Division Meeting - Feb. 25, 2022
University of South Carolina Division of Student Affairs and Academic Support
presenters:
Megan Colascione, Student Life, Staff Senate
Pam Bowers, Planning, Assessment and Innovation
Jennifer Keup, National Resource Center for The First-Year Experience and Students in Transition
Supporting internal communication and professional development for a student ...Maegan Gudridge
Clarke, K. and Gudridge, M. (2014, March) Supporting internal communication and professional development for a student affairs division. ACPA Convention, Indianapolis, IN.
Directors Meeting - Feb. 2, 2022
University of South Carolina Division of Student Affairs and Academic Support
presenters:
Dan Friedman, executive director of University 101 Programs
Dennis Pruitt, vice president for student affairs
Division Meeting - Nov. 17, 2020
UofSC Division of Student Affairs and Academic Support
"2019-2020 UofSC Community Insights Survey"
presented by Nathan Strong and Kim Pruitt, UofSC Human Resources, and Stacey Bradley and Alicia Bervine, Student Affairs and Academic Support
"2019-2020 UofSC Community Insights Survey"
Division Meeting - October 1, 2021
UofSC Division of Student Affairs and Academic Support
Staff Senate Overview
Presented by:
- Leena Holt, Parent and Family Programs
- Rushondra James, College of Information and Communications
Updates on Telecommunicating and Class and Comp Study
Presented by:
- Stacey Bradley, Student Affairs and Academic Support
Supporting internal communication and professional development for a student ...Maegan Gudridge
Clarke, K. and Gudridge, M. (2014, March) Supporting internal communication and professional development for a student affairs division. ACPA Convention, Indianapolis, IN.
Directors Meeting - Feb. 2, 2022
University of South Carolina Division of Student Affairs and Academic Support
presenters:
Dan Friedman, executive director of University 101 Programs
Dennis Pruitt, vice president for student affairs
Division Meeting - Nov. 17, 2020
UofSC Division of Student Affairs and Academic Support
"2019-2020 UofSC Community Insights Survey"
presented by Nathan Strong and Kim Pruitt, UofSC Human Resources, and Stacey Bradley and Alicia Bervine, Student Affairs and Academic Support
"2019-2020 UofSC Community Insights Survey"
Division Meeting - October 1, 2021
UofSC Division of Student Affairs and Academic Support
Staff Senate Overview
Presented by:
- Leena Holt, Parent and Family Programs
- Rushondra James, College of Information and Communications
Updates on Telecommunicating and Class and Comp Study
Presented by:
- Stacey Bradley, Student Affairs and Academic Support
"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.
Naviance Summer Institute 2015 Product ForumNaviance
The product forum at the 2015 Naviance Summer Institute highlighted Hobsons' commitment to bridging the divide between college eligibility and college readiness.
presented July 30, 2021 by:
- Stacey Bradley, senior associate vice president for Student Affairs and Academic Support
- Anna Edwards, associate vice president for Student Life
- Kirsten Kennedy, associate vice president for University Housing and Sustainability
Directors Meeting - Jan. 21, 2020
UofSC Division of Student Affairs and Academic Support
Featuring:
Marc Shook, Dean of Students
Lisa Jerald, Student Affairs and Academic Support
Mandy Bidinger, Office of the Dean of Students
April Barnes, University Housing
Catherine Sturm, University Housing
Dennis Pruitt, VP for Student Affairs
"Enrollment Management," presented by Dennis Pruitt at the College Business Management Institute, 2016
-----
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.
