This document summarizes a presentation about developing a campus-wide welcome week program through collaboration across university units. It discusses building the case for collaboration by involving all aspects of the community. Key stakeholders for welcome week are identified. Strategies for the welcome week committee structure and process are outlined, including developing intentional programming content linked to student learning outcomes. Benefits of the collaborative process include building trust and a sense of community across campus.
National Trends Affecting Community Engagement and PlanningBonner Foundation
As part of our strategic planning with Maryville College, we will discuss how some current national trends affecting higher education, nonprofits, and community engagement are affecting the local landscape and direction.
Introduction to Bonner High-Impact Initiative Learning OutcomesBonner Foundation
Introduction to Bonner High-Impact Initiative Learning Outcomes, used at the High-Impact Institute Summer 2013; introduces key learning outcomes, as adapted from rubrics for civic engagement, integrative learning, and creative thinking, that may provide a set of shared student learning outcomes for high-impact projects connected to community engagement.
These are some of the resources that were shared at the Bonner Foundation's High-Impact Initiative Planning Retreat (March 2014) - "Civic Scholars: Engaged Campuses", held at Allegheny College. Several types of strategies and approaches for ensuring that campus culture, policies, and practices support deep community engagement and public scholarship were shared.
Developing Greater Impact with High-Impact Practices: Internships and Civic E...Bonner Foundation
These are slides from the presentation given by Jillian Kinzie (Indiana University), Gregory Weight (Washington Internship Institute), and Ariane Hoy (Bonner Foundation) at the January 2015 Association of America Colleges and Universities annual meeting. It explores the elements of high-impact educational practices and how to link them with civic engagement, especially through internships.
Introduction to Bonner High-Impact Initiative Capacity Building OutcomesBonner Foundation
Introduction to Bonner High-Impact Initiative Capacity Building Outcomes, used at the High-Impact Institute Summer 2013; introduces key community-oriented outcomes, as adapted from metrics for non-profit and community capacity building, in areas like program development, research, evaluation, communications and outreach, resource development, and community impact.
High-Impact Projects at a Glance: Displays from the 2014 InstituteBonner Foundation
During the summer High-Impact Institutes, teams spend about half of the time working collaboratively to create their strategies and plans for making civic engagement and community engaged learning deeper, more pervasive, and more integrated. This includes identifying new or existing high-impact educational practices (like First Year Experience or Internships) to connect with community engagement. It also includes finding ways to create, deepen and enhance community partnerships so that they integrate high-impact community engagement practices (like Place, Voice, Reciprocity, Sequence, Teams, and Inquiry).
Towards the end of the Institute, teams present their plans for feedback from other teams (peers) and coaches, reinforcing the learning community. In 2014, teams from Cohorts 1 and 2 presented their plans visually, on display boards, and networked with others to explain them in a charette session. Teams from Cohort 3, which began in 2014, then presented the next day verbally (not pictured).
These slides and photos capture some of the teams' plans and displays.
Presentation at the American Democracy Project Conference hosted by the American Association of State Colleges and Universities, June 2012. Longer presentation explores high-impact practices and high-impact community engagement in more depth.
National Trends Affecting Community Engagement and PlanningBonner Foundation
As part of our strategic planning with Maryville College, we will discuss how some current national trends affecting higher education, nonprofits, and community engagement are affecting the local landscape and direction.
Introduction to Bonner High-Impact Initiative Learning OutcomesBonner Foundation
Introduction to Bonner High-Impact Initiative Learning Outcomes, used at the High-Impact Institute Summer 2013; introduces key learning outcomes, as adapted from rubrics for civic engagement, integrative learning, and creative thinking, that may provide a set of shared student learning outcomes for high-impact projects connected to community engagement.
These are some of the resources that were shared at the Bonner Foundation's High-Impact Initiative Planning Retreat (March 2014) - "Civic Scholars: Engaged Campuses", held at Allegheny College. Several types of strategies and approaches for ensuring that campus culture, policies, and practices support deep community engagement and public scholarship were shared.
Developing Greater Impact with High-Impact Practices: Internships and Civic E...Bonner Foundation
These are slides from the presentation given by Jillian Kinzie (Indiana University), Gregory Weight (Washington Internship Institute), and Ariane Hoy (Bonner Foundation) at the January 2015 Association of America Colleges and Universities annual meeting. It explores the elements of high-impact educational practices and how to link them with civic engagement, especially through internships.
