ALDP WorkshopFebruary 6, 2014

Welcome to Carolina!

This presentation can be viewed online at: slideshare.net/UofSC_SAAS

Learning Outcomes

Participants will:• Obtain a contextual understanding of the

world of student affairs• Frame current issues facing student

affairs and academic administrators• Share views of participants by engaging

in discussion

What is Wisdom?Wisdom:

Is not simple accumulation of knowledgeIs not paralyzed by ambiguity, but in fact embraces uncertaintyIs expert knowledge about life in general and good judgment in the face of complex, uncertain circumstanceYou know it when you see it

- Ansberry (2000)

wisdom [wiz-duh m]: the ability to view more thingswith a “blank slate.”

Anyone can doStudent Affairs,

right?

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.

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)

Student Affairs is a Profession• Theories

• Statement of Ethics• Professional Preparation Programs• Journals, Books, Monographs, Research Studies• Listservs, social media, websites• Professional Associations• Standards of Good Practice• Certification Programs• CAS Standards for Professional Practice• Foundations• Has many associated professional organizations• Practicum and internship• Graduate assistantships apprentice programs

Sample Student AffairsFunctional Areas

• Academic Advising

• Academic Support Services

• Admissions• Adult Student Services• Alumni Relations• Athletics• Campus Ombudsperson• Campus Recreation• Career Services• Community Service

Programs• Commuter Student

Services• Counseling• Disability Services• Emergency Management

Services• Enrollment Management• Family Services• Financial Aid• Greek Life• International Student

Services• Law Enforcement and

Safety• Minority Student Affairs

Sample Student AffairsFunctional Areas

• Student Activities

• Student Conduct• Multicultural Student

Affairs• Orientation• Parent Programs• Registrar• Residential Life/Housing• Retention & Assessment• Sexual Assault Services• Specific Facilities

Management

• Student Government• Student Health Services• Student Legal Services• Student Life• Student Media• Student Success Programs• Student Union• Testing Services• Visitor’s Center/Tours• Women’s Student Services

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 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 habitsNASPA, 1987

High Impact Practices

Important 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

Three Unequivocal Findings from the College Impact Research

(Pascarella and Terenzini, 2005)

1. The impact of college on desired outcomes is cumulative, the result of many experiences inside and outside of class over a substantial period of time.

2. Cognitive and affective development are inextricably intertwined, influencing one another in ways that are not immediately obvious or knowable.

3. Certain out-of-class activities have the potential to enrich student learning, especially with regard to practical competence.

-Kuh, 2010, NILOA

Assessment for Improvement:

Astin’s I-E-O Model

INPUT

ENVIRONMENT

OUTCOMES

The business model for higher education is crumbling – is the academic/teaching/learning

model crumbling as well?

“A ‘crumbling paradigm’ is a condition in which an institution or industry has outlasted its operating assumptions. The condition is detected when the business or the mission results of an industry or a company within an industry are flat or declining while more and more resources are consumed. When this happens, the institution or industry goes into an irreversible decline until a new operating model takes its place.”

- Gartner (Lopez) (2013)

Drivers for Change

• State and federal funding challenges– Pressure for prioritization of

resources

• Public’s demand for access, affordability and accountability

….the challenges• Fiscal support is decreasing• Costs are rising• Family incomes are flat or falling• Demographics are changing• The admissions arms race is

escalating• Expectations for demonstrating our

value are growing

- Whiteside and Verzyl (2012)

New Performance Metrics

Input to Output

New Performance Criteria

• Freshman to sophomore

retention rates• Sophomore to senior

persistence rates• Graduation rates• Length of time to

degree• Placement• Gainful employment• Manageable debt

• Institutional default rates

• Value added• Life-long learner• # of Pell Grant

recipients

NEXT: Transferability

From: The New Yorker, May 23, 2005.

New Performance Criteria

• Workplace Readiness• Civic-Service Competencies• Life Management Proficiencies• Life-Long Learner• Four Year College Completion

How do we Keep our Customers (oops!) Students

from Failing?

How to Prevent Your Customers from FailingStephen S. Tax, Mark Colgate and David E. BowenSpring 2006

How do we Keep our Customers (oops!) Students

from Failing?• How do we create high expectations that our students will move from surviving to thriving?

• How do we get students to assume ownership for their learning, both in the classroom (ITC) and beyond the classroom (BTC)?

How do we facilitate our students (or customers, clients, consumers) to move from a “survival” mode to

a “thrival” mode for their education experiences?

