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Boston Higher Ed Leadership Summit [Presentation] - Marianna Savoca: Campus Employment as a High-Impact Practice_September 2018
- 1. ‘ Campus Employment As a High-Impact Practice 1 Marianna Savoca, PhD Assistant Vice President, Career Development & Experiential Education Stony Brook University – State University of New York
- 2. ‘ Agenda 2 • High Impact Practices & Student Success • Reconsidering On-Campus Student Employment • SE Model (McClellan,Creager, & Savoca, 2018) • Your SE Approach: Macro v. Micro • Career Readiness Competencies & SE • LeveragingYourAlumni Network in SE
- 3. ‘ High Impact Practices The gold standard for effective educational practice – shown to increase learning and mitigate risk of attrition. A cumulative AND compensatory effect. 3 1. FirstYear Seminars 2. Common Intellectual Experiences 3. Learning Communities 4. Writing Intensive Courses 5. CollaborativeAssignments Kuh, G.D. (2008). High-impact educational practices: What are they, who has access to them, and why they matter. Liberal education and America’s promise. Washington, DC: Association of American Colleges & Universities. •Research •Internships •Service-Learning •Global Experiences •Capstone Projects
- 4. ‘ High Impact Practices The gold standard for effective educational practice – shown to increase learning and mitigate risk of attrition. A cumulative AND compensatory effect. 4 1. Time on task 2. High expectations 3. Relationships with faculty & peers 4. Experience with diversity 5. Structure opps for teamwork 6. Solving real-world problems 7. Feedback on performance Kuh, G.D. (2008). High-impact educational practices: What are they, who has access to them, and why they matter. Liberal education and America’s promise. Washington, DC: Association of American Colleges & Universities.
- 5. ‘ Principles of Ethical & Best Practice in EE 5 1. Intention 2. Preparedness and Planning 3. Authenticity 4. Reflection 5. Orientation &Training 6. Monitoring & Continuous Improvement 7. Assessment & Evaluation 8. Acknowledgement SOURCE: http://www.nsee.org
- 6. ‘ Benefits of Student Employment 6 STUDENTS better connected to the campus support network increased likelihood of persistence development of transferrable skills & career readiness competencies accept feedback, direction, & supervision develop career focus INSTITUTION increased retention rates student talent put to work on institutional challenges improved student employability
- 7. ‘ 7 Orientation Area-Specific Training Shared Input & Recognition Evaluation Recruitment & Hiring Student Success Learning Legal Issues Development McClellan, G. S., Creager, K., & Savoca, M. (2018). A Good Job:Campus Employment as a High-Impact Practice. Sterling,VA: Stylus.
- 8. ‘ Your Approach – Micro v. Macro 8 Title Audit • Work Study? Jobs Audit • What are they doing? Training • Career Readiness Competencies Strategic Planning • Organizational goals • Stakeholder needs • Structuring the program • Org chart • Responsibilities • Centralized supports • 3 Year Planning
- 9. ‘ Micro Approach – Job Description 9 Admissions Assistant (traditional job description) DUTIES: Prepare all admissions packets. Answer telephones. Take student ID ID photos. Tour students. Scan transcripts. Assist with front desk. File. Make appointments. Other duties as assigned. QUALIFICATIONS: Typing. Good people skills. Alphabetizing. Good computer skills. Good organizational skills. APPLY: Complete application form and fax to (xxx) xxx-xxxx or drop off in person at the admissions office. Source: Trinity University (2016)
- 10. ‘ Admissions Assistant (transformed) 10 • Do you want to share your love ofTrinity with future classmates? • Do you enjoy speaking in front of people? • Can you walk and talk at the same time? • Can you answer the phone, type an e-mail, and greet a visitor at the same time? • Do you want to learn professional sales skills that will set you apart in the next job? If you answered “YES” to these questions, then the admissions office wants you to join our team! We will teach you how to conduct tours with enthusiasm, organize materials for market research & social media outreach, and use several software platforms to execute office duties. Benefits include formal software training, professional work experience, and mentorship! Work shifts vary from M-F 9:00am - 7:00pm and Saturday 8:00am - 2:00pm. Students may work up to 15 hours per week. Source:Trinity University (2016)
