When you meet Dr. Pam Baldwin, one thing becomes clear: her passion for students has shaped every step of her 20-plus-year career. Beginning as a science teacher, she quickly became known for her ability to connect with students—and for her commitment to expanding opportunities for them.
Today, as Vice Chancellor for Strategic Enrollment and Student Success at Fayetteville State University (FSU), Dr. Baldwin continues that mission. Since joining FSU, she has helped strengthen pathways that support recruitment, retention, completion, and long-term student success.
As part of our monthly Heroes of Higher Ed series, we sat down with Dr. Baldwin to explore her journey, the moments that shaped her leadership, and her vision for the future of higher education.
What led you to pursue a career in education, and now in higher education?
Teaching kind of picked me. I was a student-athlete in college and started coaching after completing my undergraduate degree. I found that coaching and teaching are aligned. I taught science and math my first year at a high school in Jacksonville, NC, and began coaching in the area. I realized that it was exactly what I was supposed to be doing to begin with.
Is there a turning point in your career that stands out?
I had a really special bond with the students at the high school when I first started teaching. It was a really amazing experience. I wasn't a licensed teacher, so I went in thinking that I'd try it out and see where it goes. The relationships I had with students, especially in my 3rd year of teaching, really solidified that this was the work I was supposed to be doing.
A group of students at that high school rallied around me to nominate me for Teacher of the Year. They wanted a teacher of color to win because it had not happened previously. I watched the students work really hard towards a common goal that meant something to them and I could be a part of that.
I knew that the difference I could make for the lives of students was something that I couldn't pass up. That really created a moment for me where I said, ‘This is exactly where I should be in my life — for the students.’
I believe in giving back. More importantly, I believe in making sure that everyone has an opportunity. If they could see themselves in me, even in some small way, that would inspire me to do more, be more, and give more.
Can you tell us a little bit about your transition from teaching and coaching high school to administration?
Everyone probably has a similar story when you're in leadership. Someone kind of tapped you on your shoulder and said, ‘Hey, go get your master's degree,’ or ‘Hey, go get your terminal degree.’ The same thing happened to me.
I had a few careers before I decided to pursue teaching, and I was working hard as a first-year teacher. The principal tapped me and said, ‘You should really consider administration.’ For me and most educators, especially teachers in the classroom, the immediate thought is that it would take us away from the students. That was my initial thought. However, I then thought that if this could impact more students, perhaps I should look into it.
The transition seemed right, especially in the high school that I was serving. I ended up being the assistant principal and then transitioned to Feeder Middle School. It just felt right. I promised myself that I would stay in the classroom all the way through the superintendency. I would be the superintendent who wore sneakers and walked around visiting the schools so that I could make the right decisions for teachers and students. And so that's what I did. I've never missed being in the classroom because I always made sure to be there, and it was a great decision.
How do you define student success?
Student success is creating pathways for students and removing barriers. I don't believe in setting goals for students or creating what we think is best for them. I believe in clearing the path to student success, and that we, either together or in support of the student, help them achieve their goal.
I've always believed in not being the barrier, but rather the bridge. Student success is about building that bridge, ensuring the bridge is stable, and removing any barriers to the success of those students. So, that’s what I see, and I tell my team all the time, ‘no’ is the last answer. We have to start with ‘yes’, and if we get to it, that’s fantastic. But if we can’t get to a ‘yes’, let’s get to a ‘maybe’. I tell my team, ‘Let's figure out how to get the students to where they need to be to be successful.’
Is there anything that you’d change about your career in higher education?
Education is tough, right? It's one of the most traditional industries that exists. There is always red tape and structures to work through. There are always policies that might prevent us from doing certain things.
If I had a magic wand, I would do what we know is right for students — outside of policy, outside the box. It's always been my goal to take a step or two further than what is allowed. Sometimes you ask for forgiveness after the fact. If it's right for students, it's easy to justify. Of course, there are policies for a lot of reasons, and sometimes, when you're a practitioner of the work, it's hard to swallow. You try to work within the lines and then ask permission to cross a line from time to time.
What makes your institution special?
Always the students. The students are who they are. The reason I stay.
I believe that Fayetteville State University is unique, and I truly think that we are a family with everyone here for the right reasons. Although it sometimes takes a long time to see the finished product, the reason I love my job is that I get to see the success. It's so worth the wait. Student success is why we are here. To see students start and finish. Fayetteville State is all about that. The core of our work is to ensure students come to Fayetteville State and finish.
What keeps you so positive and motivated?
I spend a lot of time with the students. We have a wide variety of students at Fayetteville State. We have a diverse population of students, including traditional-age students, adult learners, and military personnel. I try to stay in their presence, and it’s a joy to come to work. When you sit in your office, and you miss what's going on outside, is when you begin to feel the negativity, the stress, and the things that maybe make people struggle a bit.
I take an opportunity, multiple times a day, to step out of my office and just walk the campus. That's really what keeps me motivated. Give a high five or a hug to a student. Or to hear a student say, ‘Thank you for responding to my email,’ or ‘Thank you for helping me with this issue.’ It keeps me coming back. I just love it!
What advice would you give to someone who wants to pursue a career in higher education?
I believe great leadership begins with being a great follower, ensuring you have excellent mentors, and listening more than talking. My advice is to really focus on what you want to do. Make sure you're in the right spot.
I believe that when we respond to the actual needs rather than what we think or perceive, we do a better job of addressing the needs of our students. Listen to your staff members. Listen to the faculty, and, most importantly, listen to the students. Then respond to those needs based on the data. Sometimes you need to be a follower, and sometimes you're following the students.
I would just say that in most positions, there's not a straight line. There's no right way or wrong way to do this. I've been in higher education for just a little while, but I've spent most of my adult life in leadership and education. I believe that your own professional growth is extremely important.
When you stop learning, it's time to retire.
