Dr. Dennis Pruitt, vice president for student affairs, vice provost and dean of students, shared an overview of trends and issues at the Sept. 9, 2016 meeting of the Division of Student Affairs and Academic Support.
Keith Ellis, Director of Residence Life, presented to the Division of Students Affairs & Academic Support in January 2017 on the incoming student population, Generation Z. This presentation outlines observations about the generation, leading us to consider and reevaluate how we support and challenge our students.
"Enrollment Management," presented by Dennis Pruitt at the College Business Management Institute, 2016
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Through our team of experts, the Division of Student Affairs and Academic Support enrolls academically prepared students and connects them with experiences and resources that will help them achieve a lifetime of meaningful leadership, service, employment and continued learning. Learn more at sc.edu/studentaffairs.
Taking the AOHS Classroom to the CommunityNAFCareerAcads
Hear the powerful story of how students in one AOHS program work side-by-side with EMT/first responders and healthcare professionals to learn practical lifesaving skills that they use to benefit the community. Explore strategies for partnering with medical experts and bringing this approach to your academy.
Student Affairs and Academic Support Directors Meeting, Sept. 19, 2017
Speakers: Debbie Beck, Pam Bowers, Scott McDonald, Kim McMahon, Anna Edwards and Dennis Pruitt
During the February 2017 Division meeting, the national climate regarding veterans on college campuses was discussed. In addition to a panel of USC student veterans speaking on their experience transitioning from combat to the classroom. Dr. Luna, Associate Vice President for Housing and Student Development at USC, used these slides to share what's next for student veterans on our campus.
Solving the TEF through Student Centricity Hobsons
We want to help students and universities find the right match, and we want to connect secondary schools and higher education so they can work together for the good of the students.
There is a movement from student acquisition to retention in happening in universities in the United Kingdom. We like to call it going from an admissions culture to an advising culture.
Promising Paths: Health Promoting Higher Education - Reflections, Challenges ...healthycampuses
Mark Dooris, PhD, Director, Healthy & Sustainable Settings Unit, University of Central Lancashire, Preston, Lancashire, UK, presented as a keynote speaker at the 2015 International Conference on Health Promoting Universities and Colleges.
This presentation provided an overview of the health promoting higher education movement – outlining its history, context and vision; exploring theory, research and practice; and reflecting on and distilling learning from ‘real world’ experience. It also set out challenges and opportunities for progressing our vision of ecological, whole system health promoting and sustainable universities and colleges – and for maximizing their contribution to the health and wellbeing of our communities, our societies and our planet.
Lifelines, Lenses, and Livelihoods~ Supporting Adult Learners in Higher Educ...Melanie Booth
Presented in January 2007 at Oregon Women in Higher Education conference with Katie Abbott, Lynn Brown, and Jennifer Sasser. In this interactive session, participants considered projections for adult learners’ participation in higher education in Oregon, and reflected upon how adults’ life circumstances, learning needs, and prior experiences can positively affect institutional practices. The presenters were from Marylhurst University, which was recently awarded the Adult Learning Focused Institution award from the Council for Adult and Experiential Learning.
Dr. Dennis Pruitt, vice president for student affairs, vice provost and dean of students, shared an overview of trends and issues at the Sept. 9, 2016 meeting of the Division of Student Affairs and Academic Support.
Keith Ellis, Director of Residence Life, presented to the Division of Students Affairs & Academic Support in January 2017 on the incoming student population, Generation Z. This presentation outlines observations about the generation, leading us to consider and reevaluate how we support and challenge our students.
"Enrollment Management," presented by Dennis Pruitt at the College Business Management Institute, 2016
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Through our team of experts, the Division of Student Affairs and Academic Support enrolls academically prepared students and connects them with experiences and resources that will help them achieve a lifetime of meaningful leadership, service, employment and continued learning. Learn more at sc.edu/studentaffairs.
Taking the AOHS Classroom to the CommunityNAFCareerAcads
Hear the powerful story of how students in one AOHS program work side-by-side with EMT/first responders and healthcare professionals to learn practical lifesaving skills that they use to benefit the community. Explore strategies for partnering with medical experts and bringing this approach to your academy.
Student Affairs and Academic Support Directors Meeting, Sept. 19, 2017
Speakers: Debbie Beck, Pam Bowers, Scott McDonald, Kim McMahon, Anna Edwards and Dennis Pruitt
During the February 2017 Division meeting, the national climate regarding veterans on college campuses was discussed. In addition to a panel of USC student veterans speaking on their experience transitioning from combat to the classroom. Dr. Luna, Associate Vice President for Housing and Student Development at USC, used these slides to share what's next for student veterans on our campus.
Solving the TEF through Student Centricity Hobsons
We want to help students and universities find the right match, and we want to connect secondary schools and higher education so they can work together for the good of the students.
There is a movement from student acquisition to retention in happening in universities in the United Kingdom. We like to call it going from an admissions culture to an advising culture.
