Pannelist at Raptor impact 2016

2nd ANNUAL RETREAT TO DEVISE STRATEGIES FOR LEARNING AND SUCCESS

APRIL 4, 2016

RUTGERS UNIVERSITY–CAMDEN

RAPTOR IMPACT

RUTGERS UNIVERSITY–CAMDEN

RAPTOR IMPACT2nd ANNUAL RETREAT TO DEVISE STRATEGIES FOR LEARNING AND SUCCESS

APRIL 4, 2016

AGENDA

8:30 to 9 a.m. Check-in and Breakfast

9 to 9:05 a.m.Welcome Chancellor Phoebe A. Haddon

9:05 to 9:15 a.m. Retreat Overview and Objectives Dr. Julie Amon, Vice Chancellor for Undergraduate Education & Student Success

9:15 to 10:30 a.m. Who R Our Undergraduates? Dr. Julie Amon, Vice Chancellor for Undergraduate Education & Student Success Mr. Thomas Dahan, Research Analyst

Mr. Jason Schweitzer, Director, Institutional Research

10:30 to 10:40 a.m.Break

10:40 a.m. to noon Student Spotlight: A Day in the Life of a Pell Eligible StudentMs. Felicia Robinson, Senior, Biology Mr. Nambaramey Dy, Senior, Management and Finance Mr. Jacob Tucci, Freshman, Political Science Mr. Thomas Martin, B.A., Criminal Justice (’11)

Facilitator – Dr. Kriste Lindenmeyer, Dean, Faculty of Arts & Sciences Facilitator – Dr. Craig Westman, Vice Chancellor for Enrollment Management

Noon to 12:20 p.m. Lunch

12:20 to 1:20 p.m.The Revolution from Below: Poverty, Values, and the New Urban College Model Dr. Michael J. Sorrell, President Paul Quinn College

Facilitator – Mr. H. Octavio Yamamoto, Junior, Accounting and Finance

Facilitator – Dr. Nyeema Watson, Associate Chancellor for Civic Engagement

1:20 to 1:30 p.m. Break

1:30 to 2:45 p.m. The Educational Path to Great Jobs and Great Lives Dr. Brandon Busteed, Executive Director, Education & Workforce Development, Gallup

2:50 to 3:30 p.m.Preparing Our Future AlumsMs. Cheryl Hallman, Director/Assistant Dean, Career Center

Mr. Anthony Jablonoski, Campus Sourcing Senior Associate, Price Waterhouse Coopers

Ms. Sarah Booth, HR Specialist, Subaru of America, Inc.

Ms. Judyann McCarthy, Associate Vice President, Children and Adolescent Counseling Behavioral Health Services, Center for Family Services

Ms. Robin England, B.A., Mathematics and Economics (’12), M.S., Mathematics (‘14)

Facilitator – Dr. Oscar Holmes IV, Assistant Professor, School of Business, Camden

3:30 to 3:45 p.m. Closing

BIOGRAPHIES

Julie Amon, Vice Chancellor

for Undergraduate Education and

Student Success, joined Rutgers

University–Camden in October 2011

to lead a newly created division

focused on the undergraduate

experience and student success.

As Vice Chancellor, she leads the

Educational Opportunity Fund

(EOF) Program, TRiO Student

Support Services, the Rutgers–

Camden Learning Center and Disability Services, Institutional

Research, Instructional Design and Technology, Off-Campus

Programs, and the Registrar’s Office.

Vice Chancellor Amon leads and engages in myriad initiatives

across campus focused on improving the undergraduate

experience. Through her campus wide collaborations with staff

and faculty, she has worked to minimize barriers to student

success and to change policies and procedures to make it easier

for students to earn their degrees in a timely manner. Leveraging

technology to better understand and track the student experience

and to deliver information is a focus of her work. Vice Chancellor

Amon leads initiatives aimed at improving and access and

success for students who come from disadvantaged backgrounds,

first-generation college students, and transfer students. She also

oversees partnerships with community colleges in order to build

and strengthen transfer pipelines.

Prior to arriving at Rutgers University–Camden, Julie Amon

served for more than nine years as the Assistant Dean for First-

Year Students at Case Western Reserve University. In this role she

oversaw first-year student academic affairs including the faculty-

based first-year advising system; designed and implemented the

academic experience of all new student orientation programs;

collaborated with faculty to manage first-year course enrollments;

and participated in recruitment activities and in other enrollment

management initiatives. Also while at Case Western Reserve,

Julie Amon chaired the campus-wide Retention Taskforce and

served on the taskforce that implemented new general education

requirements.

A professional with extensive experience in first-year student

experience issues and academic advising, Julie Amon led

orientation, convocation, and other campus events while at

Wayne State University. At Northern Kentucky University, she

helped develop learning communities, designed a common

curriculum for use in University 101 courses for undecided

first-year students, built a peer advising program, and provided

advising to undecided and at-risk students.

Vice Chancellor Amon earned her doctorate from the University

of Pennsylvania in higher education, a master’s degree in Higher

Education and College Student Personnel from Kent State

University, and a bachelor’s degree in Anthropology from the

University of Colorado at Boulder. Her dissertation research

focused on how men pursuing STEM (science, technology,

engineering, and math) disciplines perceive the supportiveness

of their campus environment. Student learning, engagement, and

success are professional passions and research interests.

Julie Amon is a member of the National Academic Advising

Association, the National Association of Student Personnel

Administrators, the American College Personnel Association,

and the National Partnership for Educational Access. In 2011, the

National Resource Center for First-Year Experience and Students

in Transition named her one of ten Outstanding First-Year

Student Advocates.

Sarah Booth is an HR specialist

at Subaru of America, Inc., the U.S.

Sales and Marketing subsidiary

of Fuji Heavy Industries (FHI) of

Japan and is responsible for the

distribution, marketing, sales

and service of Subaru vehicles

in the United States. Sarah is a

graduate of The Pennsylvania State

University, where she received two

BA’s in Liberal Arts and her Master

of Professional Studies in Human Resources and Employee

Relations.

After graduation, Sarah worked for IBM as a Business Analyst

for seven years working on a number of outsourcing contracts

throughout the United States. After leaving IBM, Sarah worked

for PwC for five years splitting her time between the Philadelphia

office where she worked in resource management supporting the

asset management market team and the New York City office as a

tax HR senior associate. During a very successful career at PwC,

Sarah wanted to be closer to home as a native Philadelphian,

she accepted the HR specialist role at Subaru of America

headquartered in Cherry Hill, NJ. As an HR specialist, Sarah is

primarily responsible for campus recruiting, talent acquisition,

wellness, vendor management, relocation, among other day-to-

day responsibilities.

Brandon Busteed, Executive

Director of Education and

Workforce Development, leads

Gallup’s education work. His

career spans a wide range of

important work in education

as an educational entrepreneur,

speaker, writer and university

trustee. Brandon’s work integrates

Gallup’s research and science

on talent selection, strengths,

engagement, and well-being to improve student success, teacher

effectiveness, and educational outcomes. His mission is to create

a national movement to measure the educational outcomes that

matter most, connect education to jobs and job creation, and

promote a paradigm shift from knowledge mastery to emotional

engagement in education.

