This document provides information on building an effective Student Support Services (SSS) program and team. It outlines goals and metrics for mentoring students, providing educational enrichment activities, and facilitating campus connections. Data shows the program exceeded goals for student relationships with mentors, academic outcomes, and retention. The budget breakdown spends most funds on personnel. Program participation and persistence outcomes met or exceeded minimum requirements. The document advocates facing challenges with the right mindset, knowing internal motives, having a plan, maintaining hope, and persisting.
CollegeSPARC presentation for colleges and universities. Ramnik Singh
CollegeSPARC is a platform that helps colleges in improving student retention, provides insights on student engagement and improves on-time graduation.
We are a Boston based company working closely with colleges based in the United States. Feel free to reach out to ramnik.singh@excelsoftcorp.com
"Student Affairs and Academic Support 2017 Workplace Survey Results," presentation by Nathan Strong, Kim Pruitt and Stacey Bradley delivered at the monthly division meeting March 24, 2017.
"Succession Planning and Post-Retirement Planning," presentation delivered at the monthly meeting of the Division of Student Affairs and Academic Support, March 24, 2017
Freshman Focus: Reaching Out Early to Raise Freshmen to New HeightsAshley Ransom
This was presented at the Texas Academic Advising Network (TEXAAN) State Conference - Houston, TX. February 19, 2009 and at the National Academic Advising Association (NACADA) National Conference - San Antonio, TX. October 2, 2009.
CollegeSPARC presentation for colleges and universities. Ramnik Singh
CollegeSPARC is a platform that helps colleges in improving student retention, provides insights on student engagement and improves on-time graduation.
We are a Boston based company working closely with colleges based in the United States. Feel free to reach out to ramnik.singh@excelsoftcorp.com
"Student Affairs and Academic Support 2017 Workplace Survey Results," presentation by Nathan Strong, Kim Pruitt and Stacey Bradley delivered at the monthly division meeting March 24, 2017.
"Succession Planning and Post-Retirement Planning," presentation delivered at the monthly meeting of the Division of Student Affairs and Academic Support, March 24, 2017
Freshman Focus: Reaching Out Early to Raise Freshmen to New HeightsAshley Ransom
This was presented at the Texas Academic Advising Network (TEXAAN) State Conference - Houston, TX. February 19, 2009 and at the National Academic Advising Association (NACADA) National Conference - San Antonio, TX. October 2, 2009.
Gathering data on how teaching practices impact student well beinghealthycampuses
This 2017 SUMMIT workshop debuted UBC’s Teaching Practices and Student Wellbeing Project to understand how perspectives on teaching practices and mental well-being from faculty and students can be obtained, analyzed, and translated into useful tools for curriculum planners, instructors, and teaching assistants.
A Coordination of Services Team (COST) is a multidisciplinary team of school staff and providers who coordinate learning supports and resources for students. Teams meet regularly to review student referrals and link them to prevention and intervention services that support social emotional and behavioral health. This workshop will share findings from an inquiry of the impact of COST in Alameda County schools, offer a framework for measuring the outcomes of care coordination efforts, and present a case study profiling one schools’ implementation of the COST model. Participants will also engage in small groups to discuss the implications of this study and how they could strengthen and expand care/service coordination efforts in their own schools.
On April 26, 2013, Near West side attended a breakout session on new effective methods for mentoring youth. The four key points of the presentation focused on: The David Dubois UIC Mentoring method, The Elements of Effective Practice(TM) mentoring method, Youth Program Quality Initiative (YPQI) and the Human Achievement Quotient (HAQ). Those four topics were researched and put into this presentation for Near West Side mentors to study and begin using as part of their personal collection of mentoring strategies.
Presentation by Rachel Steinacher, on IPA and RCTsTwaweza
A presentation by Rachel Steinacher, Research Manager for IPA-Kenya (Innovations for Poverty Action), on IPA and RCTsThis was presented at the Commission for Science and Technology (COSTECH) in Dar es Salaam, Tanzania, on June 19, 2014, to an audience of researchers.
Gathering data on how teaching practices impact student well beinghealthycampuses
This 2017 SUMMIT workshop debuted UBC’s Teaching Practices and Student Wellbeing Project to understand how perspectives on teaching practices and mental well-being from faculty and students can be obtained, analyzed, and translated into useful tools for curriculum planners, instructors, and teaching assistants.
