DEVELOPING A CAMPUS-WIDE WELCOME WEEK

P R E S E N T E D B Y :

B E T H L I N G R E N C L A R KJ E N N Y P O R T E R

O R I E N T A T I O N & F I R S T - Y E A R P R O G R A M S

Leading Across University Units

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

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

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)

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)

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)

Understanding the University Community

Organizational culture involves understanding collective, mutually shaping patterns of: Institutional history Mission Physical settings Norms Traditions Values Practices Beliefs Assumptions

Guide the behavior of individuals and groups

Provide frames of reference for interpreting the meanings of events and actions on and off campus. (p. 2)

Kuh (1993)

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?

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!)

Campus Stakeholders

Colleges Housing & Residential Life Student Unions & Activities Fraternity & Sorority Life Office for Student Affairs Recreational Sports Intercollegiate Athletics Many others…

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

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

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)

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

Developing Intentional Content

Guiding documents: Program objectives Student Learning & Development Outcomes Overarching purpose for each day Program unit descriptions Mapping documents Assessment plan

Welcome Week Major Themes

Academic & Career Expectations Health, Safety and Wellness Diversity & Community Sustainability Student Engagement Money Management

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

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

Questions & Discussion

Beth Lingren Clark lingr004@umn.edu 624-1483

Jenny Porter rachm001@umn.edu 625-6493

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.