Promising Paths: Health Promoting Higher Education - Reflections, Challenges ...healthycampuses
Mark Dooris, PhD, Director, Healthy & Sustainable Settings Unit, University of Central Lancashire, Preston, Lancashire, UK, presented as a keynote speaker at the 2015 International Conference on Health Promoting Universities and Colleges.
This presentation provided an overview of the health promoting higher education movement – outlining its history, context and vision; exploring theory, research and practice; and reflecting on and distilling learning from ‘real world’ experience. It also set out challenges and opportunities for progressing our vision of ecological, whole system health promoting and sustainable universities and colleges – and for maximizing their contribution to the health and wellbeing of our communities, our societies and our planet.
Lifelines, Lenses, and Livelihoods~ Supporting Adult Learners in Higher Educ...Melanie Booth
Presented in January 2007 at Oregon Women in Higher Education conference with Katie Abbott, Lynn Brown, and Jennifer Sasser. In this interactive session, participants considered projections for adult learners’ participation in higher education in Oregon, and reflected upon how adults’ life circumstances, learning needs, and prior experiences can positively affect institutional practices. The presenters were from Marylhurst University, which was recently awarded the Adult Learning Focused Institution award from the Council for Adult and Experiential Learning.
University Social Responsibility (USR): Identifying an Ethical Foundation wit...Ava Chen
Social responsibility is a responsibility not a requirement, of an organization for the impact of its decisions and activities on society and the environment, through transparent and ethical behavior that contributes to sustainable development, health and the welfare of society; which takes into account the expectations of stakeholders, is in compliance with applicable law and consistent with international norms of behavior, and is integrated throughout the organization and practiced in its relationship. This paper explores the concept of university social responsibility (USR) and presents the SCOPE framework for identifying ethical issues in our modern day complex global world.
a sturdy on employee wellbeing on education sector:- its sturdy on employee health and wealth in the organisation as well as physiological, mental health, working involvement.
Questioning improvements in health going beyond averagesPrashanth N S
Presentation made at EQUILOGS, webinar hosted by Shree Chitra Institute. See http://www.healthinequity.com/event/webinar-“questioning-improvements-health-–-going-beyond-averages” for details.
Join us for an interactive, reflective, and hands-on learning session for school and mental health leaders. Together, we will build out your leadership toolkit to develop the mental health systems and practices on your school campus. In this workshop, we will cover the best practices for school mental health, funding streams (such as Medi-Cal and the Mental Health Services Act) that sustain those practices, and policy approaches that support them. Participants will leave with strategies and knowledge that will support enhanced leadership to drive school mental health equitably in their school community.
Leibowitz, Bozalek, van Schalkwyk and Winberg presentation at ICED, Stockholm...Brenda Leibowitz
Leibowitz et al made a presentation on the Structure, Culture and Agency project, looking at the influence of institutional context on quality teaching and professional academic development.
Wellbeing in schools Dr Sue Whatman and colleagues AARE 2017Dr Sue Whatman
This paper was presented in the Sociology of Education SIG at AARE 2017 Canberra. The citation for the paper presentation is:
Whatman, S. Singh, P., Main, K., Low-Choy, S., Rose, J, Thompson, R., & Kearney, J. (2017). Mapping the mutually supportive relationships between teacher and student wellbeing in disadvantaged schools. Paper presented at AARE 2017 Hotel Realm, Canberra. Tuesday, 28th November, 2017.
2. • Theoretical framing of presentation
• Health & wellbeing
• Taxonomy of human goals
• Student experience
• Factors affecting engagement
• What works
Presentation Flow
3. What is the question being addressed?
This presentation is about non high
school leavers and mature age
students.
I have been asked to frame this
address in a holistic manner.
From a theoretical perspective this
means, to me at least, the search for
the Holy Grail of health and welfare.
Is there a Unified theory of, and
practice for, human development?
What factors and interventions enable
non high school leavers and mature
age students to ‘thrive’ at University.
4. Non School Leavers & Mature Age Students
• Account for between 40-45% of
MQ domestic undergraduates
• 28% aged 19 years and 24%
aged 21-25 years.
• Only 23% are +26years
• Majority study part time mode
• Female skew 63%
• 65% live in Sydney’s west, north,
north west
• 75% working full or part time
5. Why study?
F/T 20yrs
• Getting it
right (now)
F/T 21-25
years
• Finding my
place
F/T 26+
years
• Its time for
me
P/T all ages
• Having what
I really want
Meaning, achievement
& identity
6. “These students are strategic
about the time they spend at
university, want support
balancing their responsibilities
in life with their university
study and want effective and
supportive links with their
peers in the area of study”
Angela Voerman
Manager Student Engagement
7. Definition of Health
“Health is a state of complete physical,
mental and social wellbeing and not
merely the absence of disease or
infirmity”.