A Coordination of Services Team (COST) is a multidisciplinary team of school staff and providers who coordinate learning supports and resources for students. Teams meet regularly to review student referrals and link them to prevention and intervention services that support social emotional and behavioral health. This workshop will share findings from an inquiry of the impact of COST in Alameda County schools, offer a framework for measuring the outcomes of care coordination efforts, and present a case study profiling one schools’ implementation of the COST model. Participants will also engage in small groups to discuss the implications of this study and how they could strengthen and expand care/service coordination efforts in their own schools.
On April 26, 2013, Near West side attended a breakout session on new effective methods for mentoring youth. The four key points of the presentation focused on: The David Dubois UIC Mentoring method, The Elements of Effective Practice(TM) mentoring method, Youth Program Quality Initiative (YPQI) and the Human Achievement Quotient (HAQ). Those four topics were researched and put into this presentation for Near West Side mentors to study and begin using as part of their personal collection of mentoring strategies.
Presentation by Rachel Steinacher, on IPA and RCTsTwaweza
A presentation by Rachel Steinacher, Research Manager for IPA-Kenya (Innovations for Poverty Action), on IPA and RCTsThis was presented at the Commission for Science and Technology (COSTECH) in Dar es Salaam, Tanzania, on June 19, 2014, to an audience of researchers.
What’s good for the leader is good for the team. A strong leader with weak team, just as a strong team with a weak leader are destined for failure. If the goals and direction are not clear, if the team is not focused and putting sufficient effort towards the goal, it won’t be attained. I was only as good as the teams I managed, and I’d like to think I helped some of them grow. I’ve been very fortunate to have some Superstars and strong players on my teams, but I’ve also had some that did not succeed.
Here’s a list that is not only from a leader’s perspective, but also considers the traits I observed in my Superstars. (You know who you are, too!)
What’s good for the leader is good for the team. A strong leader with weak team, just as a strong team with a weak leader are destined for failure. If the goals and direction are not clear, if the team is not focused and putting sufficient effort towards the goal, it won’t be attained. I was only as good as the teams I managed, and I’d like to think I helped some of them grow. I’ve been very fortunate to have some Superstars and strong players on my teams, but I’ve also had some that did not succeed.
Here’s a list that is not only from a leader’s perspective, but also considers the traits I observed in my Superstars.
Corso Ecommerce Magentiamo 2015, Montalti - "Funzionalità avanzate: integrazi...Alessandro Montalti
Una panoramica degli strumenti di import e export in Magento, fino ad arrivare alla progettazione dei data feed automatici.
L'intervento continua con esempi pratici di sistemi integrabili alle piattaforme ecommerce, dall'ERP al marketing/retargeting, per concludersi con uno scorcio sul mondo Mobile e qualche esempio concreto di App sincronizzate con Magento.
From Throwing Stones to Creating Ripples Ramapo’s Approach to Student SuccessHobsons
Joseph Connell, Director of Student Success, and Tracey Bender, Student Success Coordinator at Ramapo College discussed implementation and execution of Starfish and how intentionality, collaboration, and closing the loop have increased student success. Learn specific examples of how student success metrics have improved as a result of Starfish implementation and examples of how student-focused offices have leveraged the technology to create ripple effects that extend campus-wide.
Building a Highly Effective Coaching and Mentoring Program at ScaleInsideTrack
Developing an effective, scalable coaching program requires cross-functional commitment and success requires clear and realistic goals, based on current realities.
Conference presentation from the Texas Association of Graduate Admissions Professionals (TxGAP) 2012 Professional Development Conference.
Author:
Lisa Palacios
Director of Graduate Recruitment
University of Texas at San Antonio
Description:
The research on graduate recruiting and retention points to financial aid as the number component to successful degree completion, especially during the current economic downturn. With this said- the Graduate School partnered with our Financial Aid department to offer a series of events and services to address this need.
For more information, visit www.txgap.com.
In an effort to increase graduate student retention and graduation rates, the University of North Texas is in the process of developing academic support services for graduate students outside the classroom. Based on data gathered as part of a larger needs-assessment, new programs include research and statistical support, expanded tutoring options, and individual academic coaching. Participants in this session will learn about the process of developing, implementing, and marketing these programs along with information on future plans for the programs including expansion, refining, and formal assessment.
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
16. “Kind words can
be short and
easy to
speak, but their
echoes are truly
endless.”
17.
18.