SUNY Broome is one of 64 campuses in the State University of New York System and a new member of Achieving the Dream. “Joining Achieving the Dream was important for us,” said Heather Darrow, Staff Associate for Student Retention. “We are striving to become a college that is proactive and not reactive. I think that’s why we joined when we did - and why we invested in Starfish. Both investments demonstrate our administration’s commitment to student success.” SUNY Broome focused on early alert flags and Kudos in their initial implementation, and now they are eager to do more. They are training faculty, building automated workflows around flags, and developing ways to encourage participation both within the faculty and for those in non-academic roles. This Webinar will focus on advice and “lessons learned” in the early stages of implementing the Starfish platform at a community college. As Heather Darrow said, “In the beginning it seemed very abstract – I know it can be hard to conceptualize how Starfish will work. But I figured it out, and others can too. I look forward to helping other schools!” Speakers: Heather Darrow, Staff Associate for Student Retention Michelle Beatty, Online Student Advisor
Our goal is to ensure that more children find jobs by being academically and socially ready for their first year of college. The "College Ready" High School to College Pipeline program allows colleges and universities to enroll students that have been acculturated to college, both socially and academically. This program will increase their retention and graduation rates, while decreasing the institution's drop-out rates.
Dr. King
"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.
Naviance Summer Institute 2015 Product ForumNaviance
The product forum at the 2015 Naviance Summer Institute highlighted Hobsons' commitment to bridging the divide between college eligibility and college readiness.
presented July 30, 2021 by:
- Stacey Bradley, senior associate vice president for Student Affairs and Academic Support
- Anna Edwards, associate vice president for Student Life
- Kirsten Kennedy, associate vice president for University Housing and Sustainability
Directors Meeting - Jan. 21, 2020
UofSC Division of Student Affairs and Academic Support
Featuring:
Marc Shook, Dean of Students
Lisa Jerald, Student Affairs and Academic Support
Mandy Bidinger, Office of the Dean of Students
April Barnes, University Housing
Catherine Sturm, University Housing
Dennis Pruitt, VP for Student Affairs
"Enrollment Management," presented by Dennis Pruitt at the College Business Management Institute, 2016
-----
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.
SUNY Broome is one of 64 campuses in the State University of New York System and a new member of Achieving the Dream. “Joining Achieving the Dream was important for us,” said Heather Darrow, Staff Associate for Student Retention. “We are striving to become a college that is proactive and not reactive. I think that’s why we joined when we did - and why we invested in Starfish. Both investments demonstrate our administration’s commitment to student success.” SUNY Broome focused on early alert flags and Kudos in their initial implementation, and now they are eager to do more. They are training faculty, building automated workflows around flags, and developing ways to encourage participation both within the faculty and for those in non-academic roles. This Webinar will focus on advice and “lessons learned” in the early stages of implementing the Starfish platform at a community college. As Heather Darrow said, “In the beginning it seemed very abstract – I know it can be hard to conceptualize how Starfish will work. But I figured it out, and others can too. I look forward to helping other schools!” Speakers: Heather Darrow, Staff Associate for Student Retention Michelle Beatty, Online Student Advisor
Our goal is to ensure that more children find jobs by being academically and socially ready for their first year of college. The "College Ready" High School to College Pipeline program allows colleges and universities to enroll students that have been acculturated to college, both socially and academically. This program will increase their retention and graduation rates, while decreasing the institution's drop-out rates.
Dr. King
This presentation was provided by Linda Jones of Western New England University, during the NISO event "Changes in Higher Education and The Information Marketplace." The virtual conference took place on June 17, 2020.
The Value of Fit: Helping First-Generation Students Find Their Path After Hig...Naviance
A live presentation from two district leaders who have achieved dramatic results in helping first-generation college-going students transition to college. With college readiness a strategic priority, Chicago Public Schools increased 2- and 4-year college enrollment from 50% to 63% of graduates district-wide and more than tripled scholarship dollars received. You will learn about their strategies that helped first-generation students, best practices for defining future-ready milestones, and implementing measurable postsecondary goals.
The Value of Fit: Helping First-Generation Students Find Their Path After Hig...Nicole Hornsby
A live presentation from two district leaders who have achieved dramatic results in helping first-generation college-going students transition to college. With college readiness a strategic priority, Chicago Public Schools increased 2- and 4-year college enrollment from 50% to 63% of graduates district-wide and more than tripled scholarship dollars received. You will learn about their strategies that helped first-generation students, best practices for defining future-ready milestones, and implementing measurable postsecondary goals.