(World Health Organization, 1948)
My take on this definition relates to its
multi-dimensionality (e.g., bio-socio-
psycho), striving for complete
wellbeing (e.g., holistic) and the use of
the word ‘state’ which is time based.
8. “Activities that increase engagement and
meaning may have the strongest impact on
an individual’s wellbeing”
(Schueller & Seligman, 2010, pp 260, DOI:
10.1080/17439761003794130)
“We want to make the world seem an orderly
place, but the frequency of truly unexpected
events should tell us that we do not really
know what causes things”
Quote from Butler-Bowdon (2013, pp. 294)
citing work by Taleb (2007) specifically ‘The
Black Swan.’
9. mq.edu.au 9
Some Applicable Theories
Theory Concept Context
Health Model (s) Health literacy is important.
Primary health care services
improve health.
Universities offer and/or facilitate
health understanding and
primary health care services.
Social Identity Theory People identify with and attach to
role’s, groups & organisation (s).
I am an Arts student. I am a
member of the Law Society.
Sense of Community People have a need to relate and
belong.
A sense of community on a Unit,
Dept, Building, Precinct and
whole of University basis.
Urban Design Theory Design influences wellbeing and
engagement.
Green space enables improved
mental and physical health.
Design influences cognitive,
emotional and behavioral
engagement and due to this
wellbeing.
Attachment Theories. Connecting people by purpose
and place.
Meaning
Person and environment ‘fit’.
I ‘like’…… someone (something)
10. Goals in general
• Goals are tools to direct people to
engage and are underpinned by needs
and/or desires.
• Attention (or non attention) towards a
goal influences human behaviour.
• Implicit learning, evaluative
conditioning and unconscious
thought (priming) is goal dependent
(Dijksterhuis & Aarts, 2010)
• Setting and achieving goals is a
predictor of higher life satisfaction,
higher self esteem and lower
depressive symptoms (King, 2008;
Schueller & Seligman, 2010).
11. Taxonomy of Human Goals
• A review of personal goals was
conducted on a small but diverse
sample (n = 173) by Chulef, Read &
Walsh (2001).
• Goals (n = 135) were able to be
clustered into three broad
categories:
- Family, Marriage, Romance, Sex
- Interpersonal goals defined as
interacting with people in general
- Intrapersonal goals, e.g., career &
education, achievement, idealism
• Results indicate the possibility of
stable sets of goals across diverse
groups of people.
12. mq.edu.au 12
Student Experience Domains
Domain Element (s)
Academic L&T, curriculum, programs, assessment, learning outcomes,
information, advising, online systems
Para-academic L&T support/facilities, learning support, Library, Numeracy
centre, MQAS, iLearn Help
Student
support &
welfare
Wellbeing services, advocacy, student representation,
accommodation
Amenity,
extra-
curricular &
social
Transport, F&B, retail, childcare, sport & rec, clubs & societies,
social events
Administration Enrolment, assistance, advice, AskMQ
Solomonides & Peters, 2013
13. Contextual Basis
• The student experience is multi-faceted
being inextricably linked to teaching
and non teaching activities.
• It involves both tangible and intangible
factors such as access and suitability of
facilities or institutional habitus and
perception of teaching.
• The student lifecycle is such that
evaluation can take place at pre-study,
undergraduate, postgraduate and
alumnus levels.
• There is no one survey or tool that
measures the student experience.
(Solomonidis & Peters, 2013)
14. Engagement (a)
• Definitions of engagement differ by domain.
• In education it usually refers to the time and
effort a student puts into their study and
other related activities plus what the
institution does to enhance their learning,
support and participation (refer Wolf-Wendel,
Ward & Kinzie, 2009).
• According to Zepke & Leach (2010)
engagement can be framed by research
perspective
- motivation and agency
- transactional engagement
- Institution support
- active citizenship
15. Engagement (b)
Places to
Meet
Central &
location
specific hubs
People attach
through location
specific
communities,
services and social
experiences
Reasons to
Meet
Regulated &
self determined
reasons to
meet
People engage
through purposeful
Faculty, Student
Groups, Colleges,
Programs, Services,
Events & Activities
Connectivity
Safe,
accessible,
physical &
virtual
connectivity
People connect by
pathways, space &
communication
mediums
17. Stage 2: Engagement
•Achievement motivation & conscientiousness
•Study & course attendance & load
•Usage learning mgt systems & support (all forms)
•Group learning opportunity & involvement
Participation
(low/high)
•Grade expectation based upon past
•Regular performance feedback
•Current assessment results
Performance self
efficacy
(low/high)
•Emotional regulation
•Procrastination
•Focus & commitment
•Time mgt & life skills
Self regulation
(low/high)
•Quality of life (coherence, resources, competence)
•Mental health (positive, resilient, relate & belong)
•Physical health (general indicators)
General wellness
(low/high)
18. My emerging view
Becoming a
student
Being a
healthy
student
Transitioning
What really counts are the steps
taken to enable a student to
understand & attain these key
role transformations.
