Dennis PruittVice President for Student Affairs

Division MeetingSeptember 9, 2016

Welcome Introduction of New Employees Introduction of New Graduate Assistants

Carolina Aspirations Superior Student Experience Globally recognized, high-impact research

university Flexibility, access and affordability A vital part of South Carolina’s economic and

overall wellbeing

Mission: Collaborate with campus and external constituents to provide access, facilitate students’ progress and persistence, advance learning, and shape responsible citizens and future leaders.

Goals Manage the comprehensive and collaborative efforts of the university to meet student

enrollment goals, and provide essential programs and services to recruit and enroll new freshmen and transfer students and facilitate their successful transition to the university.

Improve student progress and persistence to degree completion by increasing student engagement in campus life and by providing and supporting essential programs, services, and educational activities that lead to student success and satisfaction.

Collaborate with campus and external constituents to provide essential programs and services that advance learning, at the university and in the higher education community.

Provide essential programs and services that shape responsible citizens and develop future leaders, in collaboration with university, community and external partners.

5

Historical Role of Student AffairsWhat happened to the Good Ole Days of

In Loco Parentis?

Historical Role of Student Affairs Disciplinarian Custodian Educator Integrator Combined: contingency (threats and

opportunities) manager

- Garland (1985)

Principles of Good Practice in Student Affairs

Engages students in active learning Helps students develop coherent values and ethical standards Sets and communicates high expectations for student learning Uses systematic inquiry to improve student and institutional

performance Uses resources effectively to achieve institutional mission

and goals Forges education partnerships that advance student learning Builds supportive and inclusive communities

- Chickering and Gamson (1991)

A Reader’s Digest Philosophy for Student Affairs

Basic assumptions Ensure students have a meaningful college experience—

help students make meaning of the college experiences they have

Student involvement and engagement enhances learning, but yes, it takes a village (or a community) to achieve educational outcomes

Personal circumstances and out-of-class environments affect learning

Students are ultimately responsible for their own lives Each student has worth and dignity—even the “misfits” Each student is unique

Roles of Student Affairs Professionals Student experts Enforcers of community rules and standards Contingency managers Institutional conscience Spokespersons for a student-centered approach Boundary spanners Crisis intervention specialists

http://postsecondary.gatesfoundation.org/student-stories/america-as-100-college-students/

Willams, Alex (2015)

A Perspective on Student Affairs The academic mission of the institution is pre-eminent Each student is unique Bigotry cannot be tolerated Student involvement enhances learning Personal circumstances affect learning Out-of-class environments affect learning A challenging and supportive community life helps students learn The freedom to doubt and question must be guaranteed Effective citizenship should be taught Students are responsible for their own lives Student affairs professionals should be experts on students and their

environments Students should have meaningful experiences that assist in learning and

practicing good life management skills and habits

“A Perspective On Student Affairs” (NASPA, 1987)

High Impact PracticesImportant student behaviors include: Investing time and effort (engaged beyond

involvement) Interacting with faculty (or professional educator)

and peers about substantive matters Experiencing diversity Responding to more frequent feedback Reflecting and integrating learning Discovering relevance of learning through real-

world application

Trend SummaryStudent Affairs Professionals Engage in: constituent/cultural management contingency management (threats and

opportunities) compliance management critics management community management constraint and accountability management commitment and pride management

EMBRACING CHANGE(How are you creating “learning

value” for our students?)

Sweeney, Daniel (2000)

Deep LearningHow are you helping students be vitally engaged in the

college endeavor – intellectually, socially, and emotionally?– Tagg

ThrivingHow are you helping our students reap the full benefits of higher education? – Keup

Why People Resist Change?

Change robs individuals of their most valuable assets – knowledge and power

Change creates extra work we aren’t prepared to do

Change evokes uncertainty, which organizations and individuals abhor

Kanter, Roseabeth (2012)

Why People Resist Change? Change is perceived as evidence we lack

management skill to create a stable and predicable work place

Change creates a loss of control Change creates surprises

Kanter, Roseabeth (2012)

Principles of Good Practice for Assessing Student Learning (AAHE 1992)

1. The assessment of student learning begins with educational values.

2. Assessment is most effective with it reflects an understanding of learning as multi-dimensional, integrated, and revealed in performance over time.

