Meet President Kelly Damphousse

In this episode of Office Hours, Jazelle Kowalsski and Tyson engage in a conversation with Texas State University President Kelly Dampus, exploring his journey from a small Canadian fishing village to leading a major university. Dampus shares personal anecdotes about his upbringing, early career aspirations in law enforcement, and the transformative power of education. He emphasizes the importance of community engagement and forming meaningful relationships in college, and discusses his vision for enhancing Texas State's reputation, partly through athletic success. Dampus's story underscores the impact of education on personal and professional growth.

• Kelly Dampus grew up in a small fishing village in Northern Canada, specifically in Lacabish, Alberta.
• The town was small, with about 1,500 people, and the highway ended there, requiring alternative transportation to go further north.
• The community was diverse, with immigrants from Syria, Lebanon, Jordan, and Egypt, surrounded by French-speaking and native people.
• Dampus's family was involved in fostering, providing temporary care for children in need.

"I grew up in northern Alberta, north of Edmonton... in this real small fishing village on this large lake called Lacabish Lake."

• This quote highlights Dampus's rural and isolated upbringing in a small, close-knit community.

"My mom and dad adopted me and they adopted another girl who's my adopted sister and they were foster parents."

• Reflects the nurturing environment and the fostering culture in Dampus's family, indicating a background of care and community support.

• Dampus's first job was a paper route he started with a friend, showing early entrepreneurial spirit.
• Worked as a stock boy in a grocery store, and dreamed of working at a gas station.
• Had a variety of labor-intensive jobs, including construction and farm work.
• Initially aspired to be a police officer, influenced by his early jobs and community environment.

"A best friend and I had this idea of starting a paper route... we got like 30 or 40 customers."

• Demonstrates Dampus's initiative and entrepreneurial mindset from a young age.

"I eventually wanted to become a police officer. It was actually kind of a dream of mine as well."

• Indicates Dampus's early career aspirations and how they were shaped by his environment and experiences.

• Transitioned to a new high school where college was a common path among peers, influencing his decision to pursue higher education.
• Initially, college was not a consideration due to his family's background and financial situation.
• Enrolled in Lethbridge Community College for a law enforcement diploma after seeing a poster, marking the beginning of his academic journey.
• Eventually pursued a bachelor's degree in criminal justice and a PhD in sociology.

"When I went to this new high school, a lot of my new chums were going to college... maybe I should go to college like they are."

• Highlights the pivotal influence of his high school environment on his decision to pursue higher education.

"There was a poster on a wall at the high school I was attending that had a law enforcement officer on it... I guess that's how you become a police officer."

• Illustrates the moment of realization and decision-making that led Dampus to pursue a college education.

• Dampus reflects on the differences between his upbringing and his current environment in Texas.
• Emphasizes the cultural and environmental contrasts between Northern Canada and Texas.
• Shares personal anecdotes that reveal his down-to-earth personality and community-oriented values.

"We had one pickup truck for the five of us in our family, but we had five snowmobiles."

• This quote humorously underscores the harsh weather conditions of his hometown and the lifestyle adaptations required.

"It snowed every month of the year. I saw snow every single month of the year."

• Emphasizes the extreme climate of his upbringing, offering insight into the resilience and adaptability developed during his early life.

• The speaker initially pursued an associate degree in law enforcement, graduating from high school at 17 and college at 19.
• Despite a desire to become a police officer, the speaker was deemed too young and immature for the role, leading to a position as a prison guard.
• A chance encounter with a former instructor led to a plan for the speaker to attend Sam Houston State University for a criminal justice degree, with the ultimate goal of becoming a Royal Canadian Mounted Police Officer.

"I graduated from college when I was 19, my two-year degree. And I was too young to get a police job. Nobody would hire me to be a police officer."

• The speaker was considered too young and inexperienced for a police officer role, prompting a temporary career as a prison guard.

"If you want to still become a police officer, I've got a plan. There's a school down in Texas that has a criminal justice degree program."

• A mentor provided guidance on pursuing further education to achieve the speaker's career goals.

• The speaker faced personal challenges, including debt and a relationship breakup, before moving to Texas for education.
• Attending Sam Houston State University was a turning point, leading to a four-year degree, meeting a significant other, and experiencing a religious transformation.
• The speaker's decision to stay in Texas was influenced by meeting a partner who did not want to marry a police officer or Canadian.

