UofSC Division of Student Affairs and Academic Support Directors Meeting - January 15, 2019 Featuring remarks from Kirsten Kennedy, AVP for Student Housing and Well-Being; Pam Bowers, AVP for Planning, Assessment and Innovation; and Dennis Pruitt, VP for Student Affairs and Vice Provost

1. Division Directors Meeting
January 15, 2019

2. Kirsten Kennedy
Division Directors Meeting
January 15, 2019
Introductions

3. April Barnes, M.A., A.B.D
Executive Director of University Housing
barnesA1@mailbox.sc.edu

4. Pam Bowers
Division Directors Meeting
January 15, 2019
BTCM Update

5. Update – Beyond The Classroom Matters®
• Fall 2018 SAAS programs designated as Engaged Learning
Opportunities (ELO) or Engaged Learning Programs
• Deliverables - student access to records for reflection on
learning and articulation of transferable skills; unit access to
data on student engagement in programs for reporting (in
blueprints) and analysis
• Commitment to deliberate program design and documentation
required for cataloging SAAS programs (ELO/ELP)
• Thanks for engaging in this work

6. Beyond The Classroom Matters
A supplemental information system
for experiential learning in students affairs
Mission: BTCM provides a means to define, collect, organize,
and manage data about student engagement in student affairs
programs, in order to improve the quality and availability of data.
- Improvement
- Transparency
- Accountability

7. Beyond The Classroom Matters
A supplemental information system
for student affairs and other experiential learning
Improves quality and availability of SAAS data for
• Documenting student learning in institutional data and extended transcript
• Documenting programs’ educational purpose and intentional design
–requires articulation of each program’s intentionality and coherence
• Integrates student affairs data into institutional data for
–a more holistic view of each student’s engagement in college
–analysis of SAAS participation (opportunity, equity, impact)
–analysis of the impact of SAAS engagement on student success outcomes
Improvement Transparency Accountability

8. Experiential Learning Opportunities &
Engaged Learning Programs
Includes only programs for which we have collected records, as of 1/11/19 (others pending)
Engaged Learning Program
Carolina Intercultural Training
International Education Week Bazaar
Study Abroad Fair
Academic Coaching Appointment
Change of Major Advising Appointment
Withdrawal Consultation
Independent Graduation with Leadership Distinction (GLD) E-Portfolio
USC Connect Student Advisory Council
Discover USC
Magellan Ambassador
Magellan Embark
Financial Literacy Consultation
Money Management Consultation
Peer Tutoring
Peer Writing and Communications Session
Student Success Center Program Assistants/Mentors
Success Connect Consultation
Success Consultation
Supplemental Instruction
Take an Instructor to Lunch
Transfer Success Consultation
Career Assessment Interpretation
Career Coaching - Choosing a Major/Career
Career Coaching - Drop-In Session
Career Coaching - Graduate/Professional School
Career Coaching - Internship/Co-op Search
Career Coaching - Interview Preparation
Career Coaching - Job Search
Career Coaching - Mock Interview
Career Coaching - Parallel Career Path
Career Management Platform - How to Use Handshake
CareerFest Job Fair
Curriculum Vita/Cover Letter Review
Education Recruitment Day
Graduate and Professional School Day
Health Professions Job Fair
Moore School of Business EXPO
Opportunity Knocks Part-Time Job Fair
Pathways to Professions (Externships)
Pharmacy Day
Science, Engineering & Technology Job Fair
Capstone Scholar Programming Council Assistant
Capstone Scholars Connector Mentors
Adventure Trip Leader
Fraternity and Sorority Life Council Leadership
Fraternity and Sorority Life recruitment/intake orientation
Alternative Break Participants
Close Family Emerging Leaders Program
Community Service Opportunity Fair
Gamecock Pantry Executive Board
Gamecock Pantry Pals
L.E.A.D. Retreat
Momentum Advisory Board
Organizational Leaders Course
Pillars participants
Service Leadership Course
Service Saturday Participant
Service Saturday Site Leader
Student Leadership & Diversity Conference
Student organization members
Diversity Retreat
MAPP Peer Mentors

9. Beyond The Classroom Matters
Criteria for cataloging programs and student participation in the BTCM system:
1. Educational purpose of program/event must be clearly defined
2. Intentional structure for achieving the purpose must be defined
3. Completion of program must be defined (what is required to ‘earn’ a record)
4. Attendance/participation must be monitored, as defined for completion
5. Fidelity of implementation must be assured for program/data integrity
ELO Designation requires meeting these criteria plus additional requirements for
specific kinds of programs, with minimum standards for time-on-task, feedback
on performance, reflection on learning.
**SAAS provided ELO-designated programs and Tier 3 ELP programs
must use Blackboard to record student completion of required activities**

10. Beyond The Classroom Matters
Student records are
- defined in catalog entry
- verified by sponsoring department
-interfaced with academic records
-managed in data warehouse
COGNOS
BANNER
SRR
EDC

11. Participant data is available for
analysis and reporting.
Example of participant data in BTCM

12. Bustle at the Russell – Welcome Week Event – Fall 2018

14. Extended transcript >
will have embedded
text that describes
student’s active
learning
(learning by doing).

17. “For the things we have to learn before we can do them, we learn by
doing them, e.g., men become builders by building and lyreplayers by
playing the lyre”
Aristotle, The Nicomachean Ethics
In BTCM and the extended transcript, we are measuring and reporting
educationally/developmentally purposeful “doing.”
Students become
- Leaders by leading
- Problem solvers by solving problems
- Civically engaged citizens . . .
- Dependable team members . . .
- Mindful . . .
- Self-aware . . .

18. Staff, faculty, students, and employers indicate the value of BTCM
records for documenting learning and
helping students articulate knowledge and skills
that are transferable to the workplace.

