.

1. College of Nursing
Spring Retreat
May 11, 2015

3. Thoughts for Reflection
• What will a future graduate of Carolina look
like?
• What am I doing in my work area to contribute
to achieving our university’s mission?
• What am I doing to learn more about and
understand our students and their college
environment?
• How am I participating in “learning
organizations” to learn about and utilize best
educational and business practices?

4. A learning organization is an
organization skilled at creating, acquiring, and
transferring knowledge, and at modifying its
behavior to reflect new knowledge and insights.
-Garvin (1993)

5. Thoughts for Reflection
• In what ways am I engaged in my own
professional and personal development that add
value to my contributions to my work, my family,
and my community?
• In what ways do I model behavior for our
students?

6. The World We Live in is
Consumed by:
• Chaos- requires order and nimbleness
• Disruption- requires adaptability
• Perpetual Change- requires continuous learning
• Volatility, Uncertainty, Complexity, Ambiguity
(or VUCA)- requires new ways of strategic
thinking and evidence based actions

7. Crumbling Paradigm
“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.”
- Lopez (2013)

8. Funding Sources and
Our Crumbling Paradigm
• State Funding
• Tuition and Fees
• Federal Research Grants
• Auxiliary Services
• Gifts and Donations
• Federal and State Financial Aid
*Enrollment capacity and tuition caps.

10. The Mood on College Campus
• Some despair; “some” public dissatisfaction
• Accountability and cost
• Doing more with LESS: narrowing the mission
• Realizing the power of technology: new LOE
• New emphasis on teaching: professors of practice
• New emphasis on workplace readiness for
graduates (employability)
• A growing receptivity and enthusiasm for change.

11. Changes
• Is college doomed?
• Are we expected to cure “all of societies ills?”
• Freedom to travel, phone fixes, cameras and
transparency
• Creating the magic: an optimal learning
environment

12. INPUT (I)
ENVIRONMENT (E)
OUTCOMES (O)
• 6 year graduation rate
• Students’ learning achievements
• Graduates’ employment status
• Admissions to graduate school
• Total undergraduate enrollment
• Cost- tuition, fees
• Availability of financial aid, scholarships
• Curriculum- learning expectations
• Availability and quality of support services
• Quality of advising
• Student-faculty ratio
• Availability and quality of BTC experiences
• Technology resources
• Average freshmen SAT scores
• Motivation to attend USC
• Scholarship skills / habits
• Financial status
• Life goals
- Astin (1993)
Astin’s Input –
Environment
Outcomes
Model

13. FR
SO
JR
SR
Leadership
Occupational
Physical
Internship
E N V I R O N M E N T
Student VariablesStudent Variables
• HS GPA
• Transfer GPA
• SAT / ACT
• Gender
• Race
• Age
• Residence
Intended Outcomes
Degree / Carolina Core:
• Knowledge
• Skills
• Dispositions
All:
• Retention
• Graduation
• Employability
Beyond the
Classroom
programs
provide
support
and/or
enrichment
opportunities
for each
unique,
individual
student
(all majors,
all levels of
preparation)
• Intellectual skills
• Career development
• Physical well being
• Social development
• Emotional well being
• Spiritual development
USC
Undergraduate
Education
System

14. Purposes:
- Improvement
- Accountability
- Transparency
www.novamind.com/planning/strategic-planning.php
Blueprints for Excellence

15. New Performance Criteria
• Inputs to Outputs
• Measurable Outcomes
• Transparency and Comparisons

16. 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

17. Key Questions
for Improvement
• Doing the right things? (strategy)
• Doing things the right way (architecture)
• Doing them well? (delivery)
• Getting the benefits? (value)

18. 8 Simple Rules
1. Teach the students you have, not the ones you think you
should have.
2. The university can make you the instructor of record for
a given course, but it cannot make you any student’s
teacher. Only the student can make you her teacher, by
accepting you in that role.
3. Never say you teach the subject matter, not the
students. The subject matter has nothing to learn
from you.
4. The work you do for a course is less important than the
work your students do. They learn less from it.