19. Historical data on persistence and academic good standing to inform future
vision setting/aspirational goals
20. Data to relate impact of attainment of program (aspirational) goals on
institutional goal attainment
21. 2. NAU
Goal #
3. EMSA
Goal #
4. Activity
(include description of target group)
5. Desired Measureable Outcome
(include timeline)
6. Data Source 7. Key Players
2 1 Professional one-on-one Mentoring
Provide mentoring, guided by the creation of a mutually
agreed upon Plan for Academic SuccesS (PASS) that
includes the following conversation topics:
1. Academic support and tutoring
2. Assistance with course selection and career
planning
3. Guidance in money management and financial
literacy
4. Information and assistance to apply for financial
aid and/or scholarships
5. Assistance in applying for admission to graduate
and professional school
6. Personal transition and support
Overall interactions with students would help them ….
1. feel comfortable talking with their mentor
2. find value in professional mentoring
3. achieve academic outcomes
4. secure sufficient funding
a. 440 total AY program participants
1) 440 active students fall semester
(at least 3 meetings)
2) 400 active students spring
semester (at least 3 meetings)
b. Average 3 meetings per student per
semester
% of students who engage in each conversation
topic over course of year
1. 85% academic support/tutoring
2. 85% course selection and career planning
3. 85% money management and financial
literacy
4. 75% financial aid
5. 5% graduate school
1. 60% of students who “strongly agree” that
they are developing a good relationship with
their staff member.
2. 60% of students who “very much” agree that
meeting 1-1 met their needs and 64% of
students who “very much” agree that
meeting 1-1 is important
3. 85% of FTFT students remain in good
academic standing at the end of spring 2013;
66% of FTFT students obtain sophomore
status at the end of spring 2013; FTFT
students enroll in average of 30 credit hours
by end of summer 2013
4. 200 students awarded the participation grant
for Spring 2013
StudentAccess database:
Contact Records
PASS forms
StudentAccess database:
Advising Codes and Year
Project Services
SurveyMonkey Staff
Assessment Survey
SurveyMonkey End of
Year Program Survey
Enterprise Reporting
Academic Outcomes
StudentAccess database:
grant award tracking &
Financial Aid
Program Coordinators
enter contact
information
Director gathers data
All staff coordinate
activities
Student leaders
coordinate some
activities
22. Willing to Share
• Students and staff alike are willing to
discuss a variety of topics, including
more complex or personal issues and
concerns.
Staff Feedback Survey
1% 3% 3% 3% 2%2%
5% 4% 5%
1%
18%
26% 27%
34%
28%
79%
66% 66%
57%
69%
My SSS staff member
is willing to talk with
me about a concern
or problem I have.
I am willing to talk
with my SSS staff
member about a
concern or problem I
have.
I am developing a
good relationship
with my SSS staff
member.
My SSS staff member
has helped me feel
connected to NAU.
My SSS staff member
has helped me feel
knowledgeable about
NAU resources.
Rating Staff Relationships & Connection to NAU
Strongly Disagree Disagree Agree Strongly Agree
25. Mentoring Conversations
Topic Goal Percentage of Students Who Engaged in
Topic (Contact Advising Codes)
Academic
Support
85% 293 of 465 (60.8%)
Course Selection/
Career Planning
85% 146 (31.3%)
Financial
Literacy/ Money
Management
85% 134 (28.8%)
Financial Aid 75% 137 (35.9%)
Graduate School 5% 67 (14.4%)
26. Mentoring Outcomes
Provide mentoring, guided by the creation of a mutually agreed upon PASS that includes 6 conversation topics
(5 core services + personal transition and support) such that overall interactions with students would help
them…
1. Feel comfortable talking with their mentor
66% of students “strongly agree” that they are developing a good
relationship with their mentor after fall semester (goal = 60%).