19. Which student interview response would
a prospective employer value more?
“I feel capable of being a leader”
or
“I led an Alternative Break student group
trip to help rebuild after Hurricane
Florence; let me tell you about my
leadership role.”
“I feel capable of being an effective part
of a work team”
or
“I served on the Homecoming Commission
. . . let me tell you about how I learned to
work with others in the group to manage
that project.”
Transcript here

20. What you can do to leverage learning in SAAS programs
• Reflect on your programs; work with us to catalog highest priority programs
• Reflect on program purpose and design to assure intentionality and
coherence
–Do all activities align with each other and toward the stated
educational/developmental purpose?
• Make it part of the program to help students you engage understand the
educational/developmental intentions of your program, and the knowledge
and skills they are practicing and applying through their engagement.
–Helps them recognize and articulate what they learn
–Develops habits-of-mind for reflection and self-awareness

21. Related Sessions @ NASPA Conference 2019
Comprehensive Learner Records – NASPA; AACRAO Leadership
The American Association of Collegiate Registrars and Admissions Officers (AACRAO) and NASPA
have continued their partnership on the creation and implementation of Comprehensive Learner
Records (CLR). Presenters will discuss how these innovative digital records are empowering
learners to reflect upon and leverage what they learn, inside and outside the classroom.
Innovative Models for Documenting Student Learning: Stories from the Front Line -
University of South Carolina; LaGuardia Community College; Elon University
Beyond Tracking Attendance: An Evidence Based Co-curricular Transcript - Western
Michigan University
Developing a Parallel Transcript to Demonstrate Student Learning - Singapore
Management University
Strategies for Building Intention and Coherence in Peer Leadership Programs –
University of South Carolina

22. Creating official education records of student engagement
in student affairs programs requires that
programs must be implemented as documented
Don’t submit a proposal based on what you feel capable of -
unless you are certain you can actually deliver the program as cataloged.
< This applies to us, too.

23. Supervisors, Directors, DOS/AVPs
YOU MUST COMMIT TO DELIVER A PROGRAM/EVENT AS YOU DEFINED IT
BEFORE you propose a program or event for cataloging and recording in official student
records (BTCM), be sure you can deliver the program/event as proposed.
• What if the responsible staff member leaves the unit – who can take over?
• What if the unit gets very busy with xyz; can your unit still deliver program as proposed?
• How central is this to the mission of the unit – should you commit to this?
• Can you monitor and document participation to assure student completion?
AFTER your program/event is cataloged, WHAT IF
– A student claims to have completed your program but a record of completion was not
recorded; does your documentation adequately support your decision?
– The responsible staff member leaves; will someone else be able to look at the records
and support the decision of “completed” or “did not complete” as defined?
– Evidence is requested that your program was delivered as approved in the proposal
submitted; is your documentation adequate?

24. Reflect on your Program that Engages Students in Delivery
Is your unit implementing your student assistant role (peer educator, peer mentor, peer leader, etc.)
as a student job, a leadership experience, or a career readiness development experience?
How does engaging students in your student assistant roles align with the mission of your unit?
EXAMPLE:
Supplemental Instruction Peer Leaders

25. BTCM Criteria – does the program meet all criteria? (see slide 3)
• Experiential Learning Opportunity Designation – does this program meet
additional ELO criteria, or could it be modified to meet ELO criteria?
– If change from current practice is required, consider resources required (staff, $, time) to
meet criteria and centrality of the program to the mission of the unit
– Can unit commit to delivering the existing or modified program – as defined for ELO?
– Can the unit commit to monitoring and documenting attendance/participation as required
to verify completion?**
• Engaged Learning Program –
– Can unit commit to delivering the existing or modified program – as defined in BTCM?
– Can the unit commit to monitoring and documenting attendance/participation as required
to verify completion?
**We will assist you with setting up a Blackboard course/organization for documenting completion.**
Factors to Consider Prior to Cataloging a Program/Event in BTCM
(Experiential Learning Opportunity or Engaged Learning Program)

27. Example >>>
Documenting
student work
in Blackboard

28. Coffee, Blueprints and SACSCOC Information
Friday, January 25, 2019
9:00 – 10:30 a.m.
Capstone Campus Room
• Dennis Pruitt - Introductory comments
• Donald Miles, Director of Institutional Effectiveness and Accreditation - Overview of
upcoming SACSCOC Reaffirmation of Accreditation process
• Pam Bowers – Notes from the December 2018 SACSCOC Annual Meeting
• Q&A – bring your questions

29. Dennis Pruitt
Division Directors Meeting
January 15, 2019
Remarks

31. DISCOVER USC
call for abstracts | march 8
research ▪ internships ▪ study abroad ▪ service learning
community service ▪ national fellowships ▪ internships
leadership activities ▪ and more...
Encourage your students to
share their UofSC
experiences
submit abstracts online
sc.edu/discoverusc
APRIL 26
Columbia
Metropolitan
Convention Center

33. You can still get a flu shot. The Center for Health and Well-
Being accepts the state health plan for flu shots, so come get
yours at no cost to you.

36. C.A.L.M. Oasis Space
Open Practice – patrons can practice in the space
silently or use ear buds to listen to guided meditations.
Open Learning – structured mindfulness and
meditation offerings coordinated by trained facilitators.
Faculty/Staff Mindfulness Class: Jan. 30,
Feb. 13 & 27, March 20, April 3 & 17 - 12-1 p.m.
Recovery Meditation: Every Wednesday – 3-4 p.m.
Midday Meditation: Monday/Wednesday/Friday –
11:20-11:40 a.m. and Tuesday/Thursday –
12:30-12:50 p.m.
Inner Path to Peace for Faculty/Staff: Jan. 28,
Feb. 4 & 11 – 12-1 p.m.