college and university expenditures in addressing patterns of student disengagement ashley finley,...
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![Page 1: College and University Expenditures in Addressing Patterns of Student Disengagement Ashley Finley, Dickinson College, BTtoP Lynn Swaner, Long Island University-CW](https://reader033.vdocument.in/reader033/viewer/2022051412/5514c15655034640138b58e3/html5/thumbnails/1.jpg)
College and University
Expenditures in Addressing Patterns
of Student DisengagementAshley Finley, Dickinson College, BTtoP
Lynn Swaner, Long Island University-CW Post
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Common understanding of the problem
Common understanding of how to fix the problem
RESOURCES
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To identify and itemize costs related to resources, personnel and programming used to address symptoms of student disengagement
Gather information through campus collaboration
Analyze aggregate data to identify, describe, and interpret trends over time (FY 2001-2002 and FY 2006-2007)
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Timeline: January 1, 2008 – September 8, 2008 Recruitment, instrument development, data
collection, analysis, and final report Data entered onto secure website
Sample of 9 schools Spans geographic location, number of students ,
institutional type & mission (see Carnegie Class. below)
Carnegie Classification 2006-2007 N %
Arts 1 11.1
Bac/AS: Baccalaureate Colleges-Arts & Sciences
1 11.1
Baccalaureate Liberal Arts 1 11.1
Doctoral; Research Intensive 1 11.1
Master’s L (Master’s Colleges & Univ./Larger progs.)
1 11.1
Master’s S (Master’s Colleges & Univ./Smaller progs.)
1 11.1
Professional Art School 1 11.1
RU/VH (Research Univ./Very high research activity)
2 11.1
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1. Institutional Data2. Counseling and Psychological Services3. Alcohol/Substance Abuse Prevention4. Security/Emergency Services/Crisis Response5. Civic Engagement6. Engaged Learning Efforts7. Student Activities/Residential Life8. Institutional & Funded Research9. Judicial Affairs10. Insurance*11. Legal Counsel* Types of allocations = Total operating
budget, specific programming budgets, total # of staff, salaries, programming hours, # student participants, “In-kind” funding (any donated resources, i.e. volunteered time, donated money or other material resources)
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39%42%
28%
14%10%
6%
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
Total Operating Budget
Undergrad Tuition
Room & Board
Total # Undergrads
Total # FT Faculty
Total # Administrative Staff
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Programmatic spending generally increasedRelated to direct responses to well-being
(counseling, alcohol programming)Related to direct responses to outcomes
(security services, judicial affairs) Demand for services has increased over time
Staff has stagnated or declined
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53%43%
20%
133%
31%41%
0.00%
20.00%
40.00%
60.00%
80.00%
100.00%
120.00%
140.00%
Student Visits Counseling Center
Clinical Hours
% Students Receiving Services
Alcohol Programming Hours
Security Services
Judicial Hrs
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19%
31% 33%
79%
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%
90.00%
EL: Student
EL: Faculty
CE: Student Part. Leadership ProgsCE: Fac. Part. CE Progs
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Engaged learningWide variation in spending patternsSpending per student showed deficit
spending or modest increaseIndication that faculty training is
increasing Civic engagement
Substantial increases over timeThe good news about missing data?
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Composite variable of average change across budget years related to resources central to engaged learning, civic engagement, mental health and alcohol/substance use
Approximately 67.6% increase in spending over time
Resource allocations by type of institutionPrivate institutions in the sample spent
more total $ but decreased spending by 5% between budget years vs.
Public institutions spent less total $ but increased budget allocations to these areas by 15.4%
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1) Budget accountabilityBuild silos with glass walls
2) Programming & StaffingScarcity is the mother of invention Use expertise as a basis for innovation
3) Assessing allocations as preventive & responsive measuresWhat if programs built foundations that
helped students help themselves/and others? Social support, fulfillment, engagement
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Recruit Stakeholders Think beyond leaders to constituency leaders
(including students) Recruit the dissenters Distribute ownership of programmatic
development, practices and results Find what you do best
What is the gem of your institutional culture/mission?
What/where is the unique quality of your institutional backdrop upon which you can capitalize? Consider location, local community resources, student body
Fuse new to old What is already working? Where are resources already going? Consider how existing programs can be
expanded or used to catalyze new efforts.