2. Find value in professional mentoring
72% of students “very much” agree that meeting 1-1 met their needs
(goal = 60%)
59% of students “very much” agree that meeting 1-1 is important
(goal = 64%)
27. Mentoring Outcomes
Provide mentoring, guided by the creation of a mutually agreed upon PASS that includes 6
conversation topics (5 core services + personal transition and support) such that overall
interactions with students would help them…
3. Achieve academic outcomes
88% of students were in good academic
standing at the end of spring (goal = 85%)
68% of FTFT students obtained sophomore
status at the end of spring (goal = 66%)
63% of students enrolled in 30+ credit
hours (goal = 50%)
28. Educational Enrichment Activities
Topic Goal # Events/
Attendees
Actual # Events/
Attendees
% who “very much” agree that
these activities are important
Academic Support 2/35 11/184 66%
Course Selection/
Career Planning
4/35 10/97 56%
Financial Literacy 12/250 10/137 43%
Financial Aid 2/35 4/53 64%
Graduate School
Activities
1/15 2/8 39%
Provide educational enrichment activities focused on the core topic areas so that overall interactions
with students would help them find value in educational enrichment activities
29. Networking Opportunities
Provide networking activities which aid student connections amongst participants and enhance their social
connection within the university environment… so that students feel connected and engaged with other
participants.
Goal Number of
Activities/ Attendees
Actual Number
of Activities/
Attendees
Feel “very
connected”
with other
participants
Feel “somewhat
connected” with other
participants
20/400 12/420 16% 35%
30. Campus/Community Enrichment
Activities
Provide campus and community enrichment activities which aid in student connection to the campus and local
community.
Goal Number of
Activities/ Attendees
Actual Number
of Activities/
Attendees
Feel “very
much” a sense
of belonging at
NAU
Feel “somewhat” a sense
of belonging at NAU
10/200 20/173 54% 33%
31. PASS Completion
Challenge students to complete their mutually defined Plan for Academic SuccesS (PASS) plan each semester.
PASS form completion is correlated to retention and academic performance, and the more PASS forms
completed in an academic year yield higher retention rates.
Completion Rate
Goal
Fall 2012 Spring 2013
70% 72% 65%
36. ALL PARTICIPANTS
Total
Served
AY12-13
Aspirational
Goal
84%
Minimum
Goal
State = 79%
Fed = 78%
Actual
Reg for
FA13
Total
Enrollment
Grad
AY12-13
Total
Persistence
Outcome
Staff A 41 34 32 30 73.2% 4 82.9%
Staff B 45 38 35 38 84.4% 3 91.1%
Staff C 80 67 62 67 83.8% 8 93.8%
Staff D 5 4 4 4 80.0% 80.0%
Staff E 81 68 63 64 79.0% 4 84.0%
Staff F 1 1 1 0 0.0% 1 100.0%
Staff G 5 4 4 3 60.0% 60.0%
Staff H 5 4 4 5 100.0% 100.0%
Staff I 51 43 40 32 62.7% 1 64.7%
Staff J 7 6 6 5 71.4% 71.4%
Staff K 39 33 31 35 89.7% 89.7%
Staff L 6 5 5 4 66.7% 66.7%
Staff M 26 22 21 14 53.8% 53.8%
Staff N 7 6 6 6 85.7% 85.7%
Staff O 46 39 36 39 84.8% 1 87.0%
Staff P 8 7 6 4 50.0% 50.0%
Staff Q 12 10 9 10 83.3% 83.3%
All SSS Students 465 391 365 360 77.4% 22 82.2%
Federal 253 213 197 203 80.2% 20 88.1%
State SSS (not
FS@NAU) 199 167 157 152 76.4% 2 77.4%
State SSS/Fostering
Success 13 11 10 5 38.5% 0 38.5%
All Program 465 391 365 360 77.4% 22 82.2%
37.
38.
39.
40.
41.
42.
43. Six Things You Must Do To Challenge
Your Challenges:
• You must face reality.
• You must have the right mind-set/attitude.
• You must know your internal motives/drivers.
• You must have a plan and act upon it.
• You must have hope.
• You must persist and persevere.
What are the biggest challenges and/or stressors in your role as Director?BRAINSTORMDOTS for top 3
Human beings are wired to connect.And it’s all too easy to disconnect. (disconnection = feel a sense of something missing, motivation and drive disappears)BRAINSTORM: What are some ways we disconnect from the world around us?We rarely connect without some electronic device being involved (email, fax, im text, teleconference, voice mails)Shop onlinePlay computer gamesWatch tvIn public, we are plugged into iPods or talking on Bluetooth headsets
Connect: to feel and/or create a strong, positive relationship with someone (an individual or group) or something (an idea, an institution, a cause, a mission, and so on). The ultimate result of this relationship should be uplifting both for the individual and for others.3 key elements for connection:Emotional link.Strong feeling.Positive, uplifting relationship
I’m going to take us on a tangent. While vision is important, our ability to achieve that vision is based on our team’s relationship and commitment to one another.3 GROUPS BRAINSTORM:We are going to break into 3 groups… What are activities you can do to …help connect a new team (or incorporate a new team member)?Provide ongoing connections amongst an existing team?Provide closure for a team (or a departing team member)?
