Jan 31 2014 SAAS Division Meeting

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Dr. Pruitt's remarks
Tom Halasz, Career Center
Dr. Ployhart, Darla Moore School of Business

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  • Astin’s Input-Environment-Outcomes Model for AssessmentRemind of definition of parts of the model
  • Astin’s Input-Environment-Outcomes Model for Assessment The Input-Environment-Outcome (I-E-O) model was developed by Alexander W. Astin (1993) as a guiding framework for assessments in higher education. The premise of this model is that educational assessments are not complete unless the evaluation includes information on student inputs (I), the educational environment (E), and student outcomes (O) (Astin, 1993). Inputs "refers to those personal qualities the student brings initially to the education program (including the student's initial level of developed talent at the time of entry)" (Astin, 1993, p. 18). Inputs also can be such things as antecedent conditions or performance pretests that function as control variables in research. Examples of student inputs might include demographic information, educational background, political orientation, behavior pattern, degree aspiration, reason for selecting an institution, financial status, disability status, career choice, major field of study, life goals, and reason for attending college (Astin, 1993). Inclusion of input data when using the I-E-O model is imperative because inputs directly influence both the environment and outputs, thus having a “double” influence on outputs—one that is direct and one that indirectly influences through environment (see Figure 1). Input data also can be used to examine influences that student inputs have on the environment; these input data could include gender, age, ethnic background, ability, and socioeconomic level. Environment "refers to the student's actual experiences during the educational program" (Astin, 1993, p. 18). The environment includes everything and anything that happens during the program course that might impact the student, and therefore the outcomes measured. Environmental items can includes those things such as educational experiences, practices, programs, or interventions. Additionally, some environmental factors may be antecedents (e.g. exposure to institution policies may occur before joining a college organization). Environmental factors may include the program, personnel, curricula, instructor, facilities, institutional climate, courses, teaching style, friends, roommates, extra-curricular activities, and organizational affiliation (Astin, 1993). When doing evaluative research, there are instances when environmental variables could be considered intervening outcomes variables, depending on how researchers use data in the analysis (e.g., moderator variables). Defining and assessing environmental variables can be an extremely challenging endeavor.Outcomes refer to the 'talents' we are trying to develop in our educational program" (Astin, 1993, p. 18). Outcomes are variables that may include posttests, consequences, or end results. In education, outcome measures have included indicators such as grade point average, exam scores, course performance, degree completion, and overall course satisfaction. Assessment for Excellence, Alexander W. Astin, 1993, Phoenix: The Oryx Press.
  • At public universities, federal loans finance a median of 40 percent of student charges; at private schools, the median is 21 percent.
  • 107 of 1958 (5.5%) employed part-time.The 19% unemployed amounts to 372.The 35% not responding to the survey amounts to 1025 graduates.
  • In 2012, 75% reported job is full-time and 25% part-time
  • In 2012, 57% of respondents indicated that the job requires a 4-year degree
  • Re-authorization process on-going, much of the focus on for-profits….however…..The Department of Education (“ED”) issued new regulations (published in the Federal Register on October 29, 2010) that require institutions to disclose and report data on Higher Education Act (HEA) eligible educational programs.. The issue it addresses is whether students are taking on unsustainable debt in exchange for degrees and certificates that fail to help them get the jobs (and income) they need and were promised.
  • (13 percent) So, the process continues……Currently requires institutions to disclose to potential students information about a vocational program’s costs, the on-time graduation rate for students who have completed the program, and the placement rate and median loan debt for those students.
  • http://gradschool.sc.edu/prospective/graduate_programs_cgs.asp?page=po
  • Career preparation is a long-term process that must start early in the students education“four years from now, freshmen will be applying for jobs that don’t even exist today.”
  • Future work skills 2020
  • Overview of the employability gap, and note how both employers and students often blame the university system.Sources:http://www.manpowergroupsolutions.com/manpowergroup-solutions/Home/Thought+Leadership/Knowledge+and+Resourceshttp://mckinseyonsociety.com/education-to-employment/report/
  • Employers want a purple squirrel (an unrealistic perfect candidate, fully prepared and ready on day 1) but candidates coming from universities are generally educated based on broad knowledge and expertise
  • Additional detail about the employer vs. university graduate gap
  • Discuss how we (as a university) might focus on general skills; why this is valuable
  • Provide other examples of how faculty can manage this gap within their courses; or chairs within their departments
  • Discuss the O*NET system as a means to learn about skill demands and gaps; its free and simple to use
  • Compare and contrast two ways that employers may recruit from universities; how universities can change the employment context to benefit students
  • To sum it up--we can address the gap. The university (Ivory Tower) can balance the goals of students (Gamecocks) and employers searching for the perfect candidate (purple squirrels); to transform these competing goals into a more unified part-purple squirrel, or if you will, a purple Gamecock.
