Dennis Pruitt, CBMI 2016 - Student Affairs

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"Student Affairs," presented by Dennis Pruitt at the College Business Management Institute, 2016 ----- Through our team of experts, the Division of Student Affairs and Academic Support enrolls academically prepared students and connects them with experiences and resources that will help them achieve a lifetime of meaningful leadership, service, employment and continued learning. Learn more at sc.edu/studentaffairs.
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  • 1. STUDENT AFFAIRS Dr. Dennis Pruitt Vice President for Student Affairs, Vice Provost and Dean of Students University of South Carolina College Business Management Institute, 2016 Email: dpruitt@mailbox.sc.edu Text message: 803-603-8721 This presentation can be viewed online at: slideshare.net/Uof SC_SAAS or http://www.sacubo.org/
  • 2. To Session Participants: This is one of the most exciting and challenging times to be a Student Affairs Professional. Our citizens expect colleges to solve all the ills of society, and the list of ills are growing in number and complexity. And by extension; every employee at an institution of higher education is charged with contributing efforts towards maintaining an optimal learning environment. There has never been a time more important to learn what student affairs does for our institutions, our students, and society. Join us to better understand how we can all “deliver on our promise”. Also, time will be reserved for new emerging topics important to student affairs and their institutions and a glimpse at selected functional areas. 1
  • 3. Learning Outcomes for CBMI Attendees  Learn a sense of the educational and philosophical foundations for student affairs.  Acquire an understanding of the functional roles and services provided by student affairs educators for students, faculty, staff, and the institution and its external constituencies 2
  • 4. Learning Outcomes for CBMI Attendees • Be exposed to a wide range of trends and issues facing the student affairs profession. • Have the opportunity to participate by providing questions, comments and personal insights. 3
  • 5. Learning Outcomes for CBMI Attendees P.S. Who are you? At what type of institution are you employed? What do you want/need to learn from this presentation to advance your own work? P.S.S. Disclaimer 4
  • 6. 5-Aurelius (n.d.)
  • 7. What is Wisdom? Wisdom: • Is not simple accumulation of knowledge • Is not paralyzed by ambiguity, but in fact embraces uncertainty • Is expert knowledge about life in general and good judgment in the face of complex, uncertain circumstance • You know it when you see it 6- Ansberry (2000)
  • 8. wisdom [wiz-duh m]: the ability to view more things with a “blank slate.” 7- Ansberry (2000)
  • 9. wisdom: can also be the ability to see things “from the perspective of others” - Ansberry (2000) 8
  • 10. 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. 9
  • 11. 11
  • 12. Historical Role of Student Affairs What happened to the Good Ole Days of In Loco Parentis? 11
  • 13. Historical Role of Student Affairs  Disciplinarian  Custodian  Educator  Integrator  Combined: contingency (threats and opportunities) manager 12- Garland (1985)
  • 14. 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 13
  • 15. Anyone can do Student Affairs, right? Let’s find out!
  • 16. 15 The academic mission of the institution is preeminent. Colleges and universities organize their primary activities around academic experience: the curriculum, the library, the classroom, and the laboratory. The work of student affairs should not compete with, and cannot substitute for, that academic experience. As a partner in the educational enterprise, student affairs enhances and supports the academic mission. Why Student Affairs?
  • 17. 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) 16
  • 18. 17 Derek Bok Author of Our Underachieving Colleges “In his book, Our Underachieving Colleges, Derek Bok (2006) states that there is not one single overarching purpose or goal of higher education and the outcomes of a college education should not be limited to intellectual development.” McPherson, P., and Shulenburger, D. “Improving Student Learning in Higher Education Through Better Accountability and Assessment.”
  • 19. 18 Derek Bok Author of Our Underachieving Colleges Bok identifies several purposes he believes are essential for a 21st Century college education, including: • Learning to communicate • Learning to think • Building character • Preparation for citizenship • Living with diversity • Preparing for a global society • Acquiring broader interests • Preparing for a career McPherson, P., and Shulenburger, D. “Improving Student Learning in Higher Education Through Better Accountability and Assessment.”
