DEVELOP STUDENTS’ SKILLS FOR SUCCESS · DEVELOP STUDENTS’ SKILLS FOR SUCCESS ... ability to collaborate and apply knowledge across ... and Programs with all involved to move the

DIVISION OFSTUDENT AFFAIRS

DEVELOP STUDENTS’ SKILLS FOR SUCCESS

DEVELOP STRATEGIC PLAN 2015-2020 | YEAR 2 (2016-17)JANUARY 2017 MID-YEAR REPORT

Team, Dimension and ObjectivesStudents who engage in learning opportunities to develop as T-shaped professionals are more likely to be successful contributors in their future careers and communities. The Division of Student Affairs is at the forefront of the strategic efforts to create an educational environment leading to on-time graduation of students who have developed skills and expertise in a specific field as well as the ability to collaborate and apply knowledge across disciplines with experts in other areas.

a. Objective 3.1: Establish and market recognized pathways for the development of professional competencies through experimental and learning opportunities.

b. Objective 3.2: Collaborate with University partners to provide students with methods for the demonstration, evaluation, and articulation of professional competencies.

c. Objective 3.3: Collaborate with University partners to provide students with clear policies, practices, and programs that support on-time graduation.

MembershipBethany Dragert, Spectrum Support Program (T-Team)Kerry Foxx, Center for Leadership and Civic Engagement (co-chair, T-Team)Dan Hickey, Academic Support Center (On-Time Graduation)Tim Keady, Wellness (On-Time Graduation)Carrie McDowell, International Student Services (On-Time Graduation)Inge Meffert, Academic Support Center (T-Team)Amanda Metzger, Center for Leadership and Civic Engagement (T-Team)Tarra Ognissanti, Center for Residence Life (T-Team)Heath Boice-Pardee, Associate Vice President (co-chair, On-Time Graduation)Sarah Pavia, Center for Campus Life (T-Team)Colette Shaw, Student Conduct and Conflict Resolution (On-Time Graduation)Darci Lane-Williams, Center for Women and Gender (T-Team)



SUMMARY OF MEETINGS

Objectives 3.1 & 3.2:

Meeting Date(s) Topics Discussed September 9 Welcomed new members; discussed evaluative tool and instructions; discussed

training for delegates and how to recruit the delegates. September 16 Discussed updates from the steering committee; finalized evaluative tool and

instructions and clarified our expectations/understanding of the purpose of the tool; finalized strategy for recruiting and training delegates inclusive of a presentation on 9/26 to admin leadership group.

September 22 Assigned committee members to units in support of their delegates; reviewed draft of delegate training presentation; reviewed and finalized administrative leadership presentation;

September 26 Presentation to Admin Leadership Team October 7 Discussed whether Margaret’s house should be included in Units that are

responsible for the tool; finalized delegate training presentation and assigned roles; discussed creation of a coaching guide for committee members when working with unit delegates.

October 17 Finalized delegate training presentation; finalized “examples” document for the training; reviewed and finalized delegate assignments and coaching tool.

October 20 Delegate Training #1 October 21 Discussed/evaluated the delegate training; prepared for next training. October 28 Delegate Training #2 November 18 Discussion: Next steps! December 19 Review: Mid-Year Report and discussion about budget/technology needs for FY

18. Objective 3.3:

Meeting Date(s) Topics Discussed October 28 Discussed OTG Dashboard and ongoing data collection November 7 Reviewed OTG draft, data input, and ways to integrate OTG strategies moving

forward



WORK COMPLETEDObjectives 3.1 & 3.2In general, the “T-Shaped” sub-committee’s primary deliverables were related to the execution of a process designed to evaluate the “current state” of competency-based education in the division. To that end, we

Objective 3.1:Establish and market recognized pathways for the development of professional competencies through experimental and learning opportunities. 1. Finalized construction of the evaluative tool and associated instructions;

2. Presented to divisional leadership about the team’s work generally, the evaluative tool, and associated unit-level expectations;

3. Solicited staff to serve as departmental delegates to support their units’ completion of the evaluative tool and achieved 100% representation; and,

4. Delivered two training sessions for departmental delegates achieving 100% participation.

Objectives 3.3The OTG sub-committee worked to take preliminary data collected last year to develop a draft of an OTG dashboard. Operationalizing this task was challenging, but by the end of the semester we determined a path that:

1. Identified how to interpret Policies, Programs, and Practices for programs throughout the division.

2. Created a “draft” dashboard that by midyear is about 75% complete.

3. Identified that as a strategy, the subcommittee must rely on the University OTG report issued by the Provost.



WORK IN PROGRESSObjectives 3.1 & 3.2Currently, we are working to support departmental delegates who are charged with overseeing the completion of the evaluative tool within their units. Each team member is assigned to support several units; and, we check-in monthly on pre-determined dates.