With Brandon’s leadership, Gallup Education has released several

ground-breaking Gallup studies. These include “State of America’s

Schools: The Path to Winning Again in Education,” which explores

student and teacher engagement in public schools, and “Great

Jobs, Great Lives: The 2014 Gallup-Purdue Index Report,” a

comprehensive, nationally representative study of U.S. college

graduates that focuses on their long-term outcomes in work and

life.

Brandon has founded two companies and one nonprofit

organization as a social entrepreneur. He is the founder and

former CEO of Outside The Classroom, a company that pioneered

adaptive online education in alcohol abuse prevention. A three-

year, 30-school, national study funded by the National Institutes

of Health showed that AlcoholEdu—the organization’s flagship

alcohol-abuse prevention program — was effective in reducing

binge drinking, drunk driving, and sexual assaults. More than 5

million students have participated in the program. The company

was acquired by EverFi in 2011.

An internationally known speaker and author on education

policy, Brandon has written frequently for The Chronicle of Higher

Education, Trusteeship magazine, The Huffington Post, Fast

Company, and other publications. His work has been featured in

The New York Times, The Wall Street Journal, The Washington

Post, and USA Today, and on NPR and the NBC News “TODAY”

show, among others.

Brandon received his bachelor’s degree in public policy from Duke

University and an honorary doctorate from Augustana College.

He is a trustee emeritus of Duke and has served on the Board of

Visitors of the Sanford School of Public Policy. A former two-sport

NCAA Division I athlete at Duke, Brandon continues to hone his

competitive drive as an avid CrossFitter. He lives in Vienna, Va.,

with his wife, Deanna, and two children, Anabelle and Harrison.

Thomas Dahan is an

Institutional Research Analyst

at Rutgers University–Camden.

He is responsible for organizing/

managing data; studying

application, admission, enrollment,

retention, and graduation behaviors

of students; and designing,

administering, analyzing, and

reporting results of campus-wide

surveys.

Prior to entering the field of institutional research in late 2015,

Tom worked for nine years in higher education civic engagement.

He has practitioner experience coordinating community

partnerships, college access programs, and faculty development

for service-learning. He has presented research at the

International Association of Research on Service-Learning and

Community Engagement (IARSLCE) and co-developed a course

design workbook that is publicly available online through the

American Association of Colleges and University’s LEAP toolkit.

He is pursuing a Ph.D. in public affairs in the Department of

Public Policy and Administration at Rutgers–Camden and holds a

master’s degree in teaching, learning, and curriculum from Drexel

University and a bachelor’s degree in political science from the

University of Florida.

BIOGRAPHIES

In 2012, 2013, and 2014, Haddon was honored by the National

Jurist as one of the “25 Most Influential People in Legal

Education.” In 2012, the Daily Record of Baltimore named her

one of the “Top 100 Women” in Maryland; in 2010, the newspaper

named her as one of the year’s most Influential Marylanders. In

2011, she received the Great Teacher Award from the Society of

American Law Teachers (SALT).

Haddon currently is a member of the American Bar Association’s

Commission on the Future of Legal Services. She has served on

numerous boards, including the Delaware Valley Community

Reinvestment Fund, the Women’s Law Project, the William

Penn Foundation, the Samuel S. Fels Fund, and the Philadelphia

Education Fund. She also served as co-president of the board of

governors and as a member of the executive committee of the

Society of American Law Teachers, as a member of the executive

committee of the Association of American Law Schools, and as a

trustee of the Law School Admissions Council.

In 2014, Haddon was an invited speaker at the 91st annual

meeting of the American Law Institute, where other invited

speakers included U.S. Supreme Court Chief Justice John Roberts

and U.S. Supreme Court Justices Stephen Breyer and Ruth

Bader Ginsburg. She was named among the “2014 Women of

Distinction” by Philadelphia Business Journal. In January 2015,

she delivered the keynote address at the 20th Mid-Atlantic People

of Color Conference. She is a recipient of the 2015 New Jersey

Women Lawyers Association’s Women’s Initiative and Leaders in

Law Platinum Award.

Prior to joining UM Carey Law, Haddon served for more than 25

years as a distinguished faculty member at the Temple University

Beasley School of Law. An accomplished scholar on constitutional

law and tort law, she is the co-author of two casebooks in those

fields and has written numerous scholarly articles on equal

protection, jury participation, academic freedom and diversity.

Haddon earned an LL.M. from Yale Law School in 1985 and a

Juris Doctor, cum laude, from Duquesne University School of Law,

where she was editor-in-chief of the Duquesne Law Review, in

1977. She received a bachelor’s degree from Smith College in 1972

and served as vice chair of the Smith College Board of Trustees

until 2009.

Born in Washington, D.C., Haddon spent much of her childhood

in Passaic, New Jersey, where her mother was a public school

teacher and her father served as a dentist. She is married to Frank

McClellan, a 1967 graduate of Rutgers University–New Brunswick

and a professor emeritus at Temple University law school. She has

a daughter and two sons.

Cheryl Hallman has served

as the Assistant Dean/Director of

the Career Center since January

2015. Previously she served as

Associate Director of the Career

Center and has more than 20 years

of experience in career services. In

her time with the Career Center,

Cheryl has worked closely with

employers to cultivate relationships

and identifying internships, full-

time and part-time opportunities with corporate, nonprofit

and public sector employers for Rutgers–Camden students and

graduates. She has implemented numerous career programs and

events to enhance students’ professional development, including

interviewing, networking, alumni career panels, and employer

information sessions. Having assisted in developing the Arts

and Sciences Internship course, Cheryl has taught the course

since 2006 and has instructed over 500 students in topics of

professional development and internship success.

Oscar Holmes IV is an

Assistant Professor of Management

at the Rutgers School of Business–

Camden, where he teaches

executive education, graduate,

and undergraduate courses in

Leadership and Managing Human

Capital, Organizational Behavior,

and Crisis Management. His

research examines how leaders can

maximize productivity and well-

being through fostering more inclusive environments and have

been published in several top-tier management journals and

books. In addition to his scholarship being covered in various

news outlets, he is a highly sought after speaker, consultant,

and has made a number of media appearances that include

Huffington Post Live and radio interviews. He received his Ph.D.

from the University of Alabama.

Anthony Jablonoski is

a graduate of the University of

Connecticut and began his career

at PwC within the Audit practice

in the FS-Insurance and Banking

industry. A Philadelphia native,

Anthony was an intern and

two-year associate in the Audit

practice before transitioning to

the Talent Acquisition team in

spring 2014. Anthony currently

leads the firm’s relationships with Temple University and Rutgers

University–Camden while serving as lead support for Penn State

University. Anthony is heavily involved in the firm’s diversity

recruiting initiatives and responsible for shaping the firm’s early

identification strategy. Outside of work, Anthony enjoys spending

time with his family, including his identical twin brother, and

staying active in the community.

Kriste Lindenmeyer came

to Rutgers University–Camden

as Dean of the Faculty of Arts

and Sciences in July 2011. Before

coming to Rutgers–Camden, her

professional background includes

serving as chair of the Department

of History at the University of

Maryland, Baltimore County, a

Fulbright Senior Research Scholar

at Martin Luther Universität in

Halle, Germany, a faculty member at Tennessee Technological

University, and an affiliate faculty member at Vanderbilt

University. Kriste earned a Ph.D. in American History from the

University of Cincinnati.