- Schreiner, et. al. (2012)

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

A Collaborative Agenda forStudent Affairs and Academic

AffairsIs your institution focusing on: Personalized learning systems? (Big Data?) Integrated ITC-BTC Learning? Managing Bad Behavior? Complying with state and federal laws? Using educational and business “best practices?” Employability and workplace readiness? Assessing ITC-BTC learning to drive relentless

focus on student success?

What is your institution’s definition of a successful graduate?

Obstacles to our SuccessElements that are holding us back:

managing performance bad supervisorssilo thinking change aversionturf wars unclear future directionprofessional rivalries resource allocationsresource allocations vacuum thinking

Internal Communications*think about how research universities are structured and operate

And We Can’t Forget…

Now – “could you

sleep at night when

the wind blows?”

Anyone can doStudent Affairs,

right?

But who would want to?

• The most important people on the campus……without students there would be no need for the institution

• Not cold enrollment statistics……but flesh and blood human beings with feelings and emotions like

our own.

• Not people to be tolerated so we can do our thing……they are our thing.

• Not dependent on us……rather, we are dependent on them.

• Not an interruption of our work……but the purpose of it. We are not doing them a favor by serving

them. They are doing us a favor by giving us the opportunity to do so.

From: Noel-Levitz. “Enrollment Strategies That Work in Attracting and Retaining Students”

Students are…

To Stimulate Your Thinking

A. The Big QuestionsB. Collaborative EndeavorsC. Student Affairs Worries

The BIG QUESTIONS• Should certain student services be centralized (career

services/internships, study abroad programs, academic integrity, orientation, advisement, writing and math centers) and managed by professional staff educators?

• Is it time to disrupt and re-center the curriculum to formalize the BTC experiences and ITC experiences to provide students integrative learning?

• Are academic administrators and faculty working collaboratively with student affairs professionals to provide students three full semesters (fall, winter, summer) and to provide summer courses that enable a four-year degree culture? Are online educational pathways supported by online virtual student services?

 

The BIG QUESTIONS• What learning assessments can academic administrators, faculty

and student affairs educators pursue that will improve the quality of the undergraduate learning experience?

• How important to your institution is students’ satisfaction with their undergraduate educational experience? What role can we as educators play in ensuring students have both an enlightening and satisfying experience?

• Should research institutions like ours adopt more of a student-

centered focus? Should students (and their parents/families) be considered customers? Clients? Consumers? Stakeholders? Or Students? Would any of these frames of reference change our practices?

• How will the trend to hire more adjunct or non-tenure track faculty impact the BTC activities institutions are promising their students?

 

Collaborative EndeavorsFirst-year seminars and experiencesLearning communitiesDiversity/global learning (study abroad)Employability and workplace readinessStudent learning assessmentStudent recruitmentStudent retentionCapstone coursesAdvising clubs and organizationsAcademic advisingInternshipsCivic educationSupport for students with disabilitiesAlumni relations and fundraisingClassroom management

Service learning, community-based learningStudent well-being, Healthy Campus 2020Leadership developmentOrientationIntercollegiate athleticsStudent success centers (Supplemental Instruction)Professional/talent developmentStudent satisfactionStudent ombudspersonStudent recreationStudent mental health, counselingSpirituality and religionAcademic integrity

Student Affairs WorriesContingency (threats and opportunities) managementMen in crisisFinancial literacyStudent mental healthCampus safety, emergency managementSocial media strategyInterfaith leadershipFreedom of speech/protected speechLGBTQ friendlyIntegrative learningSocial justiceSuicideStudent identity capitalLife management skills

Title IX, VAWA, Campus SaVE complianceCost of student misbehaviorFreedom of religion, freedom from religionClub Med or Higher EdManaging parentsStudent satisfaction and ROIAssessment, strategic planning and innovationExpertise on studentsOutput measurements for performanceCollege completion agendaOnline student servicesFees for servicesOff-campus student servicesStudent legal services

References

• Ansberry, Clare. “Older and Wiser.” Wall Street Journal Millennium Edition. 1 Jan 2000.

• 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.

• 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.

• Pascarella, Ernest T., and Patrick T. Terenzini. A Third Decade of Research. San Francisco: Jossey-Bass, 2005.

• Schreiner, L.A., Louis, M.C., & Nelson, D.D. (Eds.) (2012). Thriving in Transitions: A research-based approach to college student success. Columbia, SC: University of South Carolina, National Resource Center for The First-Year Experience and Students in Transition

References

• Schuh, J.H., & Gansemer-Topf, A.M. (2010, December). The Role of Student Affairs in Student Learning Assessment (NILOA Occasional Paper No.7). Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment.

• Whiteside, D. & S. Verzyl. (2012). The Higher Education Landscape – Unprecedented Challenges and Unprecedented Opportunities. Chicago, IL.: ACT Enrollment Planners Conference.