From factors contributing to decreased enrollment at campuses across the midwest to patterns college administrators are seeing with summer bridge and remedial programs, explore 10 gamechangers transforming the higher education landscape.
1st Annual Symposium College Internship Research UW-MadisonMatthew Hora
These are the slides from the 1st Annual Symposium on College Internship Research held at the University of Wisconsin-Madison on Sept 28, 2018. The program featured an introduction by Center for College-Workforce Transitions Director Matthew Hora, followed by four sessions on new empirical research and a practitioner-oriented talk. More info is here: http://ccwt.wceruw.org/symposium.html
Forging Successful Learning Centers: Critical Considerations and Evidence-Bas...Lisa D'Adamo-Weinstein
Forging Successful Learning Centers: Critical Considerations and Evidence-Based Practices for New LC Directors
Presented at NCLCA 2021 Annual Conference
Stepping into an LC leadership role and feeling overwhelmed about how to focus your efforts? Join members of the NCLCA Past Presidents Council for an in-depth exploration of evidence-based best practices that will help you improve the infrastructure and operations of your center.
Breakout groups will allow you to begin forging concrete plans in critical areas, including LC programs and services, utilization of online tools and technology, assessment and evaluation, professional development, and budgets and revenue generation.
Co-presented with NCLCA Past President's Council members Geoff Bailey, Lindy Coleman, Lisa D'Adamo-Weinstein, Jenny Haley, and Laura Sanders as part of the National College Learning Center Association (NCLCA) 47th Annual Conference. Birmingham, AL and online.
Evaluating higher education learning outcomes presentation to cesCesToronto
The Higher Education Quality Council of Ontario (HEQCO) has a number of projects focused on defining and measuring learning outcomes working with Ontario's colleges and universities in partnership with international organisations. This presentation provides an overview of how learning outcomes are increasing being viewed as a means to evaluate higher education quality, and presents the challenges and successes of developing, demonstrating and assessing higher education learning outcomes in Ontario.
Facilitating change utilizing Starfish for an Institutional Approach to Stude...Hobsons
Facilitating change utilizing Starfish for an Institutional Approach to Student Success Ramapo College of New Jersey
Presented by Joseph Connell and Christopher Romano
Hobsons University 2015
Division Meeting - Sept. 5, 2023
University of South Carolina Division of Student Affairs and Academic Support
- Welcome
- Staff Senate, Megan Colascione
- Professional Development Team, Jessie McNevin and Morgan Ruebusch
- Strategic Priorities, Leena Holt and Dana Talbert
- Updates, J. Rex Tolliver
Directors Meeting - Oct. 21, 2022
University of South Carolina Division of Student Affairs and Academic Support
presenters:
Kim Pruitt, Assistant Director for Organizational Development, USC Human Resources
J. Rex Tolliver, Vice President for Student Affairs and Academic Support
Directors Meeting - March 29, 2022
University of South Carolina Division of Student Affairs and Academic Support
presenters:
April Barnes, executive director of University Housing
Dennis Pruitt, vice president for student affairs
Division Meeting - August 27, 2021
UofSC Division of Student Affairs and Academic Support
Presented by:
- Dennis Pruitt, Vice President for Student Affairs and Vice Provost
- Stacey Bradley, Senior Associate Vice President for Student Affairs
- Scott Verzyl, Vice President for Enrollment Management and Dean of Undergraduate Admissions
- Silvia Patricia Rios Husain, Assistant Vice President for Student Success
- Anna Edwards, Associate Vice President for Student Life
- Kirsten Kennedy, Associate Vice President for Student Housing and Sustainability
- Maegan Gudridge, Communications Director
Division Meeting - March 19, 2021
UofSC Division of Student Affairs and Academic Support
"Diversity, Equity, Inclusion and Achievement Task Force Review Session"
presented by Silvia Patricia Rios-Husain, Student Success; Alisa Liggett, Student Conduct and Academic Integrity; Jerome Scott, Student Government; and Joe Fortune, University Housing