- 11. ‘ Career Readiness Competencies 11 Hart Research 2015 (AACU) • Apply critical thinking & analytical reasoning skills • Analyze & solve complex problems • Use ethical judgment in decision making • Apply knowledge/skill in real world settings • Work on team / collaborate in diverse settings • Effectively communicate orally & in writing • Stay current on tech & app to workplace • Work with numbers /understand statistics • Locate, organize, and evaluation information from multiple sources • Be creative & innovate NACE (2017) • Critical thinking • Professionalism & Work Ethic • Teamwork • Oral & Written Communication • Info Technology Application • Leadership • Global / Intercultural Fluency • Career Management
- 12. ‘ 12
- 13. ‘ How do you / how could you incorporate Career Readiness Competencies into your student employee experience? 13
- 14. ‘ How do you / how could you leverage your alumni network to support on campus employment? 14
- 15. ‘ A Campus Assessment? 15 • Conditions + Context + History +Tradition + Demographics • Gather needs AND assets Engage your career development & ExL experts • Consultation & support for supervisors • Create centralized supports for students & supervisors • Consider a pilot with a small cohort • Track, document, assess, evaluate
- 16. ‘ What About Data? 16 • Demographics of student employees? • Who hires students?Which departments? • What do job descriptions look like? Are they high-impact? • How do students find out about jobs? Hidden or advertised? • Supervisor assets and needs? • Evaluation from the supervisor & student perspectives? • Assessment of student learning?
- 17. ‘ Gallup Purdue Report 2014 17Source: https://news.gallup.com/reports/197141/gallup-purdue-index-report-2014.aspx
- 18. ‘ Top Ten Critical Institutional Actions for SE 18 1. Develop a management structure that best aligns with the vision, scope, and availability of resources for student employment 2. Ensure hiring processes are transparent and provide clear details about the job expectations 3. Develop a vision and cultivate a culture for student employment that creates a meaningful work experience for students 4. Provide clear guidelines and support for supervisors of student employees 5. Make student employment a campus-wide effort
- 19. ‘ Top Ten Critical Institutional Actions for SE 19 6. Secure ample resources to provide employment opportunities and overall program management 7. Leverage technology to make the hiring, training, and communication processes more efficient 8. Address environmental factors that may impact success 9. Use data to understand and share impact of student employment 10. Identify and evaluate student learning outcomes of employment opportunities
- 20. ‘ Top Ten Critical Actions (re-ordered) 20 1. VISION & CULTURE of meaningful work 2. CAMPUSWIDE effort 3. Management STRUCTURE 4. Allocate RESOURCES 5. Identify LEARNING OUTCOMES 6. Address ENVIRONMENTAL factors 7. LeverageTECHNOLOGY 8. Support SUPERVISORS 9. TRANSPARENT hiring process 10.Use DATA
- 21. ‘ 21 1. How is this job fitting in with your academics? 2. What are you learning here that’s helping you in school? 3. What are you learning in class that you can apply here at work? 4. Can you give me a couple of examples of things you’ve learned here that you think you’ll use in your chosen profession?
- 22. ‘ 22 Receive 20% off with code AGJ20 styluspub.com & join me @ NSEE in 2 weeks!
Editor's Notes
- Quick show of hands for who works with student employees Timing is perfect as campuses are looking at SE as our next strategy opportunity for experiential learning & development We know that students are working more hours than every before - up to 80% are working. 40% of UGs are working 30 hours per week. (CEW) Also several national organizations have been moving the needle to help institutions reconsider the broad outcomes of a college education and implement better strategies for teaching and learning, and greater focus on student learning outcomes and post graduation landing AAC&U > HIPs NSEE > EE NASPA > National study on SE Lots of folks are working on this – why am I here? You could say I’m one of the national experts on this topic, both from a scholarship standpoint – this was the focus on my doctoral studies and the book was published just this year, as well as from the practitioner standpoint, in that I am driving the transformation of student employment on my campus from the career development and experiential education lenses.