Introduction to Bonner High-Impact Initiative Capacity Building OutcomesBonner Foundation
Introduction to Bonner High-Impact Initiative Capacity Building Outcomes, used at the High-Impact Institute Summer 2013; introduces key community-oriented outcomes, as adapted from metrics for non-profit and community capacity building, in areas like program development, research, evaluation, communications and outreach, resource development, and community impact.
High-Impact Projects at a Glance: Displays from the 2014 InstituteBonner Foundation
During the summer High-Impact Institutes, teams spend about half of the time working collaboratively to create their strategies and plans for making civic engagement and community engaged learning deeper, more pervasive, and more integrated. This includes identifying new or existing high-impact educational practices (like First Year Experience or Internships) to connect with community engagement. It also includes finding ways to create, deepen and enhance community partnerships so that they integrate high-impact community engagement practices (like Place, Voice, Reciprocity, Sequence, Teams, and Inquiry).
Towards the end of the Institute, teams present their plans for feedback from other teams (peers) and coaches, reinforcing the learning community. In 2014, teams from Cohorts 1 and 2 presented their plans visually, on display boards, and networked with others to explain them in a charette session. Teams from Cohort 3, which began in 2014, then presented the next day verbally (not pictured).
These slides and photos capture some of the teams' plans and displays.
Presentation at the American Democracy Project Conference hosted by the American Association of State Colleges and Universities, June 2012. Longer presentation explores high-impact practices and high-impact community engagement in more depth.
Bonner High-Impact Initiative: Being Architects and Leaders of ChangeBonner Foundation
Bonner High-Impact Initiative: Being Architects and Leaders of Change: an overview of key aspects of the process, especially for team leaders and teams.
On February 25, 2022, representatives from seven colleges and universities in the Bonner Network met for the launch of the Bonner Pathways Project. These institutions share an aspiration to make civic learning and democratic engagement embedded in their institutional fabrics, such that 25% of graduates will have deep, multiyear experiences culminating in community-engaged capstone level work. These experiences have a proven link with student retention, success, learning, well-being, and post-graduate outcomes. This Community of Practice will work over the next several years to reach its goal, developing models for higher education. This project is led by the Bonner Foundation team, including Bobby Hackett, Ariane Hoy, Rachayita Shah, Liz Brandt, Arthur Tartee, and Kristi Cordier.
Strategic Planning for Community Engagement with Maryville CollegeBonner Foundation
The Bonner Foundation is pleased to support Maryville College in its strategic visioning and planning for community engaged learning at Maryville College (TN). Ariane Hoy and Liz Brandt are working with the Center for Community Engagement.
On Wednesday, March 14, 2012 Ohio Campus Compact led a full day pre-conference workshop on service-learning as part of the 5th Annual International Conflict-Resolution Education Conference which took place in Middleburg Heights, Ohio. This presentation introduced basic concepts of service-learning.
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
Forging Research Partnerships in Higher Education AdministrationUT Austin: ACA
Presented by Dr. Audrey Sorrells and Heather Cole at the 2011 ACA & APSA Professional Development Day conference on 2/17/11. Discusses the Research Initiative in the Office of the Dean of Students at UT Austin. This Research Initiative was created to bridge research to practice between academics, student services and community-based agencies to advance opportunities for collaboration and professional development within UT.
Review of work on the Global Citizenship Program at Webster University, with attention to iimproving student learning and well being through exercising care.
Bonner High-Impact Initiative: Being Architects and Leaders of ChangeBonner Foundation
Bonner High-Impact Initiative: Being Architects and Leaders of Change: an overview of key aspects of the process, especially for team leaders and teams.
On February 25, 2022, representatives from seven colleges and universities in the Bonner Network met for the launch of the Bonner Pathways Project. These institutions share an aspiration to make civic learning and democratic engagement embedded in their institutional fabrics, such that 25% of graduates will have deep, multiyear experiences culminating in community-engaged capstone level work. These experiences have a proven link with student retention, success, learning, well-being, and post-graduate outcomes. This Community of Practice will work over the next several years to reach its goal, developing models for higher education. This project is led by the Bonner Foundation team, including Bobby Hackett, Ariane Hoy, Rachayita Shah, Liz Brandt, Arthur Tartee, and Kristi Cordier.
Strategic Planning for Community Engagement with Maryville CollegeBonner Foundation
The Bonner Foundation is pleased to support Maryville College in its strategic visioning and planning for community engaged learning at Maryville College (TN). Ariane Hoy and Liz Brandt are working with the Center for Community Engagement.
