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Tacoma Liberal Arts Leadership Summit [Presentation] - Renée Houston: Student Lifecycle: From Inquiry to Experience_July 2018
- 1. Laura Martin-Fedich, Vice President of Enrollment Alana Hentges, Director of Career Services Erin Tyrrell, Assistant Director of Alumni and Parent Relations Renée Houston, Associate Dean of Experiential Learning and Civic Scholarship
- 6. Reflection – Why? • Learning from direct experience can be more effective if coupled with reflection- that is, the intentional attempt to synthesize, abstract, and articulate the key lessons taught by experience. • Reflecting on what has been learned makes experience more productive. • Reflection builds one's confidence in the ability to achieve a goal, which in turn translates into higher rates of learning. Giada Di Stefano, Francesca Gino, Gary Pisano & Bradley Staats Harvard Business Review 2014
- 10. Reflection Connection Purpose Validation Nostalgia
- 11. • Help students connect the skills and knowledge they are gaining at work with their classroom experiences, co-curricular activities, and career goals • Enhance student education • Support student in development of skills to articulate the value of their experience and how it helps prepare them for a career and life beyond Puget Sound
- 12. Use the provided questions to guide the conversation • Core questions • Rotating topics • Orientation and starting on-campus job (September) • Career Development (November) • Skill Identification and Assessment (February) • Recognition (April)
- 13. Reflection – Survey Data Outcome % agree/strongly agree 2 or more conversations No conversations Connections between my work and my life as a student. 79% 9% Connections between my work and my life after Puget Sound. 76% 9% Connections between my job and my academic major/coursework. 79% 45%
- 14. Reflection – Survey Data Outcome % agree/strongly agree 2 or more conversations No conversations My job has helped me use critical thinking skills to form opinions and solve problems. 90% 45% My job has helped me improve my verbal communication skills. 97% 55% My job has helped me learn more about career options. 66% 30% Because of my job, I am able to work effectively with individuals with a variety of backgrounds, experiences, and cultures. 79% 55% My job has helped me improve my writing skills. 17% 0% My job has helped me develop conflict resolution skills. 76% 64% My job has helped me develop more effective time management skills. 97% 91% My job has helped prepare me for the world of full-time employment. 72% 82%
- 15. Student Learning What Students gained: Time management Campus Connection Problem solving skills Transfer of knowledge Confidence and agency building Connected to campus life and work What supervisors say: Recognize their growth and learning Realize the work they do matters Problem More engaged and utilize their talents at work Felt Validated in recognizing their impact on the department
Editor's Notes
- My colleagues, Laura Martin Fedic, Erin Tyrrell, and Alana Hentges are here with me today to explore what students are seeking in a collegiate education and then moves to a discussion of how to leverage campus resources such as career services,, experiential learning, and alumni connections to help students envision life beyond college. To get us started, Laura will share ideas and information about the higher ed landscape that addresses questions such as : Who are our students? What are shifting demographics? What do students seek in a collegiate experience? What outcomes do parents expect?
- As you heard me share earlier this afternoon, we are working towards a wholistic approach with alignment and coherence as a central goal for the student experience, which means we are highly collaborative and work towards integration of programmatic experience. Building culture of reflection – what’s important about this moment and these learners Students seeking high-impact practices/experiential learning; as you know or heard, students in top three Articulating narrative Examples: Summer Fellowship internship; connecting alumni mentors with student interns Compass
- Purpose Well-Being: Liking what you do each day and being motivated to achieve your goals Social Well-Being: Having strong and supportive relationships and love in your life Financial Well-Being: Effectively managing your economic life to reduce stress and increase security Community Well-Being: The sense of engagement you have with the areas where you live; liking where you live and feeling safe and having pride in your community Physical Well-Being: Having good health and enough energy to get things done on a daily basis.
- So what? What did our partners, students and mentors say about the program?
- Add Kuh
- Group discussion Student employment is positive for the student and employer Small efforts can make a big difference in helping our students develop important skills for lifelong success There can be both an immediate and long-term payoff for this investment in student development
- Technological support via eportfolios is one of the opportunities we are exploring to help students collect materials to document their accomplishments and progress in their academic careers. Through these digital collections, students are able to personalize and draw connections between various learning experiences, see visible evidence of progress over time, enhance their critical thinking, and more (EPortfolios: for Reflection, Learning and Assessment (2014) AACU Peer Review Winter Vol.16 (1)
- Model Holistic approach: $3,000 Fellowship award Interns worked at NPOs for 28 hours/week for 10 weeks Two-hour seminar Alumni mentors Culminating presentation at campus symposium Our holistic effort continued with a team-based approach using faculty, employer Cultivating INternships relations and community engagement managers to identify high-quality, NPO internships. These relationships are important to student engagement beyond the boundaries of the university and develop meaningful reciprocal relationship between the university and the community. While NPOs struggle to manage demand for services and growth, we found that our student interns offered NPOs much needed human capital and innovative thinking that created significant growth in NPO income and programs. Community Building While offering on-campus housing helped students cover basic expenses, research (NSSE, 2008) shows that, “learning communities with courses or discussion groups designed to help students integrate course material, and those with required out-of-class activities, had consistent positive relationships with a wide range of student engagement and learning outcomes.” Students in our program engaged meaningfully with one another and connected with alumni mentors who helped them by sharing information about their career path. This alumni sharing of the collegiate and career experience provided a comfortable place to explore concepts of career development with students.