3. Assessment works best when the programs it seeks to improve have clear, explicitly stated purposes.

4. Assessment requires attention to outcomes but also and equally to the experiences that lead to those outcomes.

5. Assessment works best when it is ongoing not episodic.

6. Assessment fosters wider improvement when representatives from across the educational community are involved.

7. Assessment makes a difference when it begins with issues of use and illuminates questions that people really care about.

8. Assessment is most likely to lead to improvement when it is part of a larger set of conditions that promote change.

9. Through assessment, educators meet responsibilities to students and to the public.

American Association for Higher Education (AAHE). 1992.

Campus Trends Freedom of and freedom from religion Legalization of student affairs Student employability Outcome measurements: length of time to

graduation, student debt, default rates, gainful employment/employability

Dean of Students Guns on campus Gallup well-being

Worries Fundraising OLE (Safe; Non-discriminatory; Civil) Freedom of Expression Financial Literacy/debt Documenting learning Healthcare

Worries Social Compact: Alcohol and Drugs; Hazing;

CSA; Harassment/Discrimination SACS five year check-up Greek Life/Tucker-Hipps Living-Learning Communities Campus Carry Intergenerational Workplace

Worries Disability Law FLSA Veterans Transfers 1st Generation LGBTQIA+ Trans Social Media/Public Shaming

Worries

Social Media Elections Campus Sexual Assault Fundraising Interfaith

EMT/BIT/CI Mental Health Emotional Wellbeing Social Justice

The Best Companies Invest Aggressively in Three Areas

Invest 10x on their critical capabilities Invest massively in next-generation leaders Invest extensively in next-generation business

model and specific capabilities that will differentiate it

Zook, Chris (2016)

Your Stewardship for Carolina OYT (On Your Time) BTCM (Beyond the Classroom Matters) GWLD (Graduation with Leadership

Distinction) EAB SSC (Educational Advisory Board: Student

Success Collaborative) Diversity and Inclusion (OLE: Optimum

Learning Environment driven by Title IV and Title IX)

Friedman, Dan (University 101)

STRATEGIC ABANDONMEN

T

Creating an OLE: Integrated Learning in the Classroom (ITC) and Beyond the Classroom (BTC)

Personalized Learning Systems Integrated ITC with BTC Manage Self-Destructive Behaviors Comply with State and Federal Laws Utilize Best Business and Educational Practices

Astin’s Input - Environment - Outcomes

Model

INPUT

ENVIRONMENT

OUTCOMES• 6 year graduation rate• Students’ learning achievements• College completion• College completion - value added • Graduates’ employment status• Employability• Life long learner• Competency and proficiency in chosen field• Admission to professional /graduate school

WTC – Degree Programs, Courses

BTC Matters - Involvement• Student Affairs & Academic Support• Undergraduate Research• International Programs• Internships• Service • Leadership

Services• Total undergraduate enrollment• Quality advising• Technology resources

• Average freshman SAT scores• Motivation to attend and graduate• Scholarship skills / habits• Financial status• Life goals• Class Rank• High school service, leadership

Pam Bowers, AVP for Assessment; Astin (1993)

Randy Bass, 2012http://www.educause.edu/ero/article/disrupting-ourselves-problem-learning-higher-education

Using BTC Data for Improvement Are most students involved in something? Are some students involved too much? Are some student populations involved at higher or lower rates? What patterns of involvement are related to

persistence, timely graduation, employability? Are we doing the right things? (strategy) Are we doing them the right way? (structure) Are we doing them well? (delivery) Are we getting the benefits? (value)

Pam Bowers, AVP for Assessment

A learning organization is an organization skilled at creating, acquiring, and transferring knowledge, and at modifying its behavior to reflect new knowledge and insights. 

-Garvin (1993)

Campus Cultures = Optimum Learning Environment

Safe Non-discriminatory Civil

The community of scholars at theUniversity of South Carolina is dedicated to

personal and academic excellence.Choosing to join the community obligates each member

to a code of civilized behavior.As a Carolinian...