Directors Meeting - March 9, 2021
Division of Student Affairs and Academic Support
"Substance Misuse, Enforcement and Retention," presented by Aimee Hourigan, director, Substance Abuse Prevention and Education
"Experience by Design," presented by Amber Fallucca, director of the Quality Enhancement Plan, and Lara Ducate, faculty executive director, Center for Integrative and Experiential Learning
Remarks and Updates
Dennis Pruitt, Vice President for Student Affairs
Division Meeting - Oct. 2, 2020
UofSC Division of Student Affairs and Academic Support
"Mental Health and Well-Being in a Prolonged Crisis,"
presented by Rebecca Caldwell and April Scott, Student Health Services
Directors Meeting - Sept 15, 2020
Featuring:
Julian Williams, Vice President for Diversity, Equity and Inclusion
Katherine Hilson, Professional Development Team, Admissions
Jessie McNevin, Professional Development Team, Capstone Scholars Program
Dennis Pruitt, Vice President for Student Affairs
Division Meeting - July 31, 2020
UofSC Division of Student Affairs and Academic Support
"The Challenges of Being Black in Student Affairs,"
presented by Allison Smith, AMS Consulting
Division Meeting - June 26, 2020
UofSC Division of Student Affairs and Academic Support
Featuring:
Anna Edwards, Student Life
Kirsten Kennedy, Student Housing and Well-Being
Silvia Patricia Rios Husain, Student Success
Directors Meeting - Feb. 21, 2020
UofSC Division of Student Affairs and Academic Support
Featuring:
Alisa Liggett, Student Conduct and Academic Integrity
Amber Fallucca, Center for Integrative and Experiential Learning
Scott Verzyl, Enrollment Management
Dennis Pruitt, VP for Student Affairs
Division Meeting - Jan. 31, 2020
UofSC Division of Student Affairs and Academic Support
"Understanding and Mitigating Implicit Bias"
presented by Preshuslee Thompson
Kirwan Institute for the Study of Race and Ethnicity
The Ohio State University
Division Meeting - Oct. 25, 2019 - Masculinity
UofSC Division of Student Affairs and Academic Support
Featuring:
Julian Capel, Student Life
Cody Dunlap, University Housing
Shawna Edmond, Student Life
Jason Halterman, Student Health Services
More from University of South Carolina Division of Student Affairs and Academic Support (20)
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
2. CONGRATULATIONS FEBRUARY GEMS WINNERS
GEM Recipients
Ambra Hiott Student Life – Leadership & Service Center
Anna Edwards Student Life
Katie Hopkins Student Success - University 101 Programs
Kirsten Kennedy Student Housing & Sustainability
Dan Friedman Student Success - University 101 Programs
Steven Huber Student Housing & Sustainability
Scott McDonald Student Success – Student Success Center
Joshua Schuman Student Life – Fraternity & Sorority Life
Kat Yoffie Dean of Students – Student Conduct & Academic
Integrity
Nominator Recipient
Rachel Taylor Student Life – Leadership & Service Center
3. 2022 OUTSTANDING ADVOCATE FOR FIRST-YEAR STUDENTS AWARD
• Award Description: The Outstanding Advocate for
First-Year Students Award recognizes individuals
who have made significant and extraordinary
contributions to the development of the academic,
professional, and/or personal lives of first-year
students.
• Who can be nominated? All University of South
Carolina – Columbia faculty, staff, and students
are eligible for this award.
• Recipient Recognition: The award recipient will
receive a $1,000 award and a plaque recognizing
this exceptional achievement.
• Direct any questions to Catherine Flowers
(cdflower@mailbox.sc.edu)
5. DSAAS BENEFITS FEEDBACK:
TOP 5 AREAS
1.Free or Reduced Parking
Permits
2.Medical Insurance with no
co-pay or annual deductible
3.Modified Summer Work
Schedule
4.Flexible use of sick leave as
wellness leave
5.Increased tuition assistance
options
STAFF SENATE BENEFITS
FEEDBACK: TOP 5 AREAS
1.Free or Reduced Parking
Permits
2.Medical Insurance with no
co-pay or annual deductible
3.Modified Summer Work
Schedule
4.Better Dental Coverage
5.(TIED) Paid Parental Leave
6.(TIED) Flexible use of sick
leave as wellness leave
6. STAFF SENATE
• Staff Senate is hosting a “Top 5”
drive for the Gamecock Pantry
from March 7 – 9
• Any donation helps!
