Staff Spotlight: Christina Strasburger on Holistic Student Development

Christina Strasburger is an administrative and academic professional with over two decades of experience in higher education. As Department Administrator for History and Africana Studies at Rutgers University-Newark, she provides a range of education, information, and advocacy services for students, faculty, staff, and community. She is co-founder of the award-winning Queer Newark Oral History Project, a community-directed initiative dedicated to recording and preserving the history of LGBTQ+ people in and of Newark, New Jersey.  

"While faculty provide the intellectual foundation of the academic experience, staff members like myself help create the supportive systems that allow students to excel both academically and personally."

How does your position intersect with and/or support student success?

As the Department Administrator for History and Africana Studies, I provide a wide range of educational, informational, and advocacy services for students that directly impact their success. My position is multifaceted – part advisor, part advocate, and part resource connector. While faculty provide the intellectual foundation of the academic experience, staff members like myself help create the supportive systems that allow students to excel both academically and personally. In my role, I am involved in various aspects of student life, from academic advising and mentoring to connecting students with essential resources such as financial aid, academic tutoring, and mental health services. When advising, I work directly with students to help them navigate their academic path, offering personalized guidance on course selection, career planning, and long-term goals. This process often involves one-on-one meetings where I help students explore their interests, assess their strengths and identify challenges, and craft strategies to overcome obstacles and balance academic and personal responsibilities. I also support students in their co-curricular development by connecting them with internship opportunities, leadership programs, and networking events that expand their skill sets and enhance their overall university experience. These behind-the-scenes functions are crucial in addressing the immediate needs and challenges that students encounter. For instance, working closely with students who face academic struggles, I’ve had the privilege of helping them craft personalized strategies for success – whether through time management skill development, study plans, or referrals to specialized support services. By providing these individualized interventions, I help students navigate obstacles and empower them to take ownership of their education.

Beyond these practical aspects, my role intersects with student success by advocating for a holistic approach to student development, one that emphasizes mental, emotional, and social well-being as much as academic achievement. This perspective is vital for ensuring that students, particularly those from historically marginalized backgrounds, have the resources they need to succeed. I work with many first-generation, lower-income, and international students, helping them navigate the complexities of university life, from understanding academic expectations to adjusting to cultural differences and managing financial stress. I also collaborate with faculty and student organizations to create a campus climate where diversity and inclusion are not only supported but celebrated. Cultivating a sense of belonging and offering resources that cater to the diverse needs of our student body ensures that all students will have access to the tools and opportunities necessary for their success.

What is one innovation or unique idea related to teaching or professional development that you’d like to share?

Traditional approaches to professional development can overlook the critical balance between personal well-being and student success. Wellness-centered development programs that provide faculty and staff with tools to manage stress, engage in self-care, and incorporate reflection into our daily routines should be embraced. Such initiatives help ensure we are better equipped to maintain our energy and enthusiasm both for our own growth and for the success of our students. By encouraging staff to take intentional pauses, prioritize mental health, and engage in practices that support a balanced mindset, we’re able to maintain our passion for and commitment to teaching and mentoring. This approach acknowledges that when we feel supported and energized, we can better support our students. It’s not only about avoiding burnout, but also about creating a culture of well-being and sustainability leading to a more positive, impactful learning experience for students. In our beloved community, where challenges can be many, focusing on the person behind the role is just as important as focusing on the content we teach and/or the responsibilities of our positions. As we integrate these practices into our daily routines, we not only become better equipped to guide students but also role-model that success isn’t only about pushing through, but about maintaining a healthy, thoughtful approach to work. By integrating mindfulness, stress management, and self-care into our professional development, we’re showing students the importance of balance and resilience in their own academic journeys. Fostering an environment where we can thrive ensures that our students have the support they need to succeed in a nurturing, sustainable way.

How have you participated in, or engaged with, the P3 Collaboratory’s professional development initiatives?

The P3 offers an impressive range of initiatives, workshops, and opportunities designed to encourage collaboration and community-building across disciplines. I have gained a lot of valuable insight from the SMARTeaching workshops where faculty discuss their perspectives and practical strategies for enhancing teaching and learning. I reference and refer others to the website, which serves as a comprehensive hub with useful tools and resources that support educators in their ongoing development.

Also from or about Christina:

1. Queer Newark: Stories of Resistance, Love, and Community

   
   

2. Queer Newark Oral History Project website has Resources including an Educator Hub  https://queer.newark.rutgers.edu/resources and our YouTube channel offers free training videos on conducting oral history workshops, preserving data, public history applications, etc https://www.youtube.com/channel/UCwFhc-7H1NN6qfIClED3HVA

   
   

3. Teaching Against Erasure: https://teachingagainsterasure.rutgers.edu