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Written By: Rachel Putman
Dr. Ray Green, 91µ÷˝Ě’s new provost and vice chancellor for academic affairs, has spent decades helping students transform their lives through higher education.
A first-generation college graduate, longtime professor, and nationally recognized academic leader, he says the work still excites him because “you really get to see the tangible outcomes” in students’ lives.
We sat down with Dr. Green to talk about leadership, student success, heavy metal, Stonehenge, and why he believes regional universities can change the trajectory of entire communities.
Rachel Putman, Director of Communications: You’ve just been named provost after 25 years in the Texas A&M system. How are you feeling as you prepare to move states and institutions?
Dr. Ray Green, Provost and Vice Chancellor for Academic Affairs: It’s exciting and exhilarating to think about a new adventure. I come to this position currently serving as dean of a College of Education and Human Services, and my background is in social psychology, but honestly, I’m just excited.
This work is so important.
I joked in my interview that it would be nice to go from being a Lion to being a Lion, but the truth is, I believe deeply in the mission of regional public universities like East Texas and 91µ÷˝Ě.
We are here to serve the students who live here and the businesses that have made their home here, helping create the connections that allow a region to keep moving forward. As we talk about the social mobility of students, we also think about the economic mobility of the region, and this university is the engine for that change.
After more than two decades in the field, what’s your philosophy on building and maintaining a culture of trust?
There are a couple of pieces that are important.
One is being transparent about why you are making decisions. I have found that even if people don’t agree with your decision, if they know there was a reason behind your actions and that you believe in that reason, they are more willing to trust your vision.
Another thing is investing in people. I care deeply for the people I work with. And when people know you care about them, they give you more grace in allowing you to do what you’ve been asked to do, which is leading.
Because I care and support the people I work with, I have the gift and the curse that a number of people I’ve worked with have gone on to great success. This means I have to replace them. But I’m always happy when they do find their pathway to success.
What first drew you to a career in higher education?
I’m a first-generation student, and it was very clear to me within days of being on my college campus for the first time that this was going to be — already was — a life-changing experience.
As I thought about what I could do when I “grew up,” I thought about whether there were ways I could give others this experience. I was intrigued by the idea of being a professor and teaching the next generation of students, and that has really shaped my outlook the whole time since.
Commerce is similar to Fort Smith in that there is a very high percentage of first-generation students in the region. And while you don’t have to be a first-generation student to have your life improved or altered, the transformation that comes with being a first-generation student is really magical to witness.
What drew you to 91µ÷˝Ě?
I was attracted by the discussion of increasing student social mobility.
I’ve mentioned transforming lives a few times. That’s sort of my jargon for social mobility, and I know they mean different things. But I do believe people are making an investment of their time and finances with the hope and assumption that, at the end, there will be a return on that investment.
It is clear from some of the national rankings that came out in the last year, with Fort Smith moving up 24 spots in the social mobility category, that 91µ÷˝Ě is successful in transforming the lives of students and their families.
I’m really excited to jump in and keep that momentum going forward.
After decades in academia and leadership, what still energizes you about the work?
There are so many things, but I think it comes down to this: In so many workplaces, you can’t see the tangible outcomes of your work, but with college students, you see it every day.
That was true when I was in the classroom, but it’s also been true when I’ve implemented administrative changes, made improvements, and worked with faculty to make their jobs easier so they can do their own work better in the classroom. Everything we do in higher education administration improves the student experience, and that’s exciting.
I also still get completely jazzed about working and interacting with students. I had the opportunity to teach a class last fall. I don’t get to teach anywhere near as often as I used to, but it was just so exciting to be in there and be asked questions where you think, “I don’t know where that question came from, but it’s brilliant. Let’s unpack that.”
Students have been so much a part of your journey in higher education, even as you’ve moved through leadership roles. Why is keeping that connection so important to you?
It’s a good reminder of what we’re all doing here.
It is easy, as you move further from the classroom, to get bogged down in the administrivia and the details. So it’s always a good reminder to talk to that college student, whether they are a traditional 18-year-old freshman or a 31-year-old returning to get their degree, and remember why they are putting in the work and making the sacrifices they are to spend time with us.
Is there a particular student experience that has stayed with you over the years?
There are so many. Some of them involve walking students over to the counseling center. They’re heavy stories, but it is so powerful to remember the moments when students have trusted me enough to share their burdens and let me bring them over to find help.
A lighter and really wonderful memory, though, happened during an international honors trip. It was an archaeoastronomy capstone course, and we were able to go on this special tour where we could go inside Stonehenge.
One student came up to me, happy and crying, and said, “This has been my dream my entire life. I can’t believe it’s happening now.”
I teared up, and of course I was also geeking out that I was in the middle of Stonehenge. It was just really powerful.
And as educators, we get to do things like that every day — maybe in smaller gestures, but every day.
You’ve also taught some really memorable classes. Which one was the “coolest”?
That would definitely be “Don’t Fear the Reaper: Death, Dying, and Rock and Roll.”
It was a blast because I co-taught it with a good friend of mine whose degree is in American culture studies, and he specialized in heavy metal and rock and roll. I was known on campus for teaching the death and dying course, which sounds morbid, but students absolutely love it because it is a topic we all share and one we’re not supposed to talk about in proper civilization.
We merged the ideas because so much of rock and roll either has death as a theme in the music, or it connects to things like the famous 27 Club, or Prince dying and not leaving a will, and what that meant for his estate. Those questions became lighter ways to attack very serious issues.
It was just a joy to teach.
Thinking forward, what do you hope people say about your impact at 91µ÷˝Ě?
That I worked hard, cared for our students, and helped transform a lot of lives.
That’s why I’m here at the end of the day.
Dr. Green's Fast Favorites:
Favorite sports team?
I’m a lifelong fan of the New York Yankees. (My dad was from the Bronx) and I pull
for the Tottenham Hotspurs.
What’s on your playlist?
My taste is pretty eclectic, but I’m a huge fan of R.E.M., The Cure, Alice in Chains, The
Clash, Johnny Cash, John Coltrane and Social Distortion.
Best song ever written?
Thunder Road by Springsteen. No hesitation.
Favorite work of art?
Seeing Monet’s Water Lilies at Musée de l'Orangerie reset my brain. I must have sat
in that room for an hour. I love Rodin’s sculptures, too.