• Questions? Please contact
Senators Katherine Hilson or Joe
Fortune for more information.
7. NEXT STAFF SENATE MEETING
• Tuesday, March 8 @ 3 p.m.
• Close-Hipp Building Lumpkin Auditorium (8th floor)
• or attend on Microsoft Teams via Staff Senate website
• More agenda information here:
https://sc.edu/about/offices_and_divisions/staff_senate/index.php
Connect with your DSAAS Senators: sasenators@sc.edu
13. National Association of
Colleges and Employers
(NACE)
Job Outlook 2022 survey
forecasts hiring intentions of
employers regarding new
college grads
https://www.naceweb.org/
>
>
>
>
>
>
Attributes
documented
in UofSC
Experience
transcript
14. Beyond The
Classroom Matters
14
Purpose: Improve quality of institutional data on student engagement and
learning in the co-curriculum, in order to improve:
Quality of co-curricular programs, services, events, activities
Evidence of educational impact
Visibility of educational purpose and design (intentions and methods)
16. Beyond The
Classroom Matters
16
Design:
Engagement: a co-curricular program, event, or activity cataloged and
recorded in the BTCM system
Engagement Catalog – records educational purpose and design
elements of each Engagement
Records Repository – records student participation in an Engagement,
as defined in the Engagement Catalog
17. Beyond The Classroom Matters: Processes and tools to
catalog Engagements, record student participation, and interface BTCM records
with students academic and demographic records.
My UofSC Experience: Each student’s Engagement records; student
(and advisor) can access their records online at my.sc.edu
UofSC Experience Transcript: University report of a student’s
Engagement records, sent at student’s request to prospective employers and
graduate schools
18. • BTCM Purpose (intended outcomes): Improve quality of institutional data on student engagement
and learning in the co-curriculum, in order to improve quality, evidence, visibility
• Indicators of achievement of purpose / intended outcomes
• Engagement Catalog makes purpose and design visible
• Student records and transcript increase visibility of the role of the co-curriculum
• Engagement Data informs analysis of Engagement quality/effectiveness
• Numbers and characteristics of participants
• Are students participating in expected numbers?
• Is target audience engaged (for example, 1st generation students, transfer students?)
• Engagement Data informs institution-level analysis of educational impact
• How does co-curricular engagement contribute to student persistence? Timely graduation? Post-
graduation employment? Graduate school admission? Alumni satisfaction?
18
19. PURPOSE: Improve quality/effectiveness, evidence of impact,
visibility of educational purpose and intentional design
• BTCM Engagement Catalog
• UofSC Experience Transcript – Example
• Student resources - how to access records, create and order transcript
• Interactive Dashboards - characteristics of student participants
• Toolbox for Engagement Catalog Entries – how to submit Engagements to catalog
• BTCM reports – Engagements and participant numbers by department / unit
• Student Records – Engagement providers access to their participant records
19
26. 26
Engagement Providers can access student records here: https://www.sc.edu/btcmatters/forms/
- Click on “Verification” then click on student icon to see records (example below)
27. Fall 2018 Columbia Undergraduate Degree-Seeking Students
BTCM Engagement Combination in Fall 2018 Rate of Return in Fall 2019 Head Count Fall 2018
Tier 1 Tier 2 Tier 3 Freshman Sophomore Freshman Sophomore
+ + + 97.14% 94.12% 35 119
+ + 91.45% 93.51% 2,598 1,542
+ 73.46% 93.62% 765 1,881
+ + 90% 98.11% 10 53
+ 84.06% 84.54% 1,380 983
+ + 85.71% 92.98% 14 57
+ 50% 95.24% 2 21
66% 86.33% 1,391 1,792
Table illustrates retention (for the Fall 2019 term) of Fall 2018 freshmen and sophomores who completed various Tier combinations of BTCM recorded
Engagements.