- Student intern with mentor and supervisor. Student continued to work with the organization through this year
- AH I was a bit nervous about volunteering to be an alumni mentor because the life of college students now is so different from my own college experiences, and I wondered how I could be helpful. Plus I am super shy! But I especially wanted to support Puget Sound with this new program that encourages students to stop and consider how their current work and academic experiences fit within their long term career and life goals. It’s a simple concept and yet few students consciously do it without some help, because they and the people in their orbit tend to gloss over the process and focus on the end product—like graduation or a job. I arranged for regular meetings with my mentee, and those meetings were enjoyable for lots of reasons. For one, our conversations caused me to reflect on my own experiences, which was fun to think about, especially after all these years. Plus the student was a wonderful person and I valued the opportunity to get to know her. It was truly meaningful for me to connect with students and others at the college, learn about what was happening there, and be able to participate in the learning goals of a program that I think is important. The program coordinators gave me all the information I needed to effectively provide a uniquely alumni-related perspective, which I think deepened the student’s learning experience. Beyond that, to my surprise and delight, I so enjoyed making a new friend and feeling more invested in the institution that is such an important part of my own life. “One of the reasons I give back is that it supports the realization of a purpose-driven life for both the mentor and mentee.” There are so many adventures to be had and I feel like I finally have permission to pursue them without feeling guilty or like I need to be doing what others expect of me. Honestly, my biggest take away from our conversations is that I need to trust myself. While that can sometimes be scary or uncertain, I am excited to see where it leads me. "I come back to Puget Sound because the world can seem like a scary place before you graduate (and it is) but I want students to know that it's going to be okay. That finding what you love sometimes means doing things you don't love so much to pay the bills. But when your heart is full and you're inspired it's all worth it."
- What is the Compass Program? Goals of program
- ERW takes over here Page in packet? Core questions: Why, not redundant
- We’ve surveyed students in the departments who participated in our pilot this year. We asked students whether they were able to make connections between their work and their life as a student. Of students who indicated they had never had a conversation with their supervisor reflecting on their job on-campus, 9% agreed or strongly agreed. Of students who indicated they had had two or more conversations with their supervisor, 79% agreed or strongly agreed. We also asked students whether they were able to make connections between their work and their life after Puget Sound. Of those who never had a conversation, 9% agreed or strongly agreed, and for those who had had two or more conversations, 76% agreed or strongly agree. And finally 45% of students who had never had a conversation were able to make connections between their job and their academic major or coursework, but for those who had had two or more conversations, that jumped up to 79%.
- We also asked students about a variety of skill areas. I want to reiterate that this data is not about whether students have these skills in their job, but is measuring a students recognition that they are learning and growing in these skills because of their employment. 45% of students who had never had an intentional reflective conversation with their supervisor report that their job helps them use critical thinking skills to solve problems. After having conversations reflecting generally on work, 90% of them recognize that they are learning and growing in this skill. So, simply taking a few minutes to reflect with a student a couple of times a semester can have an incredible impact on their ability to draw connections and build on their experiences at work.
- “Time management is a large part of my job, this is a valuable skill which translates over to my school work as well.” “I feel that working as a student staff member has helped me to become more deeply integrated into Puget Sound especially because of the people I have met through work.” “I have honed my problem solving skills through my job. There are many times when the supervisor is not available I must think on my feet and accomplish a goal within a certain time frame. This will definitely help me in the real world.” “I feel extremely valued as student staff…my questions are always answered and encouraged, which has boosted my feeling of belonging on campus in general, since I've struggled with that a little bit as a recent, 25-year-old transfer student.”
- Holistic approach; seeking alignment and coherence from the student experience, which means we are highly collaborative and work towards integration of programmatic experience. Building culture of reflection – what’s important about this moment and these learners Students seeking high-impact practices/experiential learning; as you know or heard, students in top three Articulating narrative Examples: Summer Fellowship internship; connecting alumni mentors with student interns Compass Collective expertise and experience next step for us is . the way we’ve done that is to create a exploratory committee for Alumni mentorship that consisted of students, faculty staff alumni and leaders from CES, EL and APR. Lesson we learned: harnessing the collective expertise of these groups not easy; cabinet pitch; in the long run will have a program that the entire community is invested in and committed; while we don’t know what the outcome will be be, we do know that everyone had an opportunity to construct the program in the service of both students and alumni. We encourage you to think about how to build collaborative partnerships on campus because it’s worth the investment Invite questions