I will practicepersonal and academic integrity;

I will respectthe dignity of all persons;

I will respectthe rights and property of others;

I will discouragebigotry, while striving to learn from

differences in people, ideas and opinions;I will demonstrate

concern for others, their feelings, and their need forconditions which support their work and development.

Allegiance to these ideals requires each Carolinianto refrain from and discourage behaviors which threaten

the freedom and respect every individual deserves

The Carolinian Creed

The Social Compact for State and Federal

Compliance(hazing, discrimination, alcohol and

drugs, campus sexual assault)

10 Things REALLY Amazing Employees Do

They get it Enthusiastically Learn All Aspects of Business Steward the Company Resolve Issues Before They Are Issues Tell It Like It Is: management by exception

Daum, Kevin (2013)

10 Things REALLY Amazing Employees Do

Demonstrate High Standards Grow Themselves – And Others Assess, Apply, Innovate, Refine Stimulate Happiness, Exude Positive Energy Make Their Bosses Better

“The future depends on what you do today.” – Mahatma

Gandhi

At the end of the day – what have you done to advance our

student’s futures?

Thank you for all you do to make Carolina a better place

to be!

Shout - outs

GEMSTop three offices with the most nominations: Student Health Services Career Center Student Life

Top four nominators: Kim McMahon, Student Life Mary Hanna, Health Services Van Haygood, Health Services Erica Lake, Career Center

Initiative

Collaboration

When you nominate a colleague you will be entered in the monthly drawings for an opportunity to win a $25 gift card.

For further details, contact Alicia Bervine at 7-4989 or bervine@mailbox.sc.edu

Directors Training ProgramCompleted

Alicia Bervine Michelle Bridge Matt Cleary Nancy Derrick Anna Edwards Maegan Gudridge

Kirsten Kennedy Jennifer Keup Kim McMahon Mary Wagner Denise Wellman Theresa Sexton

Adams, Scott (2016)

ReferencesAdams, Scott. “Dilbert”. Cartoon. Universal Uclick. 25 Aug. 2016: Web.American Association for Higher Education (AAHE). 1992. Nine Principles of

Good Practice for Assessment Student Learning. Kansas City, MO.Astin, A. (1993). Assessment for excellence: The philosophy and practice of

assessment and evaluation in higher education. Phoenix, AZ: Oryx Press.Astin A. (1999). Student involvement: A developmental theory for higher

education. Journal of College Student Development, 40(5), 518-529. (Reprinted from Astin, A. (1984). Student involvement: A developmental theory for higher education. Journal of College Student Personnel, 25, 297-308).

Chickering, A.W. and Gamson, Z.F. (1991) Applying the Seven Principles for Good Practice in Undergraduate Education. New Directions for Teaching and Learning Number 47, Fall 1991, San Francisco: Jossey-Bass Inc.

Daum, Kevin. “10 Things Really Amazing Employees Do”. Inc. 5 August 2013: Web.

Garland, Peter H. Serving More than Students: A Critical Need for College Student Personnel Services. ASHE-ERIC Higher Education Report No. 7. Washington, D.C.: Association for the Study of Higher Education, 1985.

ReferencesGarvin, David. “Building a Learning Organization.” Harvard Business Review.

July 1993: 78-92.Kanter, Roseabeth. “Ten Reasons People Resist Change.” Harvard Business

Review. Retrieved from https://hbr.org/2012/09/ten-reasons-people-resist-chang. September 26, 2012.

National Association of Student Personnel (NASPA) (1987). A Perspective on Student Affairs: A Statement Issued on the 50th Anniversary of The Student Personnel Point of View. Retrieved from https://www.naspa.org/images/uploads/main/A_Perspective_on_Student_Affairs_1987.pdf. July 11, 2016.

Sweeney, Daniel. “The Challenge of Perpetual Change.” Management Review. February 2000: 46.Williams, Alex. “Move Over, Millennials, Here Comes Generation Z”. The New York Times. Retrieved from http://www.nytimes.com/2015/09/20/fashion/move-over- millennials-here-comes-generation-z.html?_r=1. September 18, 2015.Zook, Chris. “Strategy: The Best Companies Invest Aggressively in These 3 Areas”. Harvard Business Review. Retrieved from https://hbr.org/2016/06/the-best- companies-invest-aggressively-in-these-3-areas. June 30, 2016