Commit to win (commitment, pledge, promise, engage). Be Accountable.The difference between success and failure is often about five percent more effort. – S. Truett CathyMovie “Stand and Deliver” about Jaime Escalante – took low-performing students from East LA (drugs, gangs, high dropout rate). He committed to work with these kids and do whatever it took to get them ready for the AP calculus test – sessions before school and on Saturdays, worked with them individually. When employees feel you are committed and connected to them, your workplace results will improve. People want to work for and with people who they feel support and appreciate them. Care + Respect = RetentionPARTNER: What is one thing you did yesterday to demonstrate your commitment to win at work?
So how do you connect to and with your employees? Several years ago, I read a book “Supervising New Professionals in Student Affairs: A Guide for Practioners.” It encompassed all of the practices I had been trained on within the profession.
How do I engage with my staff?1-1 meetingsStaff meetingsSend them case management reports to help them focus their time and energyStaff professional developmentIce Cream social (end of year recommendation)
Open up to opportunities (embrace diversity of thought, accept opinions different from own, overcome biases). Be a change embracer.Backyard pond. At first it’s healthy and vibrant, supporting fish and plant life. Keep the same water and don’t change it, the fish and plant life become poisoned with waste and eventually die.Closing yourself to opportunities is like keeping the pond stagnant. Are you a change resister or a change embracer? How boring would your life be without change? Groundhog Day – Bill Murray constantly reliving the same day over and over again. It’s easy to embrace the changes we plan for or expect to happen – birth of child, graduation from high school or college. Who hasn’t welcomed a vacation or a promotion? But when change is unplanned, we get nervous. We might go numb or wallow in misfortune, or shut down completely. How many of you have experienced (or watched someone else experience) physical illness brought on by stress and doing too much? But rather than rest and take care of yourself, you got a little better, went back to work or school, and got sick again? And again? {Senior year college, RA, community bathrooms, less sleep, working middle of night, went straight from graduation to the summer camp I had been working at, 8 colds throughout the year and walking pneumonia by the middle of summer}
Keys to embracing change:Face the change without fear. Conduct a reality check: what’s the truth? What’s the reality here? What could be good about this? What’s the opportunity?Open your heart.You must believe (that something good is going to happen to you).
The department I report to (Educational Support Services, which includes IMS, NASS, SLC – academic support and mentoring programs for transfer and out-of-state students, and pre-college TRIO programs) purchased a subscription to Campus Lab’s Beacon software as a collaborative communication tool amongst student affairs staff on campus (residence life and ESS staff). This would be in addition to the Student Access database (SSS) and the Electronic Advising Notebook (for academic advisors) that my staff were already using to document meeting notes.This past year was our initial year. I embraced the use of Beacon, and it was my and my team’s use of it that placed me a position to lead a short-term task force to develop protocols for ESS and ResLife staff use.PARTNER: What was the latest change you resisted at work? What made it difficult to embrace?PARTNER What was the latest change you embraced at work? What made it easy to embrace?
Notice what’s needed and do what’s necessary. Be aware.A couple years ago, my professional vision coalesced into a dream to transform our campus for FGEN students – beyond SSS. Approx 40% of NAU students on the FLG campus are FGEN, but SSS serves less than 3%. Because I have the additional institutional funding and my supervisor’s advocacy, we have the capacity to widen our scope and serve FGEN students in more expansive ways. We brought the documentary, First Generation to campus a year ago, which sparked our faculty development program to host a faculty-staff learning community on FGEN student issues.We created FGEN pins to create a sense of positive identity for faculty, staff, and students on our campus (much like the Safe Zone placards).One of my staff members (who is now going to be working at CCC’s SSS program) helped to co-develop and facilitate a 8-workshop series for FGEN students, exploring topics related to family, academic culture, financing higher education, talking with faculty, learning about high-engagement activities, and crafting resumes or e-portfolios.This spring, we hosted a FGEN celebration reception, honoring FGEN graduating students along with faculty and staff advocates.
What does your team need right now? Motivation – give them a pep talk. Reward for hard work – staff lunch, treats, or award for top performer. Noticing and acting creates a “wow” factor.