* 2,598 freshmen completed at least one Tier 1 AND one Tier 2 Engagement; 91.45% returned for Fall 2019.
* 1,380 freshmen completed at least one Tier 2 Engagement; 84.06% returned for Fall 2019.
* 1,391 freshmen completed NO recorded Engagements; 66% returned for Fall 2019.
Source: Jonathan Poon, Office of Institutional Research, Assessment & Analytics.
Freshman Engagement and Return for Sophomore Year
28. Success is
defined as
graduating in
Spring or
Summer 2019
or returning to
UofSC for the
Fall 2019 Term.
Source: Jonathan Poon, Office of Institutional
Research, Assessment & Analytics.
30. 30
I enhanced skills in
organization, listening,
empathy, communication,
collaboration, feedback,
facilitation, public
speaking, and a plethora
of other skills
I learned how to
develop and maintain
a professional attitude
on the job.
how individual identity plays
a role in how people think
and act, how to have open
and honest discussions
about controversial topics
“Briefly describe knowledge you gained and/or skills you developed from your participation”
Selected responses from survey of Fall 2021 ELO-designated, SAAS Engagements
I gained a lot of
experience in working
as part of a team and
forming good
communication skills /
habits.
confidence in
how I present
myself and what
I am passionate
about
33. DR. JENNIFER KEUP
Executive Director of the National Resource Center for The First-Year
Experience and Students in Transition
34.
35. How to Stay HIP:
Understanding and Using HIPs
in our Student Affairs Work
Jennifer R. Keup
Executive Director,
National Resource Center for The First-Year Experience and Students in Transition
February 25, 2022 keupj@mailbox.sc.edu; X7-2570
36. High-impact practices (HIPs)
were first introduced in 2005
and have shaped higher
education policy, pedagogy, and
principles since that time. This
session will provide a current
check-in on HIPs, including how
they’ve evolved, their equity
potential, and the role of
student affairs in their
development and delivery.
39. High-Impact/Promising Practices…
“…are curricular and cocurricular
structures that tend to draw upon high-
quality pedagogies and practices in pursuit
of 21st century learning outcomes; they
are “teaching and learning practices that
have been widely tested and have been
shown to be beneficial for college
students.” (Kuh, 2008)
40. • Represent intentional and integrative learning experiences
• Structures rather than program
• Intentional connection to outcomes that go beyond retention
• Have the potential to shape campus culture
High-Impact/Promising Practices…
41.
42. • Represent intentional and integrative learning experiences
• Structures rather than program
• Intentional connection to outcomes that go beyond retention
• Have the potential to shape campus culture
• May be able to “compensate for shortcomings in academic
preparation”
• Greater impact on historically underserved students
High-Impact/Promising Practices…
46. Deep Learning General Gains Personal Gains Practical Gains
FY SR FY SR FY SR FY SR
Learning
Community
+++ ++ ++ ++
Service Learning +++ ++ ++ +++ +++ +++ ++ ++
Study Abroad ++ + ++
Undergrad
Research
+++ ++ ++ ++
Senior Capstone ++ ++ +++ ++
48. “There is a positive
relationship between…the
number of particular high-
impact practices students
experience and students’
engagement.”
(McKlenney, 2013)
49. HIPs and Deep Learning Experiences
51%
57%
64%
71%
0
10
20
30
40
50
60
70
80
No HIPs 1-2 HIPs 3-4 HIPs 5-6 HIPs
59. “While promising, they are not a
panacea. Only when they are
implemented well and continually
evaluated…will we realize their
considerable potential.”