Thomas Martin was born and

raised in Camden and received all

his education here. He received his

bachelor’s degree in criminal justice

from Rutgers University–Camden in

2011. While a student, Mr. Martin was

active in Educational Opportunity

Fund and now sits on the Alumni

Board. Mr. Martin became a police

officer for the City of Camden New

Jersey in 2010 and currently works

as a police officer for the Rutgers–Camden Police Department.

Nambaramey Dy, a native of

Phnom Penh, Cambodia, is a junior

majoring in management at Rutgers

University–Camden. Mr. Dy is a

member in the United States Army

and has served since 2011. He is a

member of Educational Opportunity

Fund, TRiO Student Support

Services, Veterans Affairs, and the

Honors College; has served on

Student Government Association;

and is a founding member of the Educational Opportunity

Student Advisory Board. Mr. Dy was awarded a TRiO Student

Support Services Learning Abroad scholarship this spring and

recently returned from South Africa.

Robin England is a National

Accounts Underwriter who joined

the Cigna Philadelphia office in

2012. Robin has also supported the

Regional and Select teams working

with several different markets across

the country. In her current role,

Robin is responsible for life and

disability new business quotes as

well as maintaining an $80 million

inforce book of business. Robin

completed Cigna’s Underwriting Leadership Training and Risk

Assessment program and currently assists with the recruiting

and mentoring efforts. Robin graduated from Rutgers University–

Camden in 2011 with a bachelor’s degree in economics and

earned her master’s degree in mathematics in 2014.

Phoebe A. Haddon became

chancellor of Rutgers University–

Camden on July 1, 2014. Prior

to joining the Rutgers–Camden

community, Haddon served as

dean of the University of Maryland

Francis King Carey School of Law,

which benefited from the new,

transformative academic resources

and intellectual vitality that

occurred under her leadership.

In 2011, the school received a $30 million commitment from

the W.P. Carey Foundation, the largest gift ever received by the

university and its law school.

BIOGRAPHIESBIOGRAPHIES

Felisha Robinson is a senior

at Rutgers University–Camden

pursuing a bachelor’s degree in

biology with a minor in English.

Ms. Robinson is an active student

leader who works in the Admissions

Office as a Raptor Ambassador. She

also participates in Educational

Opportunity Fund, TRiO Student

Support Services, the Honors

College, and Chi Alpha Epsilon

honor society. Ms. Robinson will attend Thomas Jefferson School

of Pharmacology beginning in fall 2016.

Jason Schweitzer serves as the

Director of Institutional Research at

Rutgers University–Camden where

he supports the institution through

various institutional research

and planning activities that help

facilitate data-informed decision

making. Jason joined Rutgers in

late 2011 as a senior research

analyst in Enrollment

Management, where he provided

reports and analyses that deepened the campus’

understanding of its admissions pipeline.

Before joining Rutgers University–Camden, Jason spent eight

years working as a research analyst in the Center for Institutional

Effectiveness at The College of New Jersey. He is an active member

with the North East Association for Institutional Research

(NEAIR) and serves as a member of the Nominating Committee,

responsible for conducting the election of officers.

Jason received his bachelor’s degree in Business Administration

from The College of New Jersey and a master’s degree in Computer

Systems Management from the University of Maryland University

College. He also serves as a volunteer firefighter in Merchantville

where he currently resides with his wife, Megan, and two children,

Josiah and Lorelai. In each of his roles, his favorite inspirational

quote is by Mark Bezos. “Not every day is going to offer us

a chance to save somebody’s life, but every day offers us an

opportunity to affect one.”

Michael J. Sorrell is the 34th

President of Paul Quinn College.

Under his leadership, the school has

become one of the most innovative

small colleges in America and

is rapidly becoming a model for

urban higher education by focusing

on academic rigor, experiential

learning, and entrepreneurship.

Michael is very active in the

community. Some of the entities for which he serves as a trustee

or director are Duke University’s Sanford School of Public Policy,

the College Board, Amegy Bank, Teach for America, Earth Day

Texas, Dallas Regional Chamber, the Dallas Foundation, and

the Tate Distinguished Lecture Series and the Department of

Education Policy and Leadership for the Simmons School of

Education at SMU.

Washington Monthly recently named President Sorrell one of

America’s 10 Most Innovative College Presidents. Additionally, he

has been awarded the 2012 HBCU Male President of the Year by

HBCU Digest; the Excellence in Education Distinguished Alumni

Award from his high school, St. Ignatius College Prep in Chicago;

and the A. Kenneth Pye Award for Excellence in Education from

the Alumni Association of Duke University’s School of Law.

President Sorrell earned his Ed.D. from the University of

Pennsylvania and his J.D. and M.A. in public policy from

Duke University. He graduated from Oberlin College with a

B.A. in government.

Michael is married to the former Natalie Jenkins. Natalie is an

alumna of Spelman College and received her MBA from the

Wharton School at the University of Pennsylvania. They have

two children, Michael Augustus and his younger sister,

Sage Louise-Sinclair.

Jacob Tucci is a first-year

student majoring in political science

at Rutgers University–Camden.

Mr. Tucci is an active member of

Educational Opportunity Fund and

TRiO Student Support Services.

This fall, he worked with the Office

of Civic Engagement, and he is

currently working in the

Office of Admissions.

Nyeema C. Watson is the

Associate Chancellor for Civic

Engagement at Rutgers University–

Camden, where she oversees

efforts to connect the resources

of the university with the needs

and opportunities of communities

in Camden and throughout the

State of New Jersey. The office

builds partnerships in the areas of

K–12 education, health, nutrition,

economic vitality, financial independence, and environmental

improvement that achieve community goals while advancing

the teaching and research mission of the university. Under

her leadership the work of the university and the office of

civic engagement has been nationally recognized as a leader

in the field of civic engagement by the Carnegie Foundation

for the Advancement of Teaching through it’s the Community

Engagement Classification, the Washington Center and New

York Life Foundation, and the President’s Higher Education

Community Service Honor Roll.

Two major programs under her direction include Rutgers Future

Scholars, a pre-college program aimed at increasing the number

of students from the Camden city schools who attend and

graduate from college by providing students who are admitted to

Rutgers University a tuition scholarship, and the Rutgers North

Camden Schools Partnership. The partnership is a collaboration

between Rutgers–Camden, the Camden City Public Schools,

Camden Community Charter School Holy Name serving over

300 students in grades K–8 and their families, in four schools in

the North Camden neighborhood using a university- assisted

community schools approach. Working in collaboration with the

school leadership, staff, families and community organizations,

the goal of the partnership is to increase student achievement

by providing an integrated system of partnerships that promote

academic success, support positive social and emotional

development and engage families and community members in an

effort to strengthen the North Camden neighborhood.