  • Jan 31 2014 SAAS Division Meeting

    1. 1. Division Meeting Division of Student Affairs and Academic Support January 31, 2014
    2. 2. Dr. Meg Jay, Author of The Defining Decade • • • • Tuesday, March 4 10:00-11:30am Russell House Ballroom Lecture and Q&A • Open to all University faculty, staff, & students
    3. 3. • http://vimeo.com/85381391
    4. 4. Developing the Habits of Highly Effective Student Affairs Professionals • Wednesday, May 14 • Russell House • Proposals due is March 7 Keynote Address from Dr. Eileen Hulme Professor of Higher Education Azusa Pacific University
    5. 5. What’s Dennis Reading Breakfasts • Friday, February 28th • Friday, April 11th  8:00-9:00 AM at College Grounds Cafe
    6. 6. GEMS January Drawing Winners Jarod Holt – Student Life Terrie Morrison – University Housing Ashleigh Speaks – Financial Aid Matt Joy – Career Center Randy Borawski – University Housing Tecola Jones – Student Life Barry Meyers – USC Postal Service Elise Porter – University 101 Erin Long – University Housing Jennifer Myers – Counseling and Human Development
    7. 7. Thanks to all who served our campus community January 28 &29
    8. 8. 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. 9. Create an Optimum Learning Environment (OLE) • • • • • Workplace Readiness Civic-Service Competencies Life Management Proficiencies Life-Long Learner Four Year College Completion
    10. 10. Assessment for Improvement: Astin’s I-E-O Model ENVIRONMENT INPUT OUTCOMES
    11. 11. Astin’s I-E-O Model - SAAS ENVIRONMENT • Enrollment Management • Student Life • Student Development & Housing • University 101 Programs INPUT • Market of high school graduates • 25,000 undergraduates • Increase of x% over 10 years • SAT scores / HS GPA OUTCOMES  Meet target enrollment numbers (recruitment, enrollment, transition)  Improve progress and persistence  Advance learning  Advance civic engagement and leadership development
    12. 12. The New Normal
    13. 13. Crumbling Paradigms
    14. 14. “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)
    15. 15. Drivers for Change • State and federal funding challenges – Pressure for prioritization of resources • Public‟s demand for access, affordability and accountability
    16. 16. ….the challenges • • • • • • Fiscal support is decreasing Costs are rising Family incomes are flat or falling Demographics are changing The admissions arms race is escalating Expectations for demonstrating our value are growing - Whiteside and Verzyl (2012) 1 6
    17. 17. Higher Education “New Normal” Traditional public higher education model unsustainable • • • • • Increased competition for enrollment Essential net tuition revenue Performance funding metrics Resource allocation priorities and efficiencies Program necessity Limits on tuition price increase • Political and market forces Demand remains strong but with limits • Quality and price Comprehensive universities in small markets with limited drawing power are under the greatest stress 1 7
    18. 18. 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
    19. 19. Performance Funding Metrics Input to Output
    20. 20. 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
    21. 21. What is a Dashboard? A set of metrics that allows us to: •Document and monitor progress • Compare and contrast with other institutions • Set targets for the future • Develop strategies to achieve these targets • Allocate resources to support these strategies
    22. 22. Dashboard Parameters • Students – Total undergraduate enrollment – Average SAT score – Freshman-sophomore retention rate – 6-year graduation rate • Faculty – Student-to-faculty ratio – Research expenditures – Faculty scholarly productivity – Doctoral degrees
    23. 23. 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
    24. 24. Randy Bass, 2014 http://www.educause.edu/ero/article/disrupting-ourselves-problem-learning-higher-education
    25. 25. Focus on Assessment, Strategic Planning, Analysis and Innovation To drive evidence (data) based decisions • Core Services and programs: continually good/continually better • Relentless focus on student success
    26. 26. Continual Investments in Current Divisional and Institutional Initiatives
    27. 27. What Role Do YOU Play in the Advancement of These Initiatives? Recruitment and retention Title IX compliance USC Connect/GWLD On-Your-Time (OYT) Social media strategy Calendar Project One Carolina/Secure Carolina First-year transition (welcome week, orientation, University101)
    28. 28. New Institutional Initiatives What role will YOU play?  BTC Matters  Tuition Time-out  Educational Advisory Board Student Success Collaborative  White House Access Initiative  Employability and Work Place Readiness
    29. 29. And We Can’t Forget…
    30. 30. What is Carolina‟s Definition of a Successful Graduate?
    31. 31. Deliver on the Promise Each student will graduate with:  Strong identity capital  Employable skills  Sense of their life purpose and mission in life Life-long learner Four-year degree What else?