Team member Department Delegate

Kerry

Center for Leadership and Civic Engagement

Kerry Foxx

International Student Services Susan Joseph Margaret’s House Deanna LaManna

Tarra

Residence Life Ericka Smith-Schubart (Marc Goldman is the back-up)

Conduct Jessica Ecock College Restoration Program Rob Eckhardt

Sarah

Campus Life Eric Pope (Carol Reed is back-up)

Recreation and Intramurals David Stevens Assessment, Technology, Communication

Jodi Boita

Inge

ASC Inge Meffert, Stacy Nation-Knapper

English Language Center Stan Van Horn and Kris Mook

Religious Life Craig Swanson and Jill Bradway

Darci

Center for Women and Gender Darci Lane-Williams Counseling and Psychological Services

Raquel Bateman

Athletics Becky Stryker

Bethany Spectrum Support Center Bethany Dragert Disability Services Office Shelley Zoeke Student Health Jill Travers

Amanda Parent and Family Programs Chelsea Petree, Director Student Wellness Tim Keady Wellness Instructional Program Seann McArdle



Objective 3.3:Currently, we are working to finalize the draft of the OTG Dashboard and have divided areas as follows:

Team member Departments

Heath Athletics ATC ELC

Marg. House Religious Life Residence Life

Dan Academic Support Center Spectrum Support Program College Restoration Program

International Student Services

Colette Campus Life Leadership and C. Engagement Parent & Family

Conduct CWAG

Tim CAPS

DSO Rec & Int. Student Health Wellness



WORK PLANNED FOR SPRINGObjectives 3.1 & 3.2The deadline for receipt of the evaluative tool from units is February 1. Following receipt of the tool(s), we will spend much of the Spring semester working alongside ATC to analyze the data received and determine next steps. In particular, we are looking at similarities and differences between the language units utilize when describing competency-based learning as well as best (or promising) practices in the evaluation, articulation and demonstration of competencies currently in use across the division. Based on our analysis of the data, we will determine our plan of action for FY ’18 which may include student/staff training opportunities and professional development opportunities for members of the committee and division.

Objective 3.3:Once we have a complete draft of the OTG we will share with departments to confirm content. Now that the Provost’s report on OTG has been distributed, the group will review and determine intersections between our collective goals. Next, we will determine strategy for reviewing Policies, Practices, and Programs with all involved to move the targets toward “supports.”

RESOURCES NEEDED (HUMAN/FISCAL/TECHNOLOGY/SPACE)Objectives 3.1 & 3.2:Funding requests are designed with two primary goals in mind: increasing knowledge/understanding among divisional staff of the “T” generally AND supporting the development of “T” competencies among a target group of students within the division: front-line student employees.

The complexity of the “T” generally and its implementation specifically is evidenced by extensive research in the area especially by scholars like Dr. Phil Gardner: a leader in the career services field and an expert on the “T”. The committee strongly believes that effectively implementing the “T” (competency-based education) in the Division will require all of us to be on the same page about (a) what it is/represents (inclusive of a common-language), (b) why it’s important, and (c) how to effectively implement its pedagogical practices into our day-to-day work with students.

To this end, we are requesting funding to bring an expert on the “T” to campus to give a lecture and speak with the divisional “T” team and other stakeholders (inclusive of the University team, Co-Op and Career Services, and others).

The committee also believes that integration of the “T” into the day-to-day operations of units across the Division must be viewed as: a. Helpful to individual units with regard to their day-to-day business practices (not an

add-on); b. Impactful to the professional development of students; and, c. Situated such that it touches the majority of units across the division.

With these beliefs in mind, the committee recommends focusing our efforts on front-line student employees across the Division with the longer-term vision of shifting divisional culture such that these positions are viewed as professional positions. This new philosophy would mean that student employees across the division are trained, work hard, and are evaluated on their performance based on agreed-upon metrics.

Based on feedback from the committee, we believe that customer service is a topic that could be the focus of a training series that is consistent across the division in FY’ 18. The topic is relevant to the work front-line students are doing in units AND the skills will serve them well post-graduation.