Nyeema began her career as a counselor at the University of

Pennsylvania and then shifted her focus to education policy at

the New Jersey Department of Education. At the Department

of Education, Nyeema was responsible for managing state and

federal grants, research and policy analysis. She was the program

officer for the New Jersey 21st Century Community Learning

Centers Program, at the time a $12.75 million dollar program

Judyann McCarthy, MSW,

LCSW, is a graduate from Rutgers

University–Camden, where she

received her bachelor’s and master’s

degrees in social work. Judyann

has worked for the past 13 years

at the Center for Family Services

located in Camden, which is one

of South Jersey’s largest and most

respected nonprofits with over

30,000 clients served last year. She

started there as an intern and worked her way up to her current

position as Associate Vice President of Children and Adolescent

Behavioral Health. She specializes in working with at-risk youth

and their families, the treatment of juvenile sex offenders as well

staff supervision and program development and management.

Judyann and her staff launched the first diversion program for

youth concerning sexting in New Jersey, which has now been

duplicated throughout the state.

In addition to her job duties, Judyann has a history of extensive

volunteer service, which includes local and international

experience. She has volunteered with third-world families and

orphans in India and Kenya, rape victims, at a local children’s

HIV camp, in a program providing pro-bono therapy and case

management to relocated Hurricane Katrina victims and has

been an organizer for numerous charity events. Judyann also

directs and coaches various sports programs in Camden and

sits on the board of the Catholic Partnership Schools. She served

previously as the NJ Southern Regional Representative for NASW-

NJ and in 2008 she was honored by being chosen as the NASW-NJ

Social Worker of the Year for the state. She is also a past recipient

of the South Jersey Rotary Club Paul Harris Fellowship Award and

the Camden County Martin Luther King Jr. Freedom Medal for her

humanitarian work.

BIOGRAPHIESBIOGRAPHIES

4,89942%

58%MALE

FEMALE

UNDERGRADUATE S80% 20%FULL-TIME PART-TIME

10 20 30 40 50 60 70

25 AVERAGEAGE

=100 STUDENTS

91.7%

RE SIDENCY OFF CAMPUS

2.2%

1%96.8%

OUT-OF-STATE

INTERNATIONAL

NJ13.6%

ENROLLED INOFF-CAMPUS

PROGRAMS

91.7%COMMUTETO CAMPUS

NATIVE HAWAIIAN/PACIFIC ISLANDERUNKNOWN2.4%TWO OR MORE RACES3.8%

.1% .1%

ASIAN

HISPANIC

9.7%

16% AFRICAN AMERICAN

13.1%

FIRST-GENERATIONCOLLEGE STUDENT STATUS

40.3%

26.6%

26.4% PARENTS DID NOTATTEND COLLEGE

PARENTS HADSOME COLLEGE

PARENTS HADBACHELOR’S DEGREEOR HIGHER

WHITE

NATIVE AMERICAN

54.8%

that provided grants to support expanded academic enrichment

opportunities during out-of-school time hours for children

attending low-performing schools.

In 2012, Nyeema was one of 15 fellows selected nationwide for

the inaugural White-Riley-Peterson Policy Fellowship. This

opportunity allowed her to study afterschool and expanded

learning policy and work in partnership with the New Jersey

Statewide Afterschool Network, funded by the C.S. Mott

Foundation, to develop a state-level policy plan focused on

increasing the quality of school based out-of-school time

programs in New Jersey.

Dr. Watson serves on the boards of several not-for-profit

organizations. Most prominently being a Board of Trustee

member for the Center for Family Services, a nonprofit human

service agency dedicated to improving the lives of children and

families in southern New Jersey. Additionally she served on the

Camden City Public Schools Board of Education from 2006–2009,

a position that she was appointed to by Acting Governor Richard

Codey and then re-appointed to by Governor Jon Corzine. While

on the board Nyeema was elected as vice president and also

served as the chair the curriculum committee

Nyeema received her bachelor’s degree in Afro-American

studies and psychology from Rutgers University–Camden, a

master’s degree in psychological services from the University

of Pennsylvania’s Graduate School of Education, and a Ph.D.

in childhood studies from Rutgers University–Camden, where

her research focused on images and representation of African-

American children.

Craig Westman, Vice

Chancellor for Enrollment

Management, leads Rutgers

University–Camden’s efforts to

recruit undergraduate and

graduate students. He oversees

the Office of Undergraduate

and Graduate Admissions and

the Office of Financial Aid,

and works collaboratively

with faculty, staff, students,

alumni, and other stakeholders to connect promising students

with the extraordinary value of the Rutgers–Camden experience.

Craig brings strategic and varied experiences to Rutgers–

Camden. Prior to joining Rutgers–Camden, he was the associate

vice president for enrollment management in the academic

affairs division at the University of Texas at El Paso, where he held

several significant positions.

Prior to joining the University of Texas at El Paso, Craig served in

several capacities at Ferris State University, including in the roles

of associate dean of enrollment services and university registrar.

He earned that institution’s Distinguished Staff Award in 2004.

While at Florida State University, he served as assistant university

registrar.

He is the coauthor of several books, including Managing Academic

Space, Sharing the Campus Experience: Hosting Effective Campus

Visits, AACRAO’s Basic Guide to Enrollment Management, Gamers

Go to College, and Creating a Multifaceted Contact Center on a

Higher Education Budget. He has served as an adjunct faculty

member at Ferris State University, El Paso Community College,

and Florida State University.

Craig is a graduate of Florida Atlantic University, where he earned

his bachelor’s degree in English and his master’s degree in British

literature. He earned his Ph.D. in American literature from Florida

State University.

H. Octavio Yamamoto is

a junior accounting and finance

major in the Rutgers School of

Business–Camden. Mr. Yamamoto is

active on campus and participates

in both Educational Opportunity

Fund and TRiO Student Support

Services. He is the founder

and president of Bridging First

Generation Students Club (B1GS).

Mr. Yamamoto serves as a peer

mentor in the Learning Center and is a research and design

assistant at LEAP Academy University Charter School. This

spring, he received an EOF Learning Abroad Scholarship,

allowing him to participate in the Learning Abroad program

in South Africa.

BIOGRAPHIES

WHO ARE OUR STUDENTS?

1000

42.6%77%RECEIVEFINANCIAL AID

RECEIVE FEDERALWORK STUDY

ELIGIBLEARE PELL

5.3%

78%83%

52%64%

(SIX-YEAR)(FOUR-YEAR)

FINANCIAL AID

TRANSFER STUDENTS

OPPORTUNITY

PROGRA

MSFIRST-YEARTRANSFER

243 EOF145 TRiO

600 800 1200 1400 1600

800 1100 1400 1700 2100 2400

1020

1530FIRST-TIMEFIRST-YEARSTUDENTS MEDIAN SAT SCORE S

55% OF INCOMINGTRANSFERHAVE ANASSOCIATE’S DEGREE

66.9% 62.2%

OF INCOMING CLASS OF ALL UNDERGRADS

FALL 2015 UNDERGRADUATE ENROLLMENT

RETENTION GRADUATION(INTO2ND YEAR)

Fall 2015 data

MORE NUMBERS: UNDERGRADUATE STUDENTS Demographics

General Count % Total undergrads 4,899

Average Age 25

Ethnicity Count % African American 784 16.0% Native American 2 0.1% Asian 475 9.7% Hispanic 644 13.1% Native Hawaiian/Pacific Islander 7 0.1% Two or more races 186 3.8% Unknown 115 2.4% White 2,686 54.8%