- Here’s what we’ll be covering today. My plan: 20 min of presenting – to get us all on the same page with the same language And then the rest of the time I want to learn about your experiences and ideas - we’ll do some group work with report out. Let’s get started with clear understanding of what HIPs are.
- These are strategies (initiatives institutions structure and offer) AACU has led the work in liberal education and student learning outcomes. HIPs are strategies that institutions structure > known as the gold standard for effective educational practice > shown to increase learning and mitigate risk of attrition. What’s especially exciting about HIPs is that they have been shown to have both a cumulative AND a compensatory effect. Cumulative > the more of these you do, the better it is Compensatory > these practices help even the playing field for underprepared and at-risk students Presently 10 HIPs (Traditional classroom based): First-year seminars, common intellectual experiences, learning communities, writing intensive courses, collaborative assignments, Five: Experiential: diversity/global learning, research, service learning, internships and capstone projects. You may be wondering what exactly makes HIP so impactful?
- You may be wondering what exactly makes HIP so impactful? The stuff of success These elements…. Think about it – if we can structure campus jobs to include these elements, then students invariably would enjoy the same benefits in terms of learning and persistence as they do with these other HIPs You know where I’m going with this – if we can structure our campus jobs with the same elements as these established HIPs, then students would theoretically derive same benefits For those of you who are experiential educators… this is not new
- 5 are experiential – some of you may be familiar with NSEE’s 8 principles of best practice in experiential education These best practices can be infused into your student employment program. This is do-able. NSEE offers an entire 3.5 hour workshop on how best to infuse and apply these principles – Those workshops through the Experiential Education Academy. For anyone interested, contact me privately later. You’ll see these elements later in our SE model.
- To reiterate the benefist Hi Impact Campus Jobs help students Apply what they are learning to real world situations Solve messy, complex problems Make connections between academics and work Accept feedback, direction, and supervision Develop career focus Be able to articulate what they can do – with confidence In the book we devote whole chapters to student development (identity, moral ethical development, & career) and student learning outcomes However, important to note that your institutions also benefit from a SE program! VERY TANGIBLE outcome of putting student talent to work
- Our model – how we’ve visualized the success elements. Given your role right now – (even if not coordinating SE), where do you fit? Where could you fit? Supervisor of student employees or perhaps future supervisor? How could YOU add value to the SE on your campus right now?
- There is no “correct” approach – you could choose MICRO or MACRO MACRO >,,,,, MICRO > start with the job title . What is a work-study anyway? What does that title to students? Consider devising a job title that is more descriptive of the role or function, such as “A/V technician,” “peer tutor,” “marketing assistant,” “special collections library associate,” “event planner,” “tour guide,” “accounting assistant,” “business analyst,” “project management trainee,” and so forth. After the title, describe the duties and responsibilities.
- Writing a good job description begins with a job title. “Student assistant,” “work-study,” and “student helper” may be common, but these titles do not communicate anything at all about the position.
- Key elements of a successful ad include a compelling personal introduction using “you” statements that address the candidates directly, a simple explanation of major duties and projects (not a laundry list of every single task that might be performed), and the attributes of top performers Notice what are the students getting out of this? What do YOU want your students to get out of this job? To learn?
- Employers say these competencies are important – there could be others and based on your campus you may have identified your own set. What matters is that you are intentional (remember the NSEE principles) about what you want them to learn. You are transparent so they KNOW what you want them to learn, and that you consider what you want them to learn when structuring their training and responsibilities.
- Here’s an example from my campus – Stony Brook – where we’ve developed a series of digital badges to recognize student employees who demonstrate those skills.