(Kuh in Brownell & Swaner, 2010)
Consider Quality of HIPs
61. Characteristics of HIPs
• Creates an investment of time and energy
• Includes interaction with faculty and peers about
substantive matters
• Real-world applications
• High expectations
• Includes frequent feedback
• Exposure to diverse perspectives
• Demands reflection and integrated learning
• Public displays of accountability
62. Metrics of Quality
• Creates an investment of time and energy
• Includes interaction with faculty and peers about
substantive matters
• Real-world applications
• High expectations
• Includes frequent feedback
• Exposure to diverse perspectives
• Demands reflection and integrated learning
• Public displays of accountability
63. “[HIP] key conditions can be adapted and
incorporated into any teaching and learning
situation inside or outside the classroom to
promote higher levels of student
performance. There are doubtless other
high-impact activities…in which large
number of students participate.”
(Kuh in Brownell & Swaner, 2010)
64. • Creates an investment of time and
energy
• Includes interaction with faculty and
peers about substantive matters
• Real-world applications
• High expectations
• Includes frequent feedback
• Exposure to diverse perspectives
• Demands reflection and integrated
learning
• Public displays of accountability
What are common
student
experiences that
have the potential
to become HIPs?
65. Emergent and Potential HIPs
• Campus activities
• Employment
• Student media
• Advising
• Athletics
• Physical fitness and wellness
• Supplemental Instruction
• Classroom pedagogy
• Housing and Res Life
• Student clubs and groups
• Peer leadership
• Common reading
• Housing & residential life
• “Transactional” experiences
• Course registration
• Enrollment management
• Financial aid
• Library
66.
67. • Creates an investment of time and
energy
• Includes interaction with faculty and
peers about substantive matters
• Real-world applications
• High expectations
• Includes frequent feedback
• Exposure to diverse perspectives
• Demands reflection and integrated
learning
• Public displays of accountability
How are your
programs
measuring up to
HIPs
characteristics?
69. • Represent intentional and integrative learning experiences
• Structures rather than program
• Intentional connection to outcomes that go beyond retention
• Have the potential to shape campus culture
• May be able to “compensate for shortcomings in academic
preparation”
• Greater impact on historically underserved students
Remember This? HIPs...
70. “The most valuable finding [is] the ‘equity
effects’ that appear in students’ report of their
learning as their success is boosted by HIPs; the
equity-minded perspective that educators can
nurture; the principles of inclusive excellence
that can guide colleges and universities in
providing a liberal education that offers not only
equitable access to HIPs, but also equitable
achievement of outcomes.”
(Schneider & Albertine, 2013)
73. Considerations for HIPs and Equity
• Unequal pathways to HIPs
• Differential participation rates
• “Invisible” identity areas
• HIPs as spaces of privilege; need
to reframe
• Structures reify racialized and
other discriminatory practices
75. HIPs Takeaways
• HIPs are evolving and can be inclusive of student affairs practices
• HIPs characteristics are a tool for development, interrogation,
and assessment of our practices
• HIPs have great equity potential but need our help to meet it
• Student affairs is a key partner and advocate in the thoughtful
development and equitable delivery of HIPs
76.
77. “Instead of a list of distinct practices,
we would offer that the idea of high-
impact practices is an invitation to
continue working to identify and
verify which practices are indeed the
best to which we can aspire and
actually implement given practical
limitations.”
(Hatch, Crisp, & Wesley, p. 16)
78.
79. WHAT’S DENNIS READING? DISCUSSION
• Monthly discussions allow staff an informal opportunity to
discuss the news stories that have caught the attention of Dr.
Pruitt and the ones that have piqued their own interest.
• Thursday, March 3 from 9-10 a.m. via Microsoft Teams
• Register on the PD Team website to receive Teams link
80. 2022 DIVISION AWARDS
• Now accepting nominations!
• Nominations close March 15th
• Details & forms on the PD
Team website
• Nomination form redesigned
• Each form submission is for a
single award nomination
• Each award nomination can
have up to 5 people/offices
listed
• Scoring rubrics have been
added to the
award descriptions
• Division Awards Breakfast hosted
on Fri. 4/29 in RHUU
81. 2022-2023 PROFESSIONAL DEVELOPMENT TEAM
• Interested in serving on 2022-2023
PD Team?