Gender Count % Female 2,827 57.7% Male 2,072 42.3%

First-Generation Status Count % First-Gen (no parent attended college) 1,294 26.4% Parent/s had some college 1,303 26.6% Parent/s have Bac or higher 1,972 40.3% No parental education data 330 6.7%

Residential Status Count % On-Campus Housing 407 8.3% Commuters 4,492 91.7%

Program Location Count % Camden 4,232 86.4% Off-Campus 667 13.6%

Groups Count % Honors 442 9.0% TRiO SSS 145 3.0% EOF 243 5.0% Veteran 218 4.4% Athlete 222 4.5%

Attendance Status Count % Full-time 3,931 80.2% Part-time 968 19.8%

Residency Count % In-State 4,743 96.8% Out-of-State 106 2.2% International 50 1.0%

Academics Unit Count %

Arts & Sciences 2,587 52.8% Business 1,208 24.7%

Academics (continued) Nursing 781 15.9% University College 323 6.6%

Top Five Majors Nursing 15.9%

Psychology 8.8% Biology 6.7% Criminal Justice 6.3% Accounting 6.1%

SAT Scores (FTFY Students) Median 1600 Point Scale 1020 2400 Point Scale 1530

Transfer Students Proportion of incoming class 66.9%

Proportion of all undergrads 62.2%

Incoming transfers with an Associate degree 55.0%

Academic Profile Average attempted credit hours 12.9

% placed into developmental coursesi 31.4%

Average cumulative GPA 3.099

Finances Financial Aid Count %

Pell Grant 2,085 42.6%

Federal Work Study 262 5.3%

Receive Financial Aid 3,774 77.0%

Average

Expected Family Contributionii $8,934 Unmet Neediii $5,652

i The vast majority of first-time first-year students are required to take a mathematics placement test, while slightly fewer complete an English placement test. Transfer credit evaluation determines the need for testing in our transfer population, but many fewer transfer students require testing in English and/or Mathematics. Placement testing policies (i.e., the rules determining exemptions) are governed by the schools and have changed slightly over the last few years. ii Expected Family Contribution (EFC): the amount of money a student/family is expected to contribute to the cost of higher education for one year. iii Unmet need: The difference between a student’s need and total financial aid package (which includes loans). A student’s need is the difference between the cost of attendance and their EFC. Cost of attendance includes tuition, fees, books, travel, miscellaneous costs, and room/board.

MORE NUMBERS: UNDERGRADUATE STUDENTS

83.4%

10 20 30 40 50 60 70

20 AVERAGEAGE

1,74235.6%

53% 47%MALE FEMALE

OF UNDERGRADS

ENTER AS1ST YEAR

2.6%

1.5%95.9%

NURSING

OUT-OF-STATE

INTERNATIONAL

NJ

BIOLOGYUNDECIDED

PSYCHOLOGY

ACCOUNTING

*ALL STUDENTS WHO ENTERED RUTGERS–CAMDEN IMMEDIATELY AFTER THEIR HIGH SCHOOL GRADUATION

15.4%

7.4%8.1%8.3%10.6%

RE SIDENCY TOP FIVE MAJORS



45.1%

25.1%





.1%

HISPANIC15.4%

AFRICAN AMERICAN14.2%

ASIAN16.3%

WHITE48.3%=100 STUDENTS

Fall 2015 data

MORE NUMBERS: FIRST-YEAR STUDENTS Demographics

General Count %

Proportion of all undergrads 1,742 35.6% Average Age 20

Ethnicity Count %

African American 248 14.2% Native American 0 0.0% Asian 283 16.3% Hispanic 269 15.4% Native Hawaiian/Pacific Islander 2 0.1% Two or more races 62 3.6% Unknown 36 2.1% White 842 48.3%

Gender Count %

Female 926 53.2% Male 816 46.8%

First-Generation Status Count %

First-Gen (no parent attended college) 438 25.1% Parent/s had some college 437 25.1% Parent/s have Bac or higher 785 45.1% No parental education data 82 4.7%

Residential Status Count %

On-Campus Housing 289 16.6% Commuters 1,453 83.4%

Groups Count %

TRiO SSS 98 5.6% EOF 146 8.4% Veteran 33 1.9% Honors 373 21.4% Athlete 140 8.0%

Attendance Status Count %

Full-time 1,707 95.3% Part-time 85 4.7%

Residency Count %

In-State 1,670 95.9% Out-of-State 45 2.6% International 27 1.5%


Arts & Sciences 1,081 62.1% Business 392 22.5% Nursing 269 15.4%


Biology 10.6% Undecided 8.3% Psychology 8.1% Accounting 7.4%

SAT Scores Average Median SAT Math 530 520 SAT Verbal 512 500 SAT Writing 511 500




Finances Financial Aid Count % Pell Grant 741 42.5% Receive Financial Aid 1,408 80.8%

Average Expected Family Contributionii $11,595 Unmet Neediii $4,531


SNAPSHOT FIRST-YEAR STUDENTS

MORE NUMBERS: FIRST-YEAR STUDENTS

10 20 30 40 50 60 70

27 AVERAGEAGE

40.1% 59.9%MALE FEMALE

97.3%

2%

.7% NURSING

OUT-OF-STATE

INTERNATIONAL

NJ

*ALL STUDENTS WHO ENROLLED AT RUTGERS–CAMDEN AFTER ATTENDING ANOTHER INSTITUTION

3,04762.2%

UNDEROF ALL

GRADS

15.8%

PSYCHOLOGY

9.4%

BUSINS ADMINISTRATION

9%

CRIMINAL JUSTICE

6.4%

MANAGEMENT

5.4%




39%

28.4%





.2% NATIVE AMERICAN

.1%

ASIAN

HISPANIC

6.1%

17% AFRICAN AMERICAN

11.9%

WHITE59.3%

=100 STUDENTS

Fall 2015 data

MORE NUMBERS: TRANSFER STUDENTS Demographics

General Count % Proportion of all undergrads 3,047 62.2% Average Age 27

Ethnicity Count % African American 518 17.0% Native American 2 0.1% Asian 186 6.1% Hispanic 363 11.9% Native Hawaiian/Pacific Islander 5 0.2% Two or more races 120 3.9% Unknown 46 1.5% White 1,807 59.3%

Gender Count % Female 1,825 59.9% Male 1,222 40.1%

First-Generation Status Count % First-Gen (no parent attended college) 856 28.1% Parent/s had some college 866 28.4% Parent/s have Bac or higher 1,187 39.0% No parental education data 138 4.5%

Residential Status Count % On-Campus Housing 115 3.8% Commuters 2,932 96.2%

Program Location Count % Camden 2,397 78.7% Off-Campus 650 21.3%

Groups Count % Honors 69 2.3% TRiO SSS 46 1.5% EOF 96 3.2% Veteran 180 5.9% Athlete 81 2.7%

Attendance Status Count % Full-time 2,240 73.5% Part-time 807 26.5%

Residency Count % In-State 2,964 97.3% Out-of-State 60 2.0% International 23 0.7%


Arts & Sciences 1,448 47.5% Business 801 26.3% Nursing 480 15.8% University College 318 10.4%


Psychology 9.4% Business Administration 9.0% Criminal Justice 6.9% Management 5.4%