You are “priceless.” Your value extends beyond silver and gold. What is it about YOU that adds value to your team? WRITE 7 things you like about yourself (I like my nose, I’m good to my dog, I won the spelling bee in 6th grade, I like people, I am an organized person, I can run a long distance, etc.). WRITE 7 positive things other people say about you (your eyes sparkle, you’re always in a good mood, you’re a self-starter, you’re good with numbers, you reliable, you give others a hand).
WRITE 7 things you like about your team. WRITE7 things your team needs right now.Tell your staff how much you like them. Mother Teresa said, “Kind words can be short and easy to speak, but their echoes are truly endless.” We all need compliments.
Navigate by your purpose. Be vision centered.Some people know their purpose very young (Michaelangelo, Leonardo da Vinci, Mozart). Many of us wander through the wilderness a little before discovering our purpose.In 1776, delegates from 13 colonies gathered in Philadelphia. They had experienced growing frustration with what they saw as oppressive laws and actions by the British government. They felt strongly that the colonies in America deserved to govern themselves. But they didn’t just write a letter. They crafted a document that would articulate both the colonists’ grievances and what they proposed for the future. The Declaration of Independence was a vision that would form the foundation of the USA.
SSS Visionto increase college graduation rates amongst students who are low-income, first generation, or have documented disabilities. TRIAD: What is your vision for yourself, in your role as Director of SSS?Vision provides inspiration that creates perspiration. It makes us work harder as a team than we will ever work on our own. First job of a leader, coach, CEO or SSS Director is to inspire your team with a powerful vision and common purpose.You must keep your team inspired for the long term through coaching on how to turn vision into reality. Great coaches lead from the front, rear, and side – wherever you can best serve your team members.TRIAD What is your team’s vision? (beyond your standard objectives or targets)
Aspirational GoalsWe look at historical performance…
And we look at how we can impact other goals, particularly our institutional goals…
We also need to make our vision operational…. ESS Program Planning Process
Execute ethically: do what’s right because it’s right. Be performance and integrity driven.Standing up to friends (Neville Longbottom in Harry Potter). “It takes a great deal of bravery to stand up to your enemies, but a great deal more to stand up to your friends.”Do the right thing. Doing the right thing is based upon the past experiences that shaped your life, your thoughts, your values, and your actions. Consider your top 5 personal values. If you were to ask most people, their top 5 values may look like this:FaithFamily and friendsHealthCareerRecreation/personal fulfillmentThese may be your top five, but in a different order. If you have no money, work and building a safety net or rainy day fund may move up the list. If you are battling an illness, your health becomes a priority. Family may not seem as important until you experience the loss of a loved one or a broken relationship. Now consider how you spend your time. You can say that valuing family and faith is important, but if you spend all of your time at work and with friends, and never set aside time to pray, meditate, attend church, then your actions are speaking louder than your declared values. If, however, you turn down attending conference because it means missing a family event, you are demonstrating your commitment to family as a higher value.Now pull out your credit card or bank statement. Where do you spend your money? If you spend all of your time and money around work, then that’s your greatest value. If the majority of your time goes to recreational activities, then leisure time could be your greatest value.
This same process of identifying values and cross checking them with time and money spent can also be illustrative at work.WRITE: What your top 5 professional values? What are your team’s top 5 values?PARTNER: How do you spend your time? How do your team members spend their time?Does your budget line up with your values? Will your forthcoming budget decisions line up with your values?
Consider how you are demonstrating your values at work. Do you act with integrity and role model that for your staff? Can you trust your staff members to act with integrity?PARTNER: What are some ethical issues you have faced at work (directly or observed or knew about)?SHARE HIGHLIGHTS
Challenge your challenges (run toward your challenges). Be responsible.Each of us has challenges in our lives (natural disasters, losing a job, losing a loved one, illness, divorce, caring for elderly parents, dealing with defiant children), but it’s how we choose to meet them that will determine our fate.We talked about our challenge this morning. Doing more (increasing performance) with less (sequestration and a 5.23% budget cut). These challenges can affect morale and work quality.
When we step up and run toward our challenges, we connect with ourselves and others a deep level. This means supporting the team’s outcomes as well as making individual goals. For your team members, this might mean the collective group of students you directly work with achieving the retention rate goal, so that it helps your team achieve its goal. I assign students to particular staff members based on the staff member’s strengths. Sometimes it means that particular staff have harder work to achieve our goals, while others smoothly sail and achieve phenomenal outcomes. While we look at the average of each staff member’s student performance, I always keep the big picture program outcomes in the forefront.