"I had I was so badly in debt. I bought a car that was not very valuable and and so I had to get rid of the car somehow."

• Financial and personal challenges had to be addressed before pursuing further education.

"I met a girl who didn't want to marry a cop or Canadian. So, I ended up staying in Texas because of her."

• The speaker's personal relationship influenced the decision to remain in Texas, impacting their life trajectory.

• After obtaining a bachelor's degree, the speaker pursued graduate studies at Texas A&M, driven by the need to maintain a student visa.
• Education played a crucial role in the speaker's career development, leading to a master's degree and PhD.
• The speaker emphasizes the importance of education in creating opportunities and shaping their career path.

"I go back to school mostly because I didn't have a green card and I needed to you know somehow stay in the states but I had a student visa."

• Further education was partially motivated by immigration requirements, leading to advanced degrees.

"I mean you talk about how important education is to you and you ultimately made a move from Canada to Texas which most likely entailed you know significant cultural adaptations."

• Education is highlighted as a key factor in the speaker's personal and professional growth.

• The speaker advises first-generation students to immerse themselves in the culture and community at Texas State University.
• Building relationships with faculty, staff, and fellow students is emphasized as crucial for personal and academic growth.
• Students are encouraged to join social organizations, step out of their comfort zones, and embrace the university's diversity.

"Just try to meet as many people as you can. Your faculty members, your staff members, but your fellow students."

• Networking and building relationships are key strategies for success in a new educational environment.

"The relationships you're making your four or five or six years you're at college are the relationships you'll have forever."

• College friendships and connections are portrayed as lasting and impactful.

• The speaker's early ambitions included becoming a hockey goalie and a Royal Canadian Mounted Police Officer.
• Experiences with police officers helping others inspired the speaker's interest in law enforcement and justice.
• The speaker's career in university administration is seen as a continuation of their desire to help and support others.

"I just thought those police officers were all supermen."

• Early admiration for police officers influenced the speaker's career aspirations.

"I've felt like that was really that's been my calling my whole life is to seek justice for people."

• A lifelong commitment to justice and helping others is a central theme in the speaker's career choices.

• The speaker reflects on the influence of mentors and the importance of paying it forward.
• A significant mentor, Dr. Crouch, advised the speaker to help others as a way of repaying the support they received.
• The speaker views their role in assisting students, faculty, and alumni as fulfilling this obligation to give back.

"Someday you'll be in a position to help somebody else. I don't know where you'll be, but you'll be in a position to help people out."

• The mentor's advice to pay it forward continues to guide the speaker's actions and career philosophy.

"I always feel that this is my chance to pay back Dr. Crouch and all those other people who invest themselves in me."

• The speaker's dedication to helping others is framed as a way to honor and repay the mentorship they received.

• Office hours are often underutilized by students, representing a missed opportunity to engage with knowledgeable professors.
• Professors possess deep expertise in their fields, often holding PhDs and conducting cutting-edge research.
• Building relationships with faculty can provide personal and professional benefits, including mentorship and networking opportunities.

"I always call it the loneliest hour of the week because professors are required to have office hours. So, typically they have like three hours a week and students almost never go to them and I think that's such a missed opportunity."

• Office hours are often underutilized by students, representing a missed opportunity to engage with knowledgeable professors.

"The professor is not just a teacher who stands in front of class and talks and you have to write down word for word what they're saying. The professor is someone who's first off very, very knowledgeable in the thing they're talking about."

• Professors possess deep expertise in their fields, often holding PhDs and conducting cutting-edge research.

"If you're going to go meet with your faculty member first, go with a question about class so there's something to talk about but also do some research on your professor like just Google them up and find out what their research is about."

• Being prepared with questions and knowledge about the professor's research can facilitate meaningful interactions.

"For a faculty member, getting asked about your research is like being asked about your kids because that's what you spend a whole lot of time working on."

• Professors appreciate genuine interest in their research, which can help build rapport.

"You can really start to form a really strong relationship with someone who someday might be writing a letter of reference for you."

• Building relationships with faculty can provide personal and professional benefits, including mentorship and networking opportunities.

• The speaker has a deep passion for teaching, having taught at various universities, even while holding administrative positions.
• Teaching during the pandemic involved living in student dorms to ensure safety and engagement.
• The speaker has a specific interest in teaching introductory sociology to freshmen, focusing on real-life applications of the subject.

