Dennis Pruitt: Student Affairs in the 21st Century


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Workshop for the SEC ALDP hosted by the University of South Carolina, Feb. 6, 2014

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  • Astin’s Input-Environment-Outcomes Model for AssessmentRemind of definition of parts of the model
  • Dennis Pruitt: Student Affairs in the 21st Century

    1. 1. ALDP Workshop February 6, 2014
    2. 2. Welcome to Carolina! This presentation can be viewed online at:
    3. 3. Learning Outcomes Participants will: • Obtain a contextual understanding of the world of student affairs • Frame current issues facing student affairs and academic administrators • Share views of participants by engaging in discussion
    4. 4. 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 - Ansberry (2000)
    5. 5. wisdom [wiz-duh m]: the ability to view more things with a “blank slate.”
    6. 6. Anyone can do Student Affairs, right?
    7. 7. 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.
    8. 8. Historical Role of Student Affairs What happened to the Good Ole Days of In Loco Parentis?
    9. 9. Historical Role of Student Affairs • • • • • Disciplinarian Custodian Educator Integrator Combined: contingency (threats and opportunities) manager - Garland (1985)
    10. 10. 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
    11. 11. 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
    12. 12. Sample Student Affairs Functional Areas • • • • • • • • • • Student Activities • Student Conduct • Multicultural Student Affairs • Orientation • Parent Programs • Registrar • Residential Life/Housing • Retention & Assessment • Sexual Assault Services • Specific Facilities Management • 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
    13. 13. 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)
    14. 14. 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 NASPA, 1987
    15. 15. 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
    16. 16. Three Unequivocal Findings from the College Impact Research (Pascarella and Terenzini, 2005) 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. -Kuh, 2010, NILOA
    17. 17. Assessment for Improvement: Astin’s I-E-O Model ENVIRONMENT INPUT OUTCOMES
    18. 18. The business model for higher education is crumbling – is the academic/teaching/learning model crumbling as well?
    19. 19. “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.” - Gartner (Lopez) (2013)
    20. 20. Drivers for Change • State and federal funding challenges – Pressure for prioritization of resources • Public‟s demand for access, affordability and accountability
    21. 21. ….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)
    22. 22. New Performance Metrics Input to Output
    23. 23. 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
    24. 24. From: The New Yorker, May 23, 2005.
    25. 25. New Performance Criteria • • • • • Workplace Readiness Civic-Service Competencies Life Management Proficiencies Life-Long Learner Four Year College Completion
    26. 26. How do we Keep our Customers (oops!) Students from Failing? How to Prevent Your Customers from Failing Stephen S. Tax, Mark Colgate and David E. Bowen Spring 2006
    27. 27. How do we Keep our Customers (oops!) Students from Failing? • How do we create high expectations that our students will move from surviving to thriving? • How do we get students to assume ownership for their learning, both in the classroom (ITC) and beyond the classroom (BTC)?
    28. 28. - Schreiner, et. al. (2012)
    29. 29. Randy Bass, 2012
    30. 30. A Collaborative Agenda for Student Affairs and Academic Affairs Is your institution focusing on:        Personalized learning systems? (Big Data?) Integrated ITC-BTC Learning? Managing Bad Behavior? Complying with state and federal laws? Using educational and business “best practices?” Employability and workplace readiness? Assessing ITC-BTC learning to drive relentless focus on student success?
    31. 31. What is your institution‟s definition of a successful graduate?
    32. 32. Obstacles to our Success Elements that are holding us back: managing performance silo thinking turf wars professional rivalries resource allocations bad supervisors change aversion unclear future direction resource allocations vacuum thinking Internal Communications *think about how research universities are structured and operate
    33. 33. And We Can’t Forget…
    34. 34. Now – “could you sleep at night when the wind blows?”
    35. 35. Anyone can do Student Affairs, right? But who would want to?