    32. 32. Thank you for all you do to make Carolina a better place to be! Shout - outs
    33. 33. Employability Plenary Session: Gainful Employment Provost Retreat, Spring 2014 Tom Halasz Director, Career Center
    34. 34. By the Numbers • 44% of US bachelor’s degree holders under/unemployed • 1.5 million bachelor’s degree holders under 25 under/unemployed • $1.2 trillion total student loan debt
    35. 35. May 2013 USC Graduates • 19% unemployed and actively seeking employment • 48.7% were employed and 26.5% were admitted to Grad/Professional School • 1,958 of 2,983 graduates (65.6%) responded to survey
    36. 36. Type of Position Of those employed, 88.5% employed full-time Male Female TOTAL Job is full-time 89.7% 87.5% 88.5% Job is not full-time 10.3% 12.5% 11.5%
    37. 37. 4-Year Degree 68% of respondents indicated that the job requires a 4-year degree N=915 Job requires a 4-year degree 624 68% Job does not require a 4-year degree 291 32%
    38. 38. Employment Status of Graduates • • • • Employed Grad/Prof School Seeking Job Applying to Grad/ Prof School • Not seeking 2013 48.7% 26.5% 19.0% 3.7% 2012 49.9% 22.9% 19.6% 4.3% 1.3% 1.4%
    39. 39. Higher Education Act of 1965 • Requires all for-profit offerings …….and non-degree vocational programs at nonprofit institutions, to show that they prepare students for “gainful employment in a recognized occupation.” • Final session of a negotiated rulemaking committee to draft regulations on gainful employment met on Dec.13, 2013
    40. 40. Anticipated Impact • Estimated 11,735 programs subject to the draft gainful employment regulations, 1,496 programs would fail to meet requirements, making them ineligible for federal student aid. • Negotiated rulemaking committee did not reach unanimous agreement, USDE to propose new regulations or revise the set of regulations considered by the committee.
    41. 41. USC Programs subject to HEA • Examples include certificates in: – Advanced Practice Nursing – Higher Education Leadership – Counselor Education – Gerontology – Museum Management – Women and Gender Students
    42. 42. College Scorecard • President Obama’s proposal to create a federal college rating system • Scores 5 areas – – – – – Costs Graduation Rate Loan Default Rate Median Borrowing Employment (only area not yet defined) • http://www.whitehouse.gov/issues/education/hig her-education/college-score-card
    43. 43. Employment • U.S. Department of Education is seeking additional input regarding its proposed college rating system as of December 2013. • In January, the department will convene a group of experts to help it choose the system's metrics and their weights. A draft plan for the system is due in the spring.
    44. 44. Preparing Students to be Gainfully Employed • Help students select majors based on understanding of interests, career paths, values and goals • Make students aware of resume‐building opportunities available in first 2 years • Introduce informational interviewing/job shadowing/externships • Enable participation in multiple internships/co-ops
    45. 45. Preparing Students • Begin job search or graduate/professional school application process much earlier • Help students understand and acquire skills required by employers http://www.iftf.org/fileadmin/user_upload/i mages/whatwedo/IFTF_FutureWorkSkillsS ummary.gif • Build skills through complementary coursework
    46. 46. Conclusion • Issues of unemployment & underemployment are significant • USC students are employable and performing well in the job market • Hundreds of our students are not prepared • Steps can be taken to address situation
    47. 47. Employability Plenary Session Squirrels, Gamecocks and the Ivory Tower Robert E. Ployhart Darla Moore School of Business Provost’s Retreat January 10, 2014
    48. 48. The Employability Gap is a Problem… It turns out we’re to blame? 50
    49. 49. What is the Gap? Employer Candidate 51
    50. 50. What is the Gap? Employer Candidate • Depth • Breadth • Specialization • Generalization • • • • Hard skills Job experience 52 Base knowledge Varied experience
    51. 51. Can We Narrow the Gap? • Focus on generalizable soft skills • • • • • • • • Leadership Written and oral communication Public speaking/presentation skills Teamwork/collaboration Social skills/emotional intelligence Cultural agility/flexibility Problem solving/critical thinking Self-management • Others? • • • • Personal finance? Work ethic? Initiative? Technological skills? 53
    52. 52. Can We Narrow the Gap? • Identify key skill gaps (as appropriate) • Discuss and emphasize skills in class (as appropriate) • Set reasonable expectations for students • Engage recent graduates or alumni to share experiences that reinforce skills • Develop online communities • Simulations and action learning • “Whenever you can, count” 54
    53. 53. Can We Narrow the Gap? • O*NET (http://www.onetonline.org/) 55
    54. 54. Can We Narrow the Gap? • Consider new employment models The traditional employment model is a funnel The new Active & employment passive job model is candidatesa cloud 56
    55. 55. We Can Narrow the Gap 57
    56. 56. Questions? 58

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