"When I was a dean, I kept teaching and I love to teach and so I kept doing that."

• The speaker has a deep passion for teaching, having taught at various universities, even while holding administrative positions.

"When CO happened in fall of 2020 after everyone moved out, they were moving back in. I actually moved back to the dorms because I didn't want I didn't feel right telling students it was safe to be in the dorm if I didn't go to the dorm."

• Teaching during the pandemic involved living in student dorms to ensure safety and engagement.

"I've got a great class I've created called introduction to sociology. And I teach it from the perspective of someone learning how to do college."

• The speaker has a specific interest in teaching introductory sociology to freshmen, focusing on real-life applications of the subject.

• Education played a significant role in the speaker's life, offering an escape and a sense of accomplishment.
• The speaker's mother, despite having limited formal education, instilled a love for reading and learning.
• Personal challenges, such as being the youngest in class and dealing with health issues, shaped the speaker's educational journey.

"My mom dropped out after grade nine. She had a really tough upbringing. She was born really late in her mom's life."

• The speaker's mother, despite having limited formal education, instilled a love for reading and learning.

"Whenever she would read, she would sit me down with her and we would read books together. And then learned how to read really young."

• Early exposure to reading and learning led to advanced educational placement.

"I was always the youngest kid in class. And what's interesting in Canada, you're really grouped by age group by what level of hockey you play."

• Being the youngest in class and facing social challenges shaped the speaker's educational journey.

"I grew up kind of like education, like the academic part of it was kind of my retreat. I was having trouble making friends."

• Education provided a refuge and a sense of accomplishment amidst personal challenges.

• The speaker recalls a pivotal moment in high school when their English teacher, Mr. Mcnish, provided critical encouragement that changed their self-perception.
• Despite initial embarrassment from being called out in class, the teacher's belief in the speaker's potential sparked a newfound motivation to pursue education seriously.

"Hey, Danfus, what are you doing back there? What happened over the summer that turned your brain to mush?"

• The teacher publicly challenges the speaker's behavior, leading to an embarrassing moment that ultimately becomes a turning point.

"Kelly, I know I probably embarrassed you by calling you out like that, but you know, you really have something like you could really make something of yourself if you stop hanging out with those bad kids and stop acting like a fool."

• Mr. Mcnish offers a mix of tough love and encouragement, suggesting the speaker's potential for success if they change their behavior.

"Maybe I can use my brain for more than just getting from here to there. Maybe I could do something."

• The teacher's words inspire the speaker to reconsider their capabilities and future prospects, planting the seed for further educational aspirations.

• The speaker emphasizes the transformative power of obtaining a four-year college degree, particularly for first-generation students.
• College is portrayed as a gateway to opportunities that can significantly impact one's life and future generations.

"We really have an opportunity to do something that is life-changing here at Texas State."

• The speaker stresses the life-altering potential of a college education, especially for students who are the first in their families to attend college.

"All those things are the result of getting a four-year college degree. It's kind of emotional."

• The speaker connects personal success and happiness to the educational opportunities provided by a college degree.

• The speaker discusses the initial perceptions of Texas State University, influenced by the success of its athletic programs, particularly football.
• Efforts are being made to enhance the university's reputation by improving athletic performance and highlighting academic and community achievements.

"Being good in football is really important. So, let's get good there."

• The speaker acknowledges the role of successful athletic programs in shaping public perception and aims to improve the university's standing through sports.

"We're the 25th largest university in the country by undergraduate population. Almost 40,000 students, 8,000 freshmen."

• The speaker highlights the university's significant size and diverse student body as strengths that were previously overshadowed.

"Trying to create those good stories out there so people start thinking about Texas State differently and when we do that I'm actually increasing the value of your degree when you leave here and all of our alumni's degree as well."

• The speaker outlines efforts to shift the narrative about Texas State University by promoting its achievements and enhancing its reputation.

• The speaker reflects on their journey from a small fishing village in Canada to becoming the president of Texas State University.
• This personal narrative underscores the impact of education and determination in achieving leadership roles.

"Your journey from a small fishing village in Canada to becoming the 10th president of Texas State University is quite remarkable."

• The speaker's story serves as an example of how education and perseverance can lead to significant professional accomplishments.