Academic Profile

Average attempted credit hours 12.2




Pell Grant 1,323 43.4% Receive Financial Aid 2,322 76.2

Average



SNAPSHOT TRANSFER STUDENTS*

MORE NUMBERS: TRANSFER STUDENTS


10 20 30 40 50 60 70

20 AVERAGEAGE

442 9%


=100 STUDENTS


54.3%

24%

19% PARENTS DID NOTATTEND COLLEGE



3.9%

1.1%95%

NURSINGBIOLOGY

ACCOUNTING

PSYCHOLOGY

UNDECIDED

OUT-OF-STATE

INTERNATIONAL

NJ


.2%

HISPANIC9.3%

ASIAN16.3%

AFRICAN AMERICAN9.5%

19.2%

15.8% 9.3% 5.9% 5.4%


UNDEROF ALL

GRADS

WHITE60.2%

222

Fall 2015 data

MORE NUMBERS: HONORS STUDENTS

DemographicsGeneral Count %

Proportion of all undergrads 442 9.0% Average Age 20

Ethnicity Count %


Gender Count %

Female 266 60.2% Male 176 39.8%




On-Campus Housing 71 16.1% Commuters 371 83.9%

Groups Count %

TRiO SSS 8 1.8% EOF 5 1.1% Veteran 5 1.1% Athlete 18 4.1%


Full-time 441 99.8% Part-time 1 0.2%

Residency Count %

In-State 420 95.0% Out-of-State 17 3.9% International 5 1.1%


Arts & Sciences 271 61.3% Business 86 19.5% Nursing 85 19.2%


Biology 15.8% Accounting 9.3% Psychology 5.9% Undecided 5.4%

SAT Scores Average Median

SAT Math 591 590 SAT Verbal 583 580 SAT Writing 587 580

Academic Profile


% placed developmental courses (first year) i 20.9%

% placed developmental courses (transfer) i 7.2%


FinancesFinancial Aid Count %

Pell Grant 143 32.4% Receive Financial Aid 375 84.8%

Average



SNAPSHOT HONORS STUDENTS

MORE NUMBERS: HONORS STUDENTS

10 20 30 40 50 60 70

66713.6%


=100 STUDENTS

NURSINGBUSIN�S

ADMINISTRATION

LIBERAL STUDI�

PSYCHOLOGY

CRIMINAL JUSTICE

31.3%

19.6% 18.4% 11.5% 11.2%

TOP FIVE MAJORS

30 AVERAGEAGE

LOCATIONS

UNDEROF ALL

GRADS


37.5%

31.5%





.1%

ASIAN

HISPANIC

4.4%

15.9% AFRICAN AMERICAN

11.5%

WHITE63.7%

1

2 3

4

5

6

7

1. RARITAN VALLEY CC2. MERCER CC3. BROOKDALE

4. JBMDL5. ROWAN AT BCC6. CAMDEN CC7. ATLANTIC CAPE CC

Offering Programs In:

BACHELOR OF ARTS: CRIMINAL JUSTICE, LIBERAL STUDIES, SOCIAL WORK, BUSINESS ADMINISTRATION, PSYCHOLOGY, POLITICAL SCIENCE AND RN TO BS IN NURSING

Fall 2015 data

MORE NUMBERS: OFF-CAMPUS STUDENTS

Demographics General Count %


Ethnicity Count %


Gender Count %

Female 409 61.3% Male 258 38.7%



Groups Count %

TRiO SSS 2 0.3% EOF 9 1.3% Veteran 49 7.3%



Residency Count %



Pell Grant 260 39.0% Receive Financial Aid 434 65.1% Average EFCi $7,431 Average Unmet Needii $7,163


Business 213 31.9% Nursing 131 19.6% University College 323 48.5%

Top Five Majors Business Administration 31.3%

Nursing 19.6% Liberal Studies 18.4% Psychology 11.5% Criminal Justice 11.2%



Programs Available Atlantic Cape Community College Business Administration (BABA) Criminal Justice (BA) Psychology (BA) Liberal Studies (BA) RN to BS in Nursing Political Science (BA) Social Work (BA) Brookdale Community College Business Administration (BABA) Liberal Studies (BA) Political Science (BA) Camden County College Business Administration (BABA) Criminal Justice (BA) Liberal Studies (BA) Psychology (BA) Joint Base McGuire-Dix-Lakehurst (JBMDL) Criminal Justice (BA) Liberal Studies (BA, MA) Mercer County Community College RN to BS in Nursing Raritan Valley Community College Criminal Justice (BA) Liberal Studies (BA) Rowan College at Burlington County Business Administration (BABA) Professional Master of Business Administration (PMBA)

i Expected Family Contribution (EFC): the amount of money a student/family is expected to contribute to the cost of higher education for one year. ii Unmet need: The difference between a student’s need and total financial aid package (which includes loans). A student’s need is the difference between the cost of attendance and their EFC. Cost of attendance includes tuition, fees, books, travel, miscellaneous costs, and room/board.

SNAPSHOT OFF-CAMPUS STUDENTS

MORE NUMBERS: OFF-CAMPUS STUDENTS

1040

10 20 30 40 50 60 70

26 AVERAGEAGE


FIRST-GEN STUDENTS & NON FIRST-GENACADEMICS & MEDIAN SAT SCORE S

96.8%

2%

1.2% NURSING

OUT-OF-STATE

INTERNATIONAL

NJ

1,29426.4%

UNDEROF ALL

GRADS

&

800 1000 1200 1400 1600

800 1100 1400 1700 2100 24001490

13.9% 23.9%FIRST-GEN STUDENTSFIRST-YEAR

HONORSNON FIRST-GEN STUDENTSFIRST-YEAR

1000

14.1%

PSYCHOLOGY

9.7%

CRIMINAL JUSTICE

7.7%

ACCOUNTING

6.6%

BUSIN�S ADMINISTRATION

6.3%



1550

UNKNOWNTWO OR MORE RACES3.1%

ASIAN10.4%

1.9%

HISPANIC

AFRICAN AMERICAN

16.8%

18.9%

WHITE48.9%

1,742=100 STUDENTS

Fall 2015 data

MORE NUMBERS: FIRST-GENERATION STUDENTS Demographics

General Count %

Proportion of all undergrads 1,294 26.4% Average Age 26

Ethnicity Count %


Gender Count %

Female 804 62.1% Male 490 37.9%


On-Campus Housing 94 7.3% Commuters 1,200 92.7%

Program Location Count %

Camden 1,118 86.4% Off-Campus 176 13.6%

Groups Count %

TRiO SSS 76 5.9% EOF 118 9.1% Veteran 66 5.1% Athlete 36 2.8% Honors 84 6.5%


Full-time 1,040 80.4% Part-time 254 19.6%

Residency Count %

In-State 1,253 96.8% Out-of-State 26 2.0% International 15 1.2%


Arts & Sciences 696 53.8% Business 327 25.3% Nursing 182 14.0% University College 89 6.9%


Psychology 9.7% Criminal Justice 7.7% Accounting 6.6% Business Administration 6.3%








