way in which students view each other as a more individualized , personal level, instead of prejudgements and perceptions.

The one criticism that I have with the program is the focus of the visions beings so large scale and world-changing. Although I can appreciate this and I encourage everyone to change the world in their own way, with this focus, it is hard for students to focus on changing the campus environment when they have to think as a global-whole.

GF: Has CMU’s culture changed due in part to student attending the campus based LeaderShape session? Are there any examples of students taking what they learned and making their “Day 7″ a reality?

NT: Day 7 is a developmental process for us. At Central Michigan University, we are working to make changes in this program to bring more validity to Day 7 and the conclusion of the visioning process and LeaderShape in general. Although this is the case, Day 7 has been slowly moving away from a social experience and reunion type environment, to more dialogue, which is nice.

GF: What are the goals of the CMU Leadership Institute?

NT: The Leadership Institute prepares the next generation of individuals who will act responsibly to improve the quality of lift, state of economy, and communities in which they live and work. The Leadership Institute serves as a coordinating body for the University’s leadership-related activities and programs. The Leadership Institute provides information and leadership development opportunities through workshops, seminars, academic courses, and experiential challenges. In there programs and outreaches, the Institute promotes the individual and group exploration of leadership theories and styles.

GF: In your opinion, what is the culture of CMU? Are students active on your campus, or do you see a very small, selective group of students getting involved in leadership opportunities?

NT: Although, a large percentage of students at CMU are involved, the students who hold the larger leadership positions seen to be the same from organization to organization. In addition to the students who are in-charge of the organizations/events, it is not uncommon for them to be in the same social group as the other student leaders on campus. I am assuming that this is similar from institution to institution. Students who participate in leadership development programs and are emerging leaders, tend to come from all areas on campus.

Residence Life focus’ on leadership and their development which is great and a large percentage of students who have a background in Res. Life (working the desk, Resident Assistants, Multicultural Assistants, Hall Council members, etc…) attend the programs at CMU that are geared towards leadership development.

GF: What have you learned since becoming a GA in the Leadership Institute?

NT: Professionalism is key. Since starting as a Graduate Assistant, I have learned to develop quicker and wiser than most. My first semester as a Graduate Assistant, I was completing my undergraduate course work (18 credit hours) and starting my masters program (3 credit hours); in addition to working 25 hours a week. It was extremely hard to balance and/or juggle. Although this was the case, I feel as though I grew up really quick.

It was amazing how many opportunities came my way in such a short period of time, after graduation with my B.S. in History in December 2007. One small, liberal-arts institution and another public institution both showed interest , but deciding to stay has been rewarding. Receiving my Masters in May will be worth the wait to move on to another institution, while gaining valuable experience in the process.

GF: What are your professional goals?

NT: Professionally, I feel as though there are two main aspects of high education: Academics and Student Services.  Being a top-level senior officer on either one of those levels would be extraordinary. Being a Provost or a Dean of Students/Vice President of Student Affairs would be ideal, although the trip to the top will be challenging but also rewarding.

GF: Do you have any advice to future students interested in your field?

NT: Two main principles have made me who I am today; Communication and Diversity. Communication is key in every situation. Communicating clear and concise messages, makes for better productivity and group morale. I have found that in situations in which I have not been as effective as I would have liked, it is due to a failed communication process. Although diversity can be viewed in several different lenses, diversity to me comes in all shapes and sizes. With this definition, I have tried to be involved with as many different experiences as possible; not as many experiences possible. Being over-committed is often the down-fall for many campus leaders. Being involved in different organizations with different views on issues will makes a leadera more well rounded character and participant in the university climate in which he/she is serving.