- Natural Touch Points Training Mentoring Assessing Career Readiness
- Natural Touch Points Training Mentoring Assessing Career Readiness
- FINALLY I’d like to share some concluding thoughts and prompt you to consider these ideas. Transforming student employment on your campus is deeply contextual. Structure, reporting lines –all different. Org location – ask them where it sits? Is that the best place? (career? Fin aid? Student affairs centralized?) Regardless of where it sits, the career center staff coaches employers on how to develop meaning internships – they can do similar for internal employers. Invest in supervisor training & support (who’s already doing this well – eg Res Life, Leadership, etc.). Give examples of centralized training (topics: workplace etiquette, communication skills, telephone skills, reception skills, customer service skills, career competencies and methods: case studies, ethical dilemmas, think-pair-share strategies) Start small, document challenges and successes, involve students and supervisors in your process and collect data Transforming student employment on your campus is DEEPLY CONTEXTUAL. Structure, reporting lines –all different. Org location – ask them where it sits? Is that the best place? (career? Fin aid? Student affairs centralized?) Regardless of where it sits, career development who guide employers in developing meaning internships can do similar for internal employers. Invest in supervisor training & support (who’s already doing this well – eg Res Life, Leadership, etc.). Give examples of centralized training (topics: workplace etiquette, communication skills, telephone skills, reception skills, customer service skills, career competencies and methods: case studies, ethical dilemmas, think-pair-share strategies) Start small, document challenges and successes, involve students and supervisors in your process and collect data In our book we recommend that departments create a strategy for student employment as part of their strategic goals, incorporating student employees into as many aspects of the department’s work as could provide a learning opportunity, assuming available funding. [Remember those institutional benefits] If you haven’t done this before, consider a team based conversation about the tasks and projects your staff need help with. For example, an Office of Conferences and Special Events may design a student employment program that would align student employees with each line of business, such as marketing and sales, event planning services, operations, technology and audiovisual services, catering, and accounting. A library staff may create a student employment program aligned with specific collections, data management services, community library services, or special functions, such as book preservation and cataloguing. A student health center may structure a health outreach and prevention component that students could coordinate and execute. The project management office could use some extra help in general, and may be interested in helping students develop the project management skills set while they support large-scale projects in administration.
- Conditions + Context + History + Tradition + Demographics Gather needs AND assets Engage your career development & ExL experts Priority: Job description audit Consultation & support for supervisors Create centralized supports for students & supervisors Consider a pilot with a small cohort Track, document, assess, evaluate
- Conditions + Context + History + Tradition + Demographics Gather needs AND assets Engage your career development & ExL experts Priority: Job description audit Consultation & support for supervisors Create centralized supports for students & supervisors Consider a pilot with a small cohort Track, document, assess, evaluate
- Conditions + Context + History + Tradition + Demographics Gather needs AND assets Engage your career development & ExL experts Priority: Job description audit Consultation & support for supervisors Create centralized supports for students & supervisors Consider a pilot with a small cohort Track, document, assess, evaluate
- To demonstrate a macro approach, I’ve reordered these 10 critical actions. Macro always starts with vision, getting your stakeholders on board for a campus wide effort. We used the macro approach at my institution Stony Brook University when we started this almost four years ago. Each of you needs to consider which approach will work best at your institution - there isn’t one recommended approach.
- SUPPORT FOR SUPERVISORS GROW Training and support on different topics every term – including January and summer. Open forum, brown bag lunches, No need for external speakers or facilitators – and it doesn’t have to cost much. We just held a forum where we brought an experienced supervisor from our Tech division and a brand new supervisor from our Performing Arts Center – they shared their challenges and their wins. Table talks with different subjects. Our ombuds person talked about conflict management. An athletics coach could discuss leadership. ALUMNI COULD PARTICIPATE – EVEN VIA VIRTUAL OR VIDEO You could match people as supervisor mentors – that won’t work with me as my school is too big. But it’s a great idea! Don’t worry about getting into the weeds on this – who does this well already? Residence Life? Recreation?