Pell Grant 719 55.6% Receive Financial Aid 1,104 85.3%

Average



SNAPSHOT FIRST-GEN STUDENTS

MORE NUMBERS: FIRST-GENERATION STUDENTS


10 20 30 40 50 60 70

20 AVERAGEAGE

2225.3%


OF UNDERGRADS

ENTER AS1ST YEAR

=100 STUDENTS

4.5%

0.9%94.6%

CRIMINAL JUSTICE

BIOLOGYMANAGEMENT

UNDECIDED

ACCOUNTING

OUT-OF-STATE

INTERNATIONAL

NJ

13.5%

9.5% 9% 8.1% 8.1%




50.5%

30.6%




ASIANUNKNOWN2.7%TWO OR MORE RACES3.2%

1.8%

HISPANIC

17.6% AFRICAN AMERICAN

11.7%

WHITE63%

Fall 2015 data

MORE NUMBERS: ATHLETES Demographics

General Count %


Ethnicity Count %


Gender Count %

Female 102 45.9% Male 120 54.1%





Groups Count %

TRiO SSS 6 2.7% EOF 13 5.9% Veteran 5 2.3% Honors 18 8.1%



Residency Count %



Arts & Sciences 146 65.8% Business 60 27.0% Nursing 16 7.2%

Top Five Majors

Criminal Justice 13.5% Biology 9.5% Management 9.0% Unspecified Curriculum (A&S) 8.1% Accounting 8.1%



Academic Profile







Average



SNAPSHOT ATHLETES

MORE NUMBERS: ATHLETES

10 20 30 40 50 60 70

23 AVERAGEAGE

243 5%


OF UNDERGRADS

ENTER AS1ST YEAR

=100 STUDENTS

100%

0%

0% BIOLOGY

OUT-OF-STATE

INTERNATIONAL

NJ

PSYCHOLOGY

CRIMINAL JUSTICE

NURSINGUNDECIDED

13.6%10.7% 10.7%

8.2% 8.2%


7 7%COMMUTETO CAMPUS


7.8%

28.8%





ASIAN12.8%4.1%

HISPANIC

AFRICAN AMERICAN

13.2%

32.5%

WHITE

34.9%

Fall 2015 data

MORE NUMBERS: EOF STUDENTS Demographics

General Count %


Ethnicity Count %


Gender Count %

Female 171 70.4% Male 72 29.6%





Groups Count %

TRiO SSS 58 23.9% Veteran 2 0.8% Athlete 13 5.3%



Residency Count %




Top Five Majors Psychology 13.6%

Criminal Justice 10.7% Biology 10.7% Nursing 8.2% Undecided 8.2%



Academic Profile







Average

Expected Family Contributionii $448 Unmet Neediii $7,257


SNAPSHOT EOF STUDENTS

MORE NUMBERS: EOF STUDENTS

14.5%

10 20 30 40 50 60 70

23 AVERAGEAGE

145 3%


OF UNDERGRADS

ENTER AS1ST YEAR

=100 STUDENTS

97.2%

2.8%

0% BIOLOGY

OUT-OF-STATE

INTERNATIONAL

NJ

PSYCHOLOGY

CRIMINAL JUSTICE

NURSINGMANAGEMENT

11%10.3% 10.3%

9% 6.9%




9%

27.6%




HISPANICTWO OR MORE RACES3.4%

ASIAN

35.9%

WHITE

AFRICAN AMERICAN

15.2%

31%

Fall 2015 data

MORE NUMBERS: TRiO STUDENTS Demographics

General Count %


Ethnicity Count %


Gender Count %

Female 92 63.4% Male 53 36.6%





Groups Count %

EOF 58 40.0% Veteran 2 1.4% Athlete 6 4.1% Honors 8 5.5%



Residency Count %


AcademicsUnit Count %


Top Five Majors Biology 11.0%

Psychology 10.3% Criminal Justice 10.3% Nursing 9.0% Management 6.9%



Academic Profile





FinancesFinancial Aid Count %


Average



SNAPSHOT TRiO SSS STUDENTS

MORE NUMBERS: TRiO SSS STUDENTS

10 20 30 40 50 60 70

32 AVERAGEAGE

2184.4%


=100 STUDENTS

6.9%

.5%92.6%

NURSINGLIBERAL STUDI�

PSYCHOLOGY

CRIMINAL JUSTICE

MANAGEMENT

OUT-OF-STATE

INTERNATIONAL

NJ

11.9%

9.6% 9.2% 9.2% 6%


UNDEROF ALL

GRADS



33%

27.5%





ASIAN6%

.9%

HISPANIC

AFRICAN AMERICAN

15.6%

20.6%

WHITE50.5%

Fall 2015 data

MORE NUMBERS: STUDENT VETERANS Demographics

General Count %


Ethnicity Count %


Gender Count %

Female 71 32.6% Male 147 67.4%





Program Location Count % Camden 169 77.5% Off-Campus 49 22.5%

Groups Count %

Honors 5 2.3% TRiO SSS 2 0.9% EOF 2 0.9% Athlete 5 2.3%



Residency Count %





Liberal Studies 9.6% Psychology 9.2% Criminal Justice 9.2% Management 6.0%



Academic Profile







Average

Expected Family Contributionii $4,830

i The vast majority of first-time first-year students are required to take a mathematics placement test, while slightly fewer complete an English placement test. Transfer credit evaluation determines the need for testing in our transfer population, but many fewer transfer students require testing in English and/or Mathematics. Placement testing policies (i.e., the rules determining exemptions) are governed by the schools and have changed slightly over the last few years. ii Expected Family Contribution (EFC): the amount of money a student/family is expected to contribute to the cost of higher education for one year.

SNAPSHOT STUDENT VETERANS

MORE NUMBERS: STUDENT VETERANS

First-Year Seminars and ExperiencesMany schools now build into the curriculum first-year seminars or other programs that bring small groups of students together with faculty or staff on a regular basis. The highest-quality first-year experiences place a strong emphasis on critical inquiry, frequent writing, information literacy, collaborative learning, and other skills that develop students’ intellectual and practical competencies. First-year seminars can also involve students with cutting-edge questions in scholarship and with faculty members’ own research.

Common Intellectual ExperiencesThe older idea of a “core” curriculum has evolved into a variety of modern forms, such as a set of required common courses or a vertically organized general education program that includes advanced integrative studies and/or required participation in a learning community (see below). These programs often combine broad themes—e.g., technology and society, global interdependence—with a variety of curricular and cocurricular options for students.

Learning Communities The key goals for learning communities are to encourage integration of learning across courses and to involve students with “big questions” that matter beyond the classroom. Students take two or more linked courses as a group and work closely with one another and with their professors. Many learning communities explore a common topic and/or common readings through the lenses of different disciplines. Some deliberately link “liberal arts” and “professional courses”; others feature service learning.

Writing-Intensive Courses These courses emphasize writing at all levels of instruction and across the curriculum, including final-year projects. Students are encouraged to produce and revise various forms of writing for different audiences in different disciplines. The effectiveness of this repeated practice “across the curriculum” has led to parallel efforts in such areas as quantitative reasoning, oral communication, information literacy, and, on some campuses, ethical inquiry.

Collaborative Assignments and Projects Collaborative learning combines two key goals: learning to work and solve problems in the company of others, and sharpening one’s own understanding by listening seriously to the insights of others, especially those with different backgrounds and life experiences. Approaches range from study groups within a course, to team-based assignments and writing, to cooperative projects and research.

