This interview was conducted on November 24, 2024, prior to the release of the article “Student Life or Student Strife.”
On Nov. 3rd, Dean Ken Grcich officially joined the GU-Q community, bringing with him a wealth of experience from institutions like the University of Pennsylvania, the University of Redlands, and NYU Abu Dhabi. But beyond the impressive résumé, who is the person behind the title? What motivates him, and what does he hope to achieve in his new role? As someone who describes himself as “adventurous, a musical theater enthusiast, and an International Superstar.” A life coach dedicated to helping others discover their strengths, Dean Ken is anything but conventional. On day 21 of his journey at GU-Q, I had the chance to sit down with him to learn more about his vision, his guiding philosophy, and his advice for students navigating life at Georgetown. Here's what he shared.
SA: Tell us about yourself. Who is Ken Grcich?
KG: I’m Ken Grcich, it’s G-R-C-I-C-H. The name is originally Eastern European, but my family is from Indiana, an hour away from Chicago, and on the tip of Lake Michigan. I’m a first-generation student. Meaning, I was the first one in my family to go to college, let alone get my master’s and doctorate. I initially started my master's in Social Work, but I soon realized I couldn’t afford the institution I was attending. I ended up taking a job with College Houses and Academic Services, which, coincidentally, was the first year they offered graduate assistant positions similar to resident adviser roles.
What I discovered during that time was that I absolutely loved working with college students—more than I was enjoying the material in the classroom or the work I was doing. This passion led me to shift my focus from marriage and family therapy to student affairs.
I went on to work in a few different roles, and eventually returned to the University of Pennsylvania to pursue my doctorate, earning an EdD in Higher Education Management.
After I graduated, I became one of the founding members of the NYU-AD project. I went from NYUAD to the University of Redlands. I have 2 children. I left NYU-AD when we made a family decision to return to the States since our two children were entering sixth and ninth grade.
They're currently aged 21 and 18. My daughter is a junior in college studying away in London. And my son is a senior in high school who wants to be a pilot. I’ve been married to my wife since 1996. She’s a labor and delivery nurse. I’m a very adventurous person, anything but bungee jumping. I’m a big Disney and musical theater person. I even taught a course on modern musical theater. Usually, when people do presentations, they put their names and their titles, but I always put “International Superstar.”
SA: Why GU-Q? All students answer this in their application process, so I’m flipping the table now.
KG: One moment stands out as truly defining in my student affairs journey. It was during my first semester as a Hall Director at Washington University in St. Louis. At the time, we held a Winter Ball, and a group of international students stepped outside during the event for some fresh air. I joined them, and minutes later, it began to snow—soft, gentle flakes falling for the very first time in their lives.
I’ll never forget the sight of those students holding their hands up, watching in awe as the snowflakes melted in their palms. Their wonder was palpable, and it was such a special moment—for them, and for me. At that moment, I thought, How lucky am I to have a career where I can witness and share in these first-time experiences? It reminded me of the beauty of this work, being part of transformative and joyful moments in the lives of students.
You know, whether it's interacting with other cultures, races, gender, or nationality, you name it right… It's a beautiful opportunity to bring people together in this dynamic environment. Specifically GU-Q… I really find that the Jesuit values are actually practiced here. I got that sense during the interview process, from my conversation with the Dean (Masri) to my interactions with the staff and the group of students I had the pleasure of meeting. There was a genuine sense of kindness and care that felt deeply authentic, not superficial.
So if we have concerns, we have challenges here, but we're dedicated to working on them and that really drew me in. It wasn't that we needed you to come here and fix things. We need you to come here in a collaborative cooperative spirit and as a community, we can all address these concerns.
SA: What’s your guiding philosophy?
KG: My philosophy varies depending on the situation, but one consistent element is the culmination of my degree in Social Work and Higher Education Management, as well as my certification as a life coach. Often, I encounter students at their most vulnerable or in times of great need, and this training allows me to support them more effectively.
Additionally, I have a strong emphasis on student development and strengths-based development. This framework helps me not only understand others better but also empower them to achieve more by focusing on their strengths. The philosophy is simple but powerful: instead of striving to be “well-rounded,” we identify what individuals excel at and build from there. Strengths-based work is about recognizing and capitalizing on what makes someone exceptional. I hope that isn't too cheesy!
This philosophy also guides my leadership. I aim to help others—students and staff alike—realize their potential by aligning their strengths with meaningful contributions. For my team, this means fostering a sense of alignment and purpose, ensuring that everyone is contributing in a way that enhances the student experience.
SA: What’s one piece of advice you have for GU-Q students?
KG: Know that we're here to support you. Our goal is for you to be engaged and have a meaningful experience. So if you find that you're not connecting or struggling to find your place at GU-Q, you're uncertain about a resource or you don’t know what to do or where to go, just come to us. It's a no-judgment zone,
The other piece of advice that I learned from a mentor a long time ago, it's called 4-3-2-1:
4 classes per semester
3.0 GPA
2 hours of studying for every hour you are in class
1 community organization where you are truly demonstrating leadership
SA: How do you balance the needs of one versus the needs of the wider student body?
KG: I believe it’s essential to stay attuned to what I call the “pulse” or heartbeat of the campus. We can’t rely on the perspective of just one person and make assumptions based on that. It’s crucial to create and implement programming and opportunities that addresses the collective needs of the community while also ensuring we’re responsive to individual concerns. This balance allows us to foster a more inclusive and supportive environment.
SA: How does being in a diverse community influence your approach?