WORK PLANNED FOR SPRINGObjectives 3.1 & 3.2The deadline for receipt of the evaluative tool from units is February 1. Following receipt of the tool(s), we will spend much of the Spring semester working alongside ATC to analyze the data received and determine next steps. In particular, we are looking at similarities and differences between the language units utilize when describing competency-based learning as well as best (or promising) practices in the evaluation, articulation and demonstration of competencies currently in use across the division. Based on our analysis of the data, we will determine our plan of action for FY ’18 which may include student/staff training opportunities and professional development opportunities for members of the committee and division.

Objective 3.3:Once we have a complete draft of the OTG we will share with departments to confirm content. Now that the Provost’s report on OTG has been distributed, the group will review and determine intersections between our collective goals. Next, we will determine strategy for reviewing Policies, Practices, and Programs with all involved to move the targets toward “supports.”

RESOURCES NEEDED (HUMAN/FISCAL/TECHNOLOGY/SPACE)Objectives 3.1 & 3.2:Funding requests are designed with two primary goals in mind: increasing knowledge/understanding among divisional staff of the “T” generally AND supporting the development of “T” competencies among a target group of students within the division: front-line student employees.

The complexity of the “T” generally and its implementation specifically is evidenced by extensive research in the area especially by scholars like Dr. Phil Gardner: a leader in the career services field and an expert on the “T”. The committee strongly believes that effectively implementing the “T” (competency-based education) in the Division will require all of us to be on the same page about (a) what it is/represents (inclusive of a common-language), (b) why it’s important, and (c) how to effectively implement its pedagogical practices into our day-to-day work with students.

To this end, we are requesting funding to bring an expert on the “T” to campus to give a lecture and speak with the divisional “T” team and other stakeholders (inclusive of the University team, Co-Op and Career Services, and others).

The committee also believes that integration of the “T” into the day-to-day operations of units across the Division must be viewed as: a. Helpful to individual units with regard to their day-to-day business practices (not an

add-on); b. Impactful to the professional development of students; and, c. Situated such that it touches the majority of units across the division.

With these beliefs in mind, the committee recommends focusing our efforts on front-line student employees across the Division with the longer-term vision of shifting divisional culture such that these positions are viewed as professional positions. This new philosophy would mean that student employees across the division are trained, work hard, and are evaluated on their performance based on agreed-upon metrics.

Based on feedback from the committee, we believe that customer service is a topic that could be the focus of a training series that is consistent across the division in FY’ 18. The topic is relevant to the work front-line students are doing in units AND the skills will serve them well post-graduation.

Budget Request Amount Explanation On-Campus Consultant/Speaker $3000.00 (+/-) Presentation and workshop

with Dr. Phil Gardner, Executive Director of the Career Services Network and Director of the Collegiate Employment Research at Michigan State. Recommend presentation at divisional meeting followed by meetings with T-subcommittee and divisional leadership. Potential partnership w/ University T-team and Co-op and Career services. Funding will cover honorarium, travel, lodging, and meals.

Student Employee Training Series: Front Desk Staff

$1500.00 (+/-) Pilot series focused primarily on development of customer service competencies among divisional front-line student employees. Recommend trainings occur once a month in the Fall. Funding will cover light refreshments at each training and any required materials. Supervisors would be invited (and welcome) to attend as well.

Total Request $4,500



Objectives 3.3The OTG subcommittee is down one member, Carrie McDowell, due to maternity leave. At this time she is not planning on returning to RIT so a new representative would be beneficial to our small team.

METRICS “PLAN”

Objectives 3.1 & 3.2: 1. Report about language used in the Division with regard to competencies. We will

pay particular attention to similarities and differences in the language used to describe student learning.

2. Report about high-impact practices around the division with particular emphasis given to those practices that have clear (and mutually understood) evaluative proce- dures in place.

3. Report on alignment between the divisional competencies identified by units and any alignment with the University-level “list”.

Objective 3.3: 1. Report on policies that support, remain neutral, or discourage OTG. 2. Report on practices that support, remain neutral, or discourage OTG. 3. Report on programs that support, remain neutral, or discourage OTG. 4. Report on alignment between Student Affairs OTG dashboard and University’s OT report.

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DEVELOP STUDENTS’ SKILLS FOR SUCCESS · DEVELOP STUDENTS’ SKILLS FOR SUCCESS ... ability to collaborate and apply knowledge across ... and Programs with all involved to move the