On Wednesday, March 14, 2012 Ohio Campus Compact led a full day pre-conference workshop on service-learning as part of the 5th Annual International Conflict-Resolution Education Conference which took place in Middleburg Heights, Ohio. This presentation introduced basic concepts of service-learning.
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
Forging Research Partnerships in Higher Education AdministrationUT Austin: ACA
Presented by Dr. Audrey Sorrells and Heather Cole at the 2011 ACA & APSA Professional Development Day conference on 2/17/11. Discusses the Research Initiative in the Office of the Dean of Students at UT Austin. This Research Initiative was created to bridge research to practice between academics, student services and community-based agencies to advance opportunities for collaboration and professional development within UT.
Review of work on the Global Citizenship Program at Webster University, with attention to iimproving student learning and well being through exercising care.
Ecology of Education and Service-Learning: Perspectives on teaching & learningOhio Campus Compact
Presentation includes an introduction to Service-Learning; Strengths of Service-Learning, Outcomes & Strengths of Service-Learning and basics of creating a Service-Learning course syllabus
"Student Affairs," 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.
Engaged Signature Work: Presentation for Rutgers University New BrunswickBonner Foundation
A presentation for faculty, staff, and friends at Rutgers University New Brunswick from Ariane Hoy, Vice President at the Bonner Foundation, as part of its RU-NB Cares.
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.
In this session, we’ll delve into the ways that institutions have been engaging faculty, creating courses and pathways, and working to build sustained infrastructure for civic learning and community engagement.
This ppt was created for the ACES conference. We discussed how we created a multi-disciplinary experience for our Higher Education Counseling Students. We also discuss the interventions used by our students to reduce conflict in the residence halls.
This presentation was given by Phil Sisson, Max Hallsett, Karen James, and Peter Shea at the AAC&U Diversity, Learning, and Student Success conference in San Diego on March 27th, 2015.
1. Leading Across University Units
DEVELOP ING A CAMPUS-WIDE
WE L COME WEEK
PRESENTED BY:
BETH LINGREN CLARK
JENNY PORTER
ORIENTATION & FIRST-YEAR PROGRAMS
2. Presentation Overview
Building a Case for Collaboration
Benefits of Collaboration
Understanding the University Community
Welcome Week Stakeholders, Structure, Strategies
Developing Intentional Content
Impact of Process
Steps to Partnerships
3. Welcome Week Objectives
Welcome Week is designed to engage the campus community in creating a
meaningful University experience for first-year students that will:
Begin to build a sense of community
Assist students in their adjustment to the campus environment and
campus life
Provide students an opportunity to have and maintain meaningful
relationships with students, faculty, staff and surrounding community
Allow students to navigate the campus while discovering and accessing the
multitude of resources and opportunities available at the University
Provide leadership opportunities for current students to enhance their
leadership development and commitment to the University
4. Building a Case for Collaboration
Good practice “initiates educational partnerships and
develops structures that support collaboration….
Collaboration involves all aspects of the community in the
development and implementation of institutional goals and
reminds participants of their common commitment to
students and their learning” (p. 5).
Joint statement on Principles of Good Practice for Student Affairs,
ACPA and NASPA (1997)
5. Building a Case for Collaboration
Effectiveness is heavily dependent upon the degree to which
mutually beneficial relationships within the campus and
community are cultivated.
Those most effective are active with campus/community and
involve others in policies, programs, staffing, and evaluation.
Best way to fail is when leaders isolate themselves, thinking that
they can do their jobs without involving others.
Sandeen (2000)
6. Benefits of Collaboration
Improved understanding and support of initiatives by
stakeholders
A greater sense of community on campus
Better problem solving
Higher quality programs
Ultimately, enhanced education for students
Sandeen (2000)
7. Understanding the University Community
Organizational culture Guide the behavior of
involves understanding individuals and groups
collective, mutually
shaping patterns of: Provide frames of reference
Institutional history for interpreting the
Mission
meanings of events and
Physical settings actions on and off campus.
Norms (p. 2)
Traditions Kuh (1993)
Values
Practices
Beliefs
Assumptions
8. Understanding Campus Culture
What basic assumptions exist among the campus
constituents?
What do campus constituents value in the welcome week
process?
What organizational cultural values and beliefs are
perpetuated through the institutional traditions?
How are problems solved within the process?
How is change or adversity in programming managed?