  • 20. 19 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
  • 21. 20 Student Affairs Educational Service Delivery Models  Medical model  Front-loading model  Student involvement/engagement model  Customer service model  Holistic model  Student development model Question: How can student affairs prevent customer (student) failure? (Sloan Management Review, 2006)
  • 22. 21 Sample Student Affairs Functional 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  Multicultural Student Affairs  Orientation  Parent Programs  Registrar  Residential Life/Housing  Retention & Assessment  Sexual Assault Services  Specific Facilities Management
  • 23. Sample Student Affairs Functional Areas  Student Activities  Student Conduct  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 22
  • 24. 23 Student Affairs Provides Programs and Services to Institutions and Directly to Students
  • 25. 24 Institutional Services  Provide essential services such as admissions, counseling, financial aid, health care, student activities, residence life, and placement which contribute to the institutional mission and goals.  Support and explain the values, mission, and policies of the institution.  Participate in the governance of the institution and share responsibility for decisions.  Advocate student participation in institutional governance.  Assess the educational and social experiences of students to improve institutional programs. “A Perspective On Student Affairs” (NASPA, 1987)
  • 26. 25  Provide and interpret information about students during the development and modification of institutional policies, services, and practices.  Establish and support policies and programs that contribute to a safe and secure campus.  Support and advance institutional values by developing and enforcing behavioral standards for students.  Encourage faculty-student interaction in programs and activities. Institutional Services “A Perspective On Student Affairs” (NASPA, 1987)
  • 27. 26  Encourage appreciation for ethnically diverse and culturally rich environments for students and the campus community.  Assume leadership for the institution’s responses to student and other crises.  Establish and maintain effective working relationships with the local community and the various publics.  Coordinate student affairs programs and services with academic affairs, business affairs, university advancement, and other major components of the institution. Institutional Services “A Perspective On Student Affairs” (NASPA, 1987)
  • 28. 27  Assist students in successful transition to and from college.  Help students explore and clarify values.  Encourage students to develop healthy relationships with parents, peers, faculty, and staff.  Help students acquire adequate financial resources to support their education.  Help students clarify career objectives, explore options for further study, and secure employment.  Establish programs that provide health care to students, encourage healthy living, and confront abusive behavior. Direct Student Services “A Perspective On Student Affairs” (NASPA, 1987)
  • 29. 28  Create opportunities for students to expand their aesthetic and cultural appreciation.  Teach students how to resolve individual and group conflicts.  Provide programs and services for students who have learning difficulties.  Help students understand and appreciate racial, ethnic, gender and other differences.  Design opportunities for leadership development.  Provide opportunities for recreation and leisure time activities. Direct Student Services “A Perspective On Student Affairs” (NASPA, 1987)
  • 30. 29 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
  • 31. 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 30“A Perspective On Student Affairs” (NASPA, 1987)
  • 32. 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 31
  • 33. 32
  • 34. 33 Senior Student Affairs Officer (SSAO)  Role of the SSAO  Relationships of the SSAO  Responsibilities of the SSAO  Real work of the SSAO Institutional mission and shared issues – the SSAO is a visionary for future pull
  • 35. 34 Organizational Models for Student Affairs  Report directly to the president  Report to provost, chief academic officer, or dean for undergraduate studies  Report to advancement/VP for administration  Report to business affairs  Collaborations
  • 36. 35 Effective Educational Practices  Academic challenge  Active learning and collaborative learning  Student-faculty interaction  Enriching educational experiences inside and outside of the classroom  Supportive campus environments Kuh, G.D., Kinzie, J., Schuh, J.H., & Whitt, E.J. (2005)
  • 37. 36 Working With Students  Be honest  Be a good listener  Be caring, respectful attitude  Be consistent  Involve students in policy formation, program development and decision-making  Have a sense of humor  Remember that things take time  Today it’s high touch – high tech!  Know your students and their subcultures – and let them get to know you!
  • 38. Mistrust and the social contract on college campuses 37
  • 39. A Culture of Mistrust from don’t trust anyone over 30 to don’t trust anyone - and – from “figuring out the system” to “creating a system that works for me” 38
  • 40. 39 Public Shaming, Social Media, and Non-Comprising -as empowering tools for the voiceless
  • 41. Three Destructive Trends Impacting our country – and – our campus -Yankelovich 40
  • 42. Three Destructive Trends • Economic disparities • Moral confusion • Disconnect between leadership and the populace 41-Yankelovich
  • 43. The tension from/of public opinion 42
  • 44. 43
  • 45. 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. Three Unquivocal Findings from the College Impact Research (Pascarella and Terenzini, 2005) 44-Kuh, 2010, NILOA
  • 46. Performance Funding Metrics Input to Output 45
  • 47. The business model for higher education is crumbling – is the academic/teaching/learning model crumbling as well? 46
  • 48. 47
  • 49. “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.” 48- Gartner (Lopez) (2013)
  • 50. “Every few hundred years throughout Western history, a sharp transformation has occurred. In a matter of decades, society altogether rearranges itself – its worldview, its basic values, its social and political structures, its art, its key institutions. Fifty years later a new world exists. And the people born into that world cannot even imagine the world in which their grandparents lived and into which their own parents were born. Our age is such a period of transformation.” – Peter Drucker 49
  • 51. 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 50
  • 52. New Performance Criteria  Workplace Readiness  Civic-Service Competencies  Life Management Proficiencies  Life-Long Learner  Four Year College Completion 51
  • 53. 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 52
  • 54. Beyond The Classroom Matters* *Records of educationally purposeful activities and individual student involvement Purpose: - Improvement - Accountability - Consumer information www.novamind.com/planning/strategic-planning.php 53
  • 55. Beyond The Classroom Matters Making beyond-the-classroom learning visible. For self-reflection, advising: BTC opportunities to  Apply knowledge  Practice skills  Develop personal capital BTC Transcript:  Applied knowledge  Practiced skills  Developed personal and career capital 54
  • 56. Current Data System Student centered Degree Program Course 1 Course 2 Course 3 Course 4 Course changes Major changes Dept. centered Student 6 Student 7 Student 2 Student 1 Student 4 Student 3 Student 5 Academic Records Co-curricular Records 55
  • 57. Student centered Degree Program Course 1 Course 2 Course 3 Course 4 Course changes Major changes Student centered Student organizations Leadership activities Community Service Internship Social events Wellness Activities Learning Community BTC Matters = Student Centered Records 56
  • 58. Future Data System Student Degree Program Major Courses Leadership roles Internship Community Service Global Learning Gen Ed Courses 57
  • 59. Student Centered Records for an Integrated Educational Experience Student USC ID 123 Degree Program, Courses Beyond the Classroom Involvement Carolina Core Courses USC Connect USC Connect USC Connect 58
  • 60. 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 59
  • 61. Randy Bass, 2012 http://www.educause.edu/ero/article/disrupting-ourselves-problem-learning-higher-education 60
  • 62. Quality and Quantity of Involvement Learning and Development Involvement and Student Learning  Involvement refers to the investment of physical and psychological energy in various objects.  Regardless of its object, involvement occurs along a continuum.  Involvement has both quantitative and qualitative features.  The amount of student learning and personal development associated with any educational program is directly proportional to the quality and quantity of student involvement in that program.  The effectiveness of any educational policy or practice is directly related to the capacity of that policy or practice to increase student involvement. 61Astin, A. (199
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