Undergraduate ResearchMany colleges and universities are now providing research experiences for students in all disciplines. Undergraduate research, however, has been most prominently used in science disciplines. With strong support from the National Science Foundation and the research community, scientists are reshaping their courses to connect key concepts and questions with students’ early and active involvement in systematic investigation and research. The goal is to involve students with actively contested questions, empirical observation, cutting-edge technologies, and the sense of excitement that comes from working to answer important questions.

Diversity/Global LearningMany colleges and universities now emphasize courses and programs that help students explore cultures, life experiences, and worldviews different from their own. These studies—which may address U.S. diversity, world cultures, or both—often explore “difficult differences” such as racial, ethnic, and gender inequality, or continuing struggles around the globe for human rights, freedom, and power. Frequently, intercultural studies are augmented by experiential learning in the community and/or by study abroad.

Service Learning, Community-Based Learning In these programs, field-based “experiential learning” with community partners is an instructional strategy—and often a required part of the course. The idea is to give students direct experience with issues they are studying in the curriculum and with ongoing efforts to analyze and solve problems in the community. A key element in these programs is the opportunity students have to both apply what they are learning in real-world settings and reflect in a classroom setting on their service experiences. These programs model the idea that giving something back to the community is an important college outcome, and that working with community partners is good preparation for citizenship, work, and life.

InternshipsInternships are another increasingly common form of experiential learning. The idea is to provide students with direct experience in a work setting—usually related to their career interests—and to give them the benefit of supervision and coaching from professionals in the field. If the internship is taken for course credit, students complete a project or paper that is approved by a faculty member.

Capstone Courses and ProjectsWhether they’re called “senior capstones” or some other name, these culminating experiences require students nearing the end of their college years to create a project of some sort that integrates and applies what they’ve learned. The project might be a research paper, a performance, a portfolio of “best work,” or an exhibit of artwork. Capstones are offered both in departmental programs and, increasingly, in general education as well.

High-Impact Educational Practices

Career readiness of college graduates is of critical importance in higher education, in the labor market, and in the public arena. Yet, up until now, “career readiness” has been undefined, making it difficult for leaders in higher education, work force development, and public policy to work together effectively to ensure the career readiness of today’s graduates.

In accordance with its mission to lead the community focused on the employment of the new college graduate, the National Association of Colleges and Employers (NACE), through a task force comprised of representatives from both the higher education and corporate sides, has developed a definition and identified seven competencies associated with career readiness for the new college graduate:

COMPETENCIES: Critical Thinking/Problem Solving: Exercise sound reasoning to analyze issues, make decisions, and overcome problems. The individual is able to obtain, interpret, and use knowledge, facts, and data in this process, and may demonstrate originality and inventiveness.

Oral/Written Communications: Articulate thoughts and ideas clearly and effectively in written and oral forms to persons inside and outside of the organization. The individual has public speaking skills; is able to express ideas to others; and can write/edit memos, letters, and complex technical reports clearly and effectively.

Teamwork/Collaboration: Build collaborative relationships with colleagues and customers representing diverse cultures, races, ages, genders, religions, lifestyles, and viewpoints. The individual is able to work within a team structure, and can negotiate and manage conflict.

Information Technology Application: Select and use appropriate technology to accomplish a given task. The individual is also able to apply computing skills to solve problems.

Leadership: Leverage the strengths of others to achieve common goals, and use interpersonal skills to coach and develop others. The individual is able to assess and manage his/her emotions and those of others; use empathetic skills to guide and motivate; and organize, prioritize, and delegate work.

Professionalism/Work Ethic: Demonstrate personal accountability and effective work habits, e.g., punctuality, working productively with others, and time workload management, and understand the impact of non-verbal communication on professional work image. The individual demonstrates integrity and ethical behavior, acts responsibly with the interests of the larger community in mind, and is able to learn from his/her mistakes.

Career Management: Identify and articulate one’s skills, strengths, knowledge, and experiences relevant to the position desired and career goals, and identify areas necessary for professional growth. The individual is able to navigate and explore job options, understands and can take the steps necessary to pursue opportunities, and understands how to self-advocate for opportunities in the workplace.

CAREER READINESS

A DEFINITION AND COMPETENCIESFor the New College Graduate

Definition: Career readiness is the attainment and demonstration of

requisite competencies that broadly prepare

college graduates for a successful transition into the workplace.

USING THE DEFINITION AND COMPETENCIES How do the definition and competencies help those focused on ensuring new college graduates have the skills necessary to enter and become part of a strong, productive work force?

The definition and competencies provide for development of strategies and tactics that will close the gap between higher education and the world of work. They lay the foundation for the work necessary to prepare college students for successful entry into the work force by:

n Providing a common vocabulary and framework to use when discussing career readiness metrics on campus, within employing organizations, and as part of national public policy.

n Establishing defined competencies as guidelines when educating and advising students.

n Establishing defined competencies to identify and assess when hiring the college educated.

GOING FORWARD Currently, NACE is developing career readiness tool kits that campus career centers can use in their work with students, and organizations that hire new college graduates can use in their efforts to identify high-potential candidates.

The tool kits, however, can inform the work and efforts of a variety of stakeholders, including higher education administrators, faculty, labor market analysts, and public policy makers.

The tool kits will be available in spring 2016. For more information, contact NACE at 610.868.1421.

The National Association of Colleges and Employers

Advancing college talent together

Established in 1956, the National Association of Colleges and Employers (NACE) is the leading source of information on the employment of the college educated.

In carrying out its mission—to lead the community of professionals focused on the employment of the college educated by providing access to relevant knowledge, resources, insight, and relationships—NACE connects more than 6,700 college career services professionals at nearly 2,000 colleges and universities nationwide, and more than 2,900 HR/staffing professionals focused on university relations and recruiting, and business affiliates who serve this community.

Among colleges and universities, NACE represents more than 50 percent of all four-year colleges and universities in the United States, and 98 percent of all research universities. Approximately 30 percent of two-year public institutions count themselves as NACE members.

On the employer side, NACE members include mid-size and large national and global organizations, ranging from Fortune 500 organizations to start-up companies to government agencies. NACE employer members represent a wide range of industries, including finance, energy, retail, manufacturing, pharmaceuticals, insurance, consulting services (accounting, engineering, computer), government and nonprofits, and more.

Headquartered in Bethlehem, Pennsylvania, NACE forecasts trends in the job market; tracks, analyzes, and reports on outcomes for new college graduates by discipline, degree level, and type of school through its First-Destination Survey; monitors legal issues in employment, the job search, and hiring practices; and provides college and employer professionals with professional standards as well as an ethical framework by which both groups can work together to benefit the college-educated candidate. NACE provides its members with benchmarks and metrics; research; resources, including a survey of starting salaries for new college graduates, a quarterly journal, and a biweekly newsletter; and professional development opportunities.

National Association of Colleges and Employers l 62 Highland Avenue l Bethlehem, PA 18017 Phone: 610.868.1421 l www.naceweb.org

NOTES

SAVE THE DATERUTGERS UNIVERSITY–CAMDEN

RAPTOR IMPACT3rd ANNUAL RETREAT TO DEVISE STRATEGIES FOR LEARNING AND SUCCESS

February 10, 2017