• Opportunities to develop & enhance skills
• Increased connection w/ campus
resources
• Opportunities for professional growth &
progress towards career goals
• Increased sense of belonging
• Apply on our website now
• Have served at least one year in your role
• Have approval from supervisor
• Speak with one of our
current members
• Tad Derrick
• Lauren Martini Olson
• Melody Boland
• Lauren Epps
• Patrick Flynn
• Jason Halterman
• Jessie McNevin
• Michelle Otero
• Jennifer Pizolongo
• Josh Schuman
82. STUDENT AFFAIRS NIGHT AT FOUNDERS
• Join your SAAS colleagues at the
Gamecock Baseball game
• Tuesday, March 29 @ 7p vs Presbyterian College
• Register in advance to receive a food
voucher
• Hot dog, popcorn & soft drink
• Must have your Carolina Card
• Your Carolina Card gets you access to 2 free
faculty/staff tickets
• Must register by Friday, March 18 to be
eligible for food voucher
• First come first serve
84. QUESTIONS, THANKS & ASSESSMENT
• Questions?
• Ask in Q&A or send email to
sapdteam@mailbox.sc.edu
• Thank You for Attending
• Next Meeting Friday, March 25th
• In-person (RHUU Theater) & live-stream option
• Assessment
• Please scan QR code or click link in
Take 3 email to provide feedback to
PD Team
Editor's Notes
When choosing between two otherwise equally qualified candidates, employers deem having an internship with its organization or within its industry to be the most influential factors, according to NACE’s Job Outlook 2022 report.
Those attributes, however, were the only two that employers consider to have “very much influence.” Furthermore, while this has been the case over the past three years, the influence of both attributes has waned slightly since 2020.
While the drop in the influence of grade point average has been reported and continues here, the influence of a candidate holding a leadership position is also down since 2020.
The Job Outlook survey is a forecast of hiring intentions of employers as they relate to new college graduates. Data for the Job Outlook 2022 survey were collected from August 18, 2021, through October 1, 2021. Of the 157 total respondents, 116 were NACE employer members, representing 15.7 percent of eligible member respondents. The Job Outlook 2022 survey was also distributed to nonmember companies from which an additional 41 responses were received. The Job Outlook 2022 report is available in MyNACE.
2 critical notes about student records –
The educator responsible for an Engagement must correctly identify each student.
These are official student education records, that can be reported on an official university experiential transcript, bearing the seal of the University and the registrar’s signature.
To assure systematic and accurate identification of students and collection of records, the method should minimize manual processing of records. BTCM staff will help determine the best method.
So pleased to be here.
Thanks to
How many of you have heard of the Center?
This growth in a base of scholarship and best practice really positioned FYS well and gave them traction in the higher education landscape.
So much so that when AAC&U released their list of 10 high-impact practices as part of their LEAP project (Liberal Education and America’s Promise), LC were on it.
Really a sign that these programs have become institutionalized.
This growth in a base of scholarship and best practice really positioned FYS well and gave them traction in the higher education landscape.
So much so that when AAC&U released their list of 10 high-impact practices as part of their LEAP project (Liberal Education and America’s Promise), LC were on it.
Really a sign that these programs have become institutionalized.
This growth in a base of scholarship and best practice really positioned FYS well and gave them traction in the higher education landscape.
So much so that when AAC&U released their list of 10 high-impact practices as part of their LEAP project (Liberal Education and America’s Promise), LC were on it.
Really a sign that these programs have become institutionalized.
I want to spend our remaining time here today talking about what it really means to be a high-impact practice.
From Sanford’s “Why Colleges Fail?” (p. 53):
“Readiness [is] the notion that certain kinds of responses can be made only after certain states or conditions have been built up in the person.”
(p. 54): ”Whatever the stage of readiness in the personality, further development will not occur until stimuli arrive to upset the exiting equilibrium and require fresh adaptation. What the state of readiness means, most essentially, is that the individual is now open to new kinds of stimuli and prepared to deal with them in an adaptive manner.”