Six things you must do to challenge your challenges:You must face reality. (don’t stick your head in the sand) I’m all for optimism and a positive attitude. But a positive attitude is not delusion and it doesn’t mean ignoring cold hard facts in favor of pipe dreams.Budget cuts mean you can’t travel to conferences or take students to a leadership conference.
You must have the right mid-set/attitude.Henry Ford: “Whether you think you can, or you think you can't--you're right.”Remember the times you challenged a challenge, no matter how small. Think about when you first learned to tie your shoes, when you took your first test in school, competed in the spelling bee, had your first date, went to college, got your first job, ran your first race, asked for money (fundraising, a pay raise, money for your program). Notice the recurring appearance of the word FIRST in that list? The first time is the most challenging. What did you do when you overcame those first challenges? You did it before. You can do it again.
You must know your internal motives/drivers.What is the spark that will light you up? When you care about your team, you will work hard and assist your staff members who may be strugglingWhen you care about your students, you lift your voice in advocacy for the resources, policy changes or support to help them be successful.
You must have a plan and act upon it. (How will you face the challenge? What will you do? Focus on what’s important now).Athletes don’t wake up one day and say “I’m going to go for a 26 mile run.” I didn’t train for a 60-mile, 3-day walk by planning the week before. You can ask for your indirect costs back from your institution.You can ask your supervisor or HR department for full or partial travel funds. You could work a temp job to earn some extra money to attend a conference.You could ask your Associated Students for monetary support to take your students to the leadership conference.You could write a micro grant for money to take your students to a leadership conference.
You must have hope.When you have hope, you hold the picture of the best outcome in your mind while you take the actions needed to conquer your challenge. Hope is the emotion that will propel you forward in the most difficult circumstances.I have hope that the federal government will stay committed to TRIO, but I’m more hopeful that my institution and supervisor will step up to assist us in our budget cuts this next year.
You must persist and persevere.Hope isn’t enough to get us through challenges. We must act upon our hopes. Refuse to give up. Remain steadfast in our purpose. Abraham Lincoln, received no more than 5 years of formal education throughout his lifetime. When he grew up, he joined politics and had 12 major failures before he was elected the 16th President of the United States of America.Thomas Edison who developed many devices which greatly influenced life in the 20th century. Edison is considered one of the most prolific inventors in history, holding 1,093 U.S patents to his name. When he was a boy his teacher told him he was too stupid to learn anything. When he set out on his own, he tried more than 9,000 experiments before he created the first successful light bulb.Akio Morita, founder of giant electric household products, Sony Corporation, first product was an electric rice cooker, only sold 100 cookers (because it burned rice rather than cooking). Today, Sony is generating US$66 billion in revenue and ranked as the world's 6th largest electronic and electrical company.Vera Wang failed to make the U.S. Olympic figure-skating team. Then she became an editor at Vogue and was passed over for the editor-in-chief position. She began designing wedding gowns at 40 and today is the premier designer in the business, with a multi-billion dollar industry. Follow up with your supervisor. Keep applying for grants.Start a campaign to raise money from alumni of your program.Work with your Foundation/Advancement office to seek donors to support your program.
PARTNER: What is one small thing you will do tomorrow to face your current challenge at work?
Transcend beyond your best. Be the difference.“If you do what you've always done, you'll get what you've always gotten. ”Rise above. Go beyond. Exceed. Surpass. Excel.Transcending brings significance. It is about triumph and victory.A friend from high school was diagnosed with stage 4 pancreatic cancer on Mother’s Day. His brother quickly organized a fundraising campaign to raise money to support Josh’s health care and to support the travel of family members from across the country to be at Josh’s bedside. The original goal was to raise $10,000. With social media, word spread and many small donations helped to accomplish that goal in a weekend. Unfortunately, Josh died within a week of his diagnosis. But the fundraising continued to transcend our wildest imaginations.
Allow your employees flex time to attend a child’s kindergarten graduation, and your other staff who step up and take care of that staff member’s student is transcending.Small acts of kindness and caring can make a difference.Pay it forward.Give anonymously.
End with an Affirmations activity.. WRITE: ICARE statements (Intensively Committed, Attentive, Ready and Enthusiastic)ICARE about myselfICARE about my lifeICARE about my familyICARE about my successICARE…..SHARE WITH BIG GROUP