9. Background-The 5 Year Process
2003: Idea: “Let’s have a Welcome Week!”
2004: Identification of Stakeholder Concerns
• Welcome Week plans suspended
2005: Realization of University Culture
2006: Connection to Stakeholder Values
• Welcome Week plans resume in alignment w Strategic Positioning
2007: Action in Planning
2008: Implementation (finally!)
10. Campus Stakeholders
Colleges
Housing & Residential Life
Student Unions & Activities
Fraternity & Sorority Life
Office for Student Affairs
Recreational Sports
Intercollegiate Athletics
Many others…
11. Welcome Week Committee Structure
Welcome Week Advisory Committee
College Programming
Program Logistics
Transitioning Students to College
Commuter Student Programs
Entertainment/Side Trips/Community Service
Communications
Finance/Budget/Sponsorships
Evaluation & Assessment
Student Leader Training
New Student Convocation
Student Advisory Committee
12. Welcome Week Committee Members
35+ Different Campus Units Represented
Academic Affairs & Provost’s Office
9 Undergraduate Education
8 Office for Student Affairs
3 Office of Equity & Diversity
University Services
3 Auxiliary Services
2 Facilities Management
2 Public Safety
7 Freshman Admitting Colleges
Intercollegiate Athletics
13. Welcome Week Strategies
60+ Individual Unit Meetings
Kept notes spreadsheet to track meetings, concerns and how
they’ve been addressed; demonstrated intentionality
Timeline Awareness
Communication was developed in stages to bring awareness to
students (Admissions & Housing start early!)
“Dog & Pony Show”
10+ Campus Information Sessions spread word of Welcome
Week to different populations (faculty, staff, advisors, etc)
14. Welcome Week Strategies
Shared Progress at Welcome Week Advisory Meeting
Continual updates demonstrated progress and investment in
program; meetings were rarely cancelled!
Internal Regroup Meetings
Beth, Jenny & James met consistently in 2007/2008 to review
notes, determine unresolved issues and next steps
Mapped Content of Program Events
Kept assessment at forefront of programming by mapping
content of program events to Student Development & Learning
Outcomes
15. Developing Intentional Content
Guiding documents:
Program objectives
Student Learning & Development Outcomes
Overarching purpose for each day
Program unit descriptions
Mapping documents
Assessment plan
16. Welcome Week Major Themes
Academic & Career Expectations
Health, Safety and Wellness
Diversity & Community
Sustainability
Student Engagement
Money Management
17. Impact of Process
Builds trust
Fosters inclusiveness
Contributes to sense of community and common goal
Creates sense of ownership in process – “buy-in”
Allows for innovation and transformational change
Sets the foundation with new students regarding
expectations and resources
Increase in student retention and student satisfaction
18. Simple Steps to Partnerships
Understand your organization/University
Spend time cultivating, managing and supporting
relationships
Learn both parties role in the institution
Value multiple perspectives
Negotiate mutual wins- concede when necessary
Communicate throughout process
Evaluate and involve others in proposed changes
Be a good partner – could lead to additional
partners
20. References
American College Personnel Association (ACPA), & National Association of Student Personnel
Administrators (NASPA). (1997). Principles of good practice for student affairs. Washington,
DC: Authors.
Farmer, D.W. (1990). Strategies for change. In D.W. Steeples (Ed.), Managing change in
higher education (New Directions for Higher Education No. 71, pp. 7-18). San Francisco:
Jossey-Bass.
Kuh, G.D. (Ed.). (1993). Using cultural perspectives in student affairs work. Washington,
D.C.: American College Personnel Association.
Lingren Clark, B.M. & Weigand, M.J. (2010). Building the case for collaboration in orientation
programs: Campus culture, politics, and power. In T. Skipper & J. Ward-Roof (Eds.),
Designing Successful transitions: A guide to orienting students to college (3rd ed.) anticipated
published date spring 2010. Columbia, SC: The National Resource Center on the First Year
Experience and Students in Transition and National Orientation Directors Association.
Moore, P. L. (2000). The political dimensions of decision making. In M. J. Barr & M. K. Desler
(Eds.), The handbook of student affairs administration (2nd ed., pp. 178-196). San Francisco:
Jossey-Bass.
Sandeen, C. A. (2000). Developing effective campus and community relationships. In M. J.
Barr & M. K. Desler (Eds.), The handbook of student affairs administration (2nd ed.,pp.
377-392). San Francisco: Jossey-Bass.