    36. 36. Students are… • The most important people on the campus… …without students there would be no need for the institution • Not cold enrollment statistics… …but flesh and blood human beings with feelings and emotions like our own. • Not people to be tolerated so we can do our thing… …they are our thing. • Not dependent on us… …rather, we are dependent on them. • Not an interruption of our work… …but the purpose of it. We are not doing them a favor by serving them. They are doing us a favor by giving us the opportunity to do so. From: Noel-Levitz. “Enrollment Strategies That Work in Attracting and Retaining Students”
    37. 37. To Stimulate Your Thinking A. The Big Questions B. Collaborative Endeavors C. Student Affairs Worries
    38. 38. The BIG QUESTIONS • Should certain student services be centralized (career services/internships, study abroad programs, academic integrity, orientation, advisement, writing and math centers) and managed by professional staff educators? • Is it time to disrupt and re-center the curriculum to formalize the BTC experiences and ITC experiences to provide students integrative learning? • Are academic administrators and faculty working collaboratively with student affairs professionals to provide students three full semesters (fall, winter, summer) and to provide summer courses that enable a four-year degree culture? Are online educational pathways supported by online virtual student services?
    39. 39. The BIG QUESTIONS • What learning assessments can academic administrators, faculty and student affairs educators pursue that will improve the quality of the undergraduate learning experience? • How important to your institution is students‟ satisfaction with their undergraduate educational experience? What role can we as educators play in ensuring students have both an enlightening and satisfying experience? • Should research institutions like ours adopt more of a student-centered focus? Should students (and their parents/families) be considered customers? Clients? Consumers? Stakeholders? Or Students? Would any of these frames of reference change our practices? • How will the trend to hire more adjunct or non-tenure track faculty impact the BTC activities institutions are promising their students?
    40. 40. Collaborative Endeavors First-year seminars and experiences Learning communities Diversity/global learning (study abroad) Employability and workplace readiness Student learning assessment Student recruitment Student retention Capstone courses Advising clubs and organizations Academic advising Internships Civic education Support for students with disabilities Alumni relations and fundraising Classroom management Service learning, community-based learning Student well-being, Healthy Campus 2020 Leadership development Orientation Intercollegiate athletics Student success centers (Supplemental Instruction) Professional/talent development Student satisfaction Student ombudsperson Student recreation Student mental health, counseling Spirituality and religion Academic integrity
    41. 41. Student Affairs Worries Contingency (threats and opportunities) management Men in crisis Financial literacy Student mental health Campus safety, emergency management Social media strategy Interfaith leadership Freedom of speech/protected speech LGBTQ friendly Integrative learning Social justice Suicide Student identity capital Life management skills Title IX, VAWA, Campus SaVE compliance Cost of student misbehavior Freedom of religion, freedom from religion Club Med or Higher Ed Managing parents Student satisfaction and ROI Assessment, strategic planning and innovation Expertise on students Output measurements for performance College completion agenda Online student services Fees for services Off-campus student services Student legal services
    42. 42. References • • • • • Ansberry, Clare. “Older and Wiser.” Wall Street Journal Millennium Edition. 1 Jan 2000. Chickering, A.W. and Gamson, Z.F. (1991) Applying the Seven Principles for Good Practice in Undergraduate Education. New Directions for Teaching and Learning Number 47, Fall 1991, San Francisco: Jossey-Bass Inc. Garland, Peter H. Serving more than Students: A Critical Need for College Student Personnel Services. ASHE-ERIC Higher Education Report No. 7. Washington, D.C.: Association for the Study of Higher Education, 1985. Pascarella, Ernest T., and Patrick T. Terenzini. A Third Decade of Research. San Francisco: Jossey-Bass, 2005. Schreiner, L.A., Louis, M.C., & Nelson, D.D. (Eds.) (2012). Thriving in Transitions: A research-based approach to college student success. Columbia, SC: University of South Carolina, National Resource Center for The First-Year Experience and Students in Transition
    43. 43. References • • Schuh, J.H., & Gansemer-Topf, A.M. (2010, December). The Role of Student Affairs in Student Learning Assessment (NILOA Occasional Paper No.7). Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment. Whiteside, D. & S. Verzyl. (2012). The Higher Education Landscape – Unprecedented Challenges and Unprecedented Opportunities. Chicago, IL.: ACT Enrollment Planners Conference.