19. 8 Simple Rules
5. It is essential to challenge your students, but it isn’t
enough. You must also believe in them, encourage
them, and guide their efforts.
6. We all want to believe we have some share in our students’
successes. Their failures we tend to regard as their own.
Rethink this.
7. Do not defend yourself against students’ responses to
your teaching. Seek out their perceptions and work to
comprehend them. Boredom, anger, silence,
helplessness, apathy, rudeness, and resentment are all
messages waiting to be decoded.
8. Make learning fun. - Miller (2014)

20. Career
Planning
Student understands
career development
process and establishes
and implements a
structured plan for active,
self-driven participation in
career development
activities to include self
assessment, workplace
exploration and job
search preparation.
Relationships
Student strategically
establishes network by
developing relationships
with university faculty and
staff, academic advisors,
career coaches, alumni,
mentors and
practitioners. Student
establishes appropriate
online presence and
connections (i.e.
LinkedIn).
Academic
Subject
Knowledge, Skills
& Understanding
Student demonstrates
mastery of both their
academic program
(major/degree)
requirements and the
Carolina Core (general
education) requirements
through successful
academic performance
and degree attainment.
Experience
(Life & Work)
Student actively
participates in high
impact, experiential
practices such as part-
time employment,
internships, co-operative
education, study abroad,
service learning, and
research in order to
develop technical
knowledge related to
various career paths.
Transferable
Skills
(list below taken from NACE
Job Outlook Spring 2015)
Student is able to:
1) Work in team
structure;
2) Make decisions &
solve problems;
3) Communicat
e verbally;
4) Plan, organize &
prioritize work;
5)Obtain & process
information; 6) Analyze
quantitative data;
7)Demonstrate technical
knowledge related to job
8) Demonstrate
proficiency w/ computer
software programs;
9) Create/edit
written reports;
10) Influence others
(leadership).
Emotional
Intelligence
Student develops
emotional literacy (the
ability to monitor and
appropriately label both
their own and other’s
emotions and apply
emotional information to
guide thinking and
behavior), through
exposure to emotional
intelligence theory and
exercises.
University of South Carolina
Employability Model
Adapted with permission from the CareerEDGE Model of
Graduate Employability (Dacre Pool & Sewell, 2007)
Reflection, Integration
& Evaluation
Self-efficacy:
One’s belief in one’s own ability to
successfully perform the tasks
required to achieve specific goals.
Self-confidence:
One’s strength of belief in their overall
aptitude for success - a general sense
of self-assurance. (Self-efficacy plays
an important part in determining self-
confidence.)
Self-esteem:
One’s sense of self worth.
Employability
“Employability is having a set
of skills, knowledge,
understanding and personal
attributes that make a person
more likely to choose, secure
and retain occupations in
which they can be satisfied
and successful.”
~ Dacre Pool & Sewell
2007; 2012
Whether or not a student
finds employment can be
impacted by factors both
inside and outside the
model (i.e. a downturn in
the market, selection of
major/degree or the range
and quality of experiences
gained by the student.)

21. Dr. Dennis Pruitt
Vice President for Student Affairs,
Vice Provost and Dean of Students
Office: Osborne Administration Building,
Room 110
Telephone: 803-777-4172
Email: dpruitt@sc.edu
Contact

22. • Astin, A. (1993). Assessment for excellence: The philosophy and practice of
assessment and evaluation in higher education. Phoenix, AZ: Oryx Press.
• Garvin, David. “Building a Learning Organization.” Harvard Business Review July
1993: 78-92.
• Lopez, Jorge. “How to Create Competitive Advantage by Evaluating Crumbling
Paradigms.” Gartner.com, 29 Mar. 2013. Web.
• Miller, David. University of South Carolina Center for Digital Humanities and
English Professor.
• Mintz, S. (2014, September 30). The Future of Higher Education. Inside Higher Ed.
Retrieved from https://www.insidehighered.com/blogs/higher-ed-beta/future-
higher-education.
References