constructing effective campus partnerships to …...constructing effective campus partnerships to...
TRANSCRIPT
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Constructing effective campus
partnerships to support student success
and inclusive excellence
Dr. Lua Hancock
Vice President, Campus Life
& Student Success
Stetson University
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Session Learning Outcomes
• Consider the different cultural perceptions,
lenses, priorities and structures of various
University Stakeholder groups
• Reflect on opportunities to proactively build
strategic relationships on your home campus
• Determine specific actions to promote
structural initiatives and individual outreach
with faculty partners towards increased student
learning, inclusion, and belongingness
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WHY focus on
partnership?
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Impact of Partnerships:
Outcomes for StudentsAcclimation to the
institution
• Effective transitions
• Sense of community
• Persistence in college
Engagement
• Campus involvement
• Academic engagement
• Civic engagement
• Interactions with
faculty and students
Student learning
• Making connections
• Thinking critically
• Taking responsibility for
learning
• Understanding self
• Understanding others
Academic and career
decisions
• Choice of college
• Choice of major
• Choice of career
(Nesheim, Guentzel, Kellogg, McDonald, Wells, Whitt, 2007)
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Impact of Partnerships :
Additional Outcomes• Demonstration of impact/Accreditation
• Shared resources/Fiscal stewardship
• Positive campus community/climate
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Belonging, Meaning and Learning
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What CHALLENGES do
we encounter in
establishing
partnerships?
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Cultural LensesFaculty/academic
Student Affairs
Institutional
Students
Alumni
Board of Trustees and Advisory
Boards
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Academic Structures, Priorities & Perspectives
• Teaching, Research & Service
• Tenure
• Rank/Promotion
• Instructor
• Assistant Professor
• Associate Professor
• Professor
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Student Affairs Structures, Priorities &
Perspectives
• Co-curricular involvement and leadership
• Out of class student learning
• Hierarchical organizational structures
• Holistic student development
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Some Differences Between
Student Affairs and Academic Affairs
Activity Faculty Student Affairs
How time is spent
Communication
Priorities
Interaction with students
Typical work schedule
Employment status
Meetings/email/etc.
Perceptions of where learning
occurs
Organizational structure
Decision-making processes
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WHAT does effective
partnership look like?
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Coordination versus Collaboration
Based on Blake & Mouton,
1964
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Reflecting on a New Mission for Student Affairs
• What does it really mean to redefine student affairs work
in meaningful ways?
• What do our institutions need most from us right now?
• What relationships and partnerships must be cultivated if
the potential of student affairs is to be fully realized?
• What thinking and behaviors must change if student
affairs is to exercise the leadership needed of us?
• How prepared are we to welcome a new future?
• What new knowledge and skills will be needed to realize
a new mission, and what will this mean for professional
preparation and ongoing professional development?
• (Porterfield, Roper & Whitt, 2011)
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Taking Your Institutional Temperature
Where on this continuum does your campus philosophy
associated with student affairs partnering with
academic affairs fall?
Good
fences good
neighbors
Contiguous
with some
intersections
Very Fluid
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Cultural Considerations
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Elevate and align
efforts with research
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What do Student Affairs and
Academic Affairs Have in Common?
Student Affairs
Academic Affairs
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“Groups are far more likely to work together if they share a compelling aim and understand that it can be better accomplished through collaborative alignment across the institution” (pg 94)
“Although single programs or leaders cannot create or sustain such a culture, individual actions can contribute to a campus ethos that values student learning” (pg 147)
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Target of
change
1st order
change
2nd order
change
Individual Awareness Paradigm shift
Group Membership Restructuring
Institutional Programmatic Systemic
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“…it is not enough to simply espouse multicultural and equity values. Instead we must demonstrate our commitment through action” (p. 3)
“…institutional culture and context are shaped by campus climate and the presence or absence of cross cultural dialogue.” (p. 104)
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Organizational Aspects That Support
Partnerships• Institutional mission and priorities
• Institutional culture and values
• Focus on learning
• Structures that respect multiple manifestations of leadership
• Assessment & data driven decisions
• Shared structures and resources
• Rewards structures
• Support from senior leaders
This list is informed by combined works of Whitt, Nesheim, Guentzel, Kellogg, McDonald, Wells, 2008 and
Kezar, 2006
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• QEP/FSEM
• High Impact Practices
• Professional development
• Shared Governance
(Academic Leaders)
• Campus Climate and
retention by each VP
• SGA open forums
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ReferencesArminio, J., Torres, V. & Pope, R.L. (2012). Why aren’t we there yet? Taking personal
responsibility for creating an inclusive campus. Sterling, VA: Stylus Publishing.
Association of American Colleges and Universities (2011). The LEAP vision for learning:
Outcomes, practices, impact and employers’ views. Washington, DC: AAC&U.
Felten, P., Gardner, J.N., Schroeder, C.C., Lambert, L.M., Barefoot, B.O. (2016). The
Undergraduate Experience: Focusing institutions on what matters most. San Francisco, CA:
Jossey-Bass.
Guentzel, M., Guentzel, M., McDonald, W., Kellogg, A., & Whitt, E. (2007). Outcomes for
students of student affairs – Academic affairs partnership programs. Journal of College
Student Development, 48(4), 435-454. Retrieved from
http://muse.jhu.edu/content/crossref/journals/journal_of_college_student_developmen
t/v048/48.4nesheim.html
Keeling, R. (2006). Learning reconsidered 2: A practical guide to implementing a campus-
wide
focus on the student experience. Washington, DC: NASPA.
Keeling, R., & Dungy, G. (2004). Learning reconsidered: A campus-wide focus on the student
experience, (pp. 1-43). Washington, DC: National Association of Student Personnel
Administrators, American College Personnel Association.
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References
Kezar, A. (2006). Redesigning for collaboration in learning initiatives: An examination of four
highly collaborative campuses. The Journal of Higher Education, 77(5), 804-838.
Kezar, A. (2009). Supporting and enhancing student learning through partnerships with
academic colleagues. In G.S. McClellan & J. Stringer (Eds.), The handbook of student
affairs administration (pp. 443-453). San Francisco, CA: Jossey-Bass.
Kuh, G. D. (2005). Documenting effective educational practice (project). In G.D. Kuh, J.
Kinzie,
J.H. Schuh, & E.J. Whitt (Eds.), Student success in college: Creating conditions that matter
(pp. 10-17). San Francisco, CA: Jossey-Bass.
Newell, W. (1999). The promise of integrative learning. About Campus, 4, 17-23.
Newell, W. (2010). Educating for a complex world: Integrative learning and interdisciplinary
studies. Liberal Education, 96, 6-11.
Pope, R. L., Reynolds, A. L., & Mueller, J. A. (2004). Multicultural competence in student
affairs. San Francisco, CA: Jossey-Bass.
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References
Porterfield, K.T., Roper, L.D., & Whitt, E.J. (2011). Redefining our mission: What does higher
education need from student affairs? Journal of College & Character, 12(4), 1-7.
Task Force on the Future of Student Affairs, Appointed jointly by ACPA and JASPA (2010).
Envisioning the future of student affairs. Retrieved from:
https://www.naspa.org/images/uploads/main/Task_Force_Student_Affairs_2010_Report.pdf.
Whitt, E.J., Nesheim, B.E., and Guentzel, M.J., et. al. (2008). Principles of good practice for
academic and student affairs partnership programs. Journal of College Student Development,
49(3), 235-249. Project MUSE. Web. 21 Jan. 2011. Retrieved from http://muse.jhu.edu/.
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Questions?