KG: You know, I think this experience highlights how much I still have to learn. While I have a level of expertise in a very niche field, each person brings their own unique story and background. Sometimes their experiences reflect their personal journey, their family, their place of origin, or even their entire country. Part of the challenge—and the beauty—is discerning those layers and responding thoughtfully.
What I love about being in an environment like this is the constant learning I gain from students. It’s a remarkable gift to be exposed to such diversity of thought and experience. At the same time, it’s important to recognize that each student has distinct needs that require care and attention as they navigate their journey here. Meeting those needs requires collaboration on a completely different scale, which I find both challenging and deeply rewarding.
SA: You’ve talked a lot about the student experience, how do you define the student experience that you want to add to?
KG: Yeah, I love the question and I don’t yet have a specific answer, but I’m being intentional about listening—really listening—to students and reflecting on their experiences. These conversations aren’t just about their interactions with my division; they’ve extended to fascinating insights about the broader student culture.
I’m thinking deeply about what I can do in my role to advocate for students and address some of the challenges they face. For example, I’ve heard concerns about the prevalence of “cancel culture,” the separation of distinct populations on campus, and how these dynamics affect the sense of community. I’m asking myself, What can I do to help foster greater unity and understanding?
Another area of concern is what I call the "application of diplomacy." Students have shared that while they’re learning incredible political theory from exceptional faculty, they often lack opportunities to apply these concepts in their daily lives. This makes me wonder how I can advocate for an undergraduate experience that bridges classroom learning with real-world application, ensuring that students can integrate their knowledge into their lived experiences.
It’s a process of listening, learning, and thoughtfully responding to create meaningful change.
SA: Do you think that in our context we can move to “model” the main campus more, or are we at a moment where we are developing our own identity as a completely different university from our main campus?
KG: Imagine two olive trees. The roots are the same but the tree trunks are gnarly and do not look the same but they produce the same olives. The roots are the foundation - our purpose, mission, values but the gnarliness of the tree defines our identity.
SA: What would success look like for you in six months? So by the end of the academic year?
KG: First and foremost, I want to build strong relationships within the GU-Q community. I want people to see me, know who I am, and feel confident that I’m here for them. Whether it’s attending student events, staff programs, or faculty talks, I aim to be an actively engaged member of this community.
Having solid relationships is essential because you never know when that connection might make a difference in a student’s journey here. One of the most beautiful aspects of GU-Q is its relationship-driven culture. As a small university, it fosters a sense of accessibility and connection that benefits everyone.
I also want to see a quantifiable increase in student satisfaction with their overall experience, as I believe that’s crucial. Over the past few months, I’ve spent a lot of time listening to students at various events like election night, the barbecue, open mic night, and Fall Fest. I’ve been actively engaging with students who participate in these programs, seeking their feedback.
Moving forward, my goal is to implement a way to measure this satisfaction, so we can track whether students are genuinely happier with their experience and identify areas for improvement. I also want to engage my team in creating a clear vision of our new division. Student Affairs was renamed and it was intentional.
SA: Why was student life renamed to Student Affairs?
KG: This ties into what I consider to be favorable practices. Many institutions refer to “best practices,” but I prefer the term “favorable” because what works best for one institution may not be suitable for another, even if it aligns with industry standards. This goes back to the gnarliness of the trees.
As a team, we’re going to be very intentional, particularly in the first few weeks of January, about defining who we are and creating a strong, unified vision. This will ensure that we’re all working toward the same goals. One key outcome of this process will be reducing overlapping programming, so our efforts are more focused and impactful.
My last point for the first six months is to bring prominence to the Student Government Association (SGA). I meet with the President (Nagla Abdelhady) every single week to discuss student feedback and concerns. My hope is that through these meetings in addition to working with the rest of the student government, we can clarify and strengthen the roles, enhance visibility, create opportunities for collaboration, and encourage active engagement with the student body. I want to empower the elected voice to be the unified voice of the student body in the promotion of programming, policies, and procedures to address real concerns that matter.
SA: I should have asked this question a long time ago, but what was your first day at GU-Q like?
KG: I take the Metro every day to work. When I first arrived, I didn’t know how to get into the building so I finally made my way along the backside of campus to the VIP section. By that time, I was covered in sweat and was a little embarrassed.
My initial impression of QF, Education City, and the building itself was that they were impressive—there’s no denying that. But what really stood out to me, and what makes this place truly special, is the kindness I’ve experienced. It’s not just superficial or out of obligation; it’s authentic and real.
I was so thrilled when I finally had the chance to interact with students and see what makes them unique. They are smart, curious, engaged, and as we would say in the Midwest, "down to earth." Many students have made significant sacrifices—whether traveling far to be here, committing to this journey despite family concerns, or navigating the challenges of having family members who may question the decision to attend an American institution. That speaks volumes about their resilience and character.
I'm also fascinated by the fact that we’re not just an American institution but a Jesuit one as well. That unique blend of values and perspectives adds an extra layer of richness to the experience here.
Dean Ken just completed his first month at GU-Q, and it’s clear that his approach is rooted in care, collaboration, and a genuine passion for fostering community. From his dedication to building relationships and amplifying student voices to his vision of creating a more unified student affairs division, his leadership style reflects a commitment to growth and inclusion. As he continues to learn from the diverse stories and perspectives within the GU-Q community, Dean Ken is setting the stage for meaningful change—one conversation, one connection, and one collaborative effort at a time. The GU-Q campus is not just gaining a new leader but an advocate deeply invested in its success.
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