Structures & Structuring

for intersecting student affairs and academic affairs

by Rob Rogers, M.A.

A Problem facing Higher Education

Does the quality and quantity of learning by students justify the cost?

Are students leaving college prepared for the challenges of the 21st century?

will the public and society at large benefit from their investments in our institutions or higher education?

Assessing the Value of education

a culture of higher learning1. Intentional emphasis on learning.

2. Holistic learning.

3. Cumulative and collective learning.

4. Coherent and integrated learning.

5. Challenging and rigorous curriculum: high public expectations and standards.

6. Academic engaged time.

7. Engagement of students with full-time faculty.

8. Advising/mentoring as teaching.

9. Assessment as teaching and learning.

10. General education as introduction to the “great conversation.”

Keeling, R.P. & Hersh, R. H. (2012). We’re losing our minds: Rethinking American

higher education. New York, NY: Palgrave Macmillian, pg 110

Group Questions

Which of these applications have made the biggest impact on your higher education experience?

Which of these applications have you not experienced?

Creating an effective learning environmenta. Required new student orientation and first-year seminars.

b. A close advising and mentoring relationship

c. A core curriculum

d. Writing, critical thinking, problem solving, and ethical and moral development across the curriculum

e. Problem-based learning

f. Comprehensive examinations (written, oral, or combined)

h. Learning portfolios

Keeling, R.P. & Hersh, R. H. (2012). We’re losing our minds: Rethinking American

higher education. New York, NY: Palgrave Macmillian, pg 110

Shared focus on learning

seamless learning

deep learning

becoming learning-centered

Group Questions

What attributes would you include that would make a difference to you in achieving success and enhance your learning?

evidence of higher learning

1. Faculty and student affairs professionals are providing learning impact statements with all proposals for new or redirected resources.

• Common student learning goals are agreed upon by faculty and student affairs professionals and across all disciplines and departments.

2. Learning outcomes are created by all divisions, departments and programs and they are linked to the overall institution’s outcome.

• General education is being revised and linked with the disciplines of a student’s major.

3. There is a higher level of both expectations and support for students.

• Rigorous and comprehensive assessment of student learning in-class and out-of-class is in place.

Keeling, R.P. & Hersh, R. H. (2012). We’re losing our minds: Rethinking American

higher education. New York, NY: Palgrave Macmillian, pg 171-175

evidence of higher learning7. Evidence of student learning is used in the evaluation of faculty and staff.

8. There is a purposeful closing of the assessment loop by members of faculty and staff.

9. Codified policies on faculty work exist and specify clear expectation about the use of time and effort.

10. Promotion and tenure criteria rely on the assessment results of the quality and quantity of student learning in classes and the effectiveness in increasing student engagement.

11. Institution provides continuous faculty development in pedagogy, learning, and the assessment of learning.

12. There is a tighter coupling of academic and student affairs.

Keeling, R.P. & Hersh, R. H. (2012). We’re losing our minds: Rethinking American

higher education. New York, NY: Palgrave Macmillian, pg 171-175

principles for effective student affairs & academic affairs partnership

Schuh, J. H. (1999).Guiding principles for evaluating student and academic affairs

partnerships. In J. H. Schuh & E.J. Whitt (Eds.) Creating successful partnerships between academic and student affairs. New Directions for Student Services No. 87. San Francisco:

Jossey-Bass. pg. 85-90

1. Student learning is an essential part of the institution’s mission.

2. Student learning is the organizing principle of the student experience.

3. The learning process for students is seamless. (Kuh, 1996)

4. Credit experiences require out-of-class activities.

5. Student affairs staff Co-teach courses with faculty.

6. Students describe learning as continuous.

7. Faculty interact regularly with students outside the classroom.

8. Institutional committees and task forces include balanced representation of faculty

and student affairs practitioners.

9. The development of learning communities is widely supported on campus.

understand the campus culture

Group Questions

• What emotions or feelings arise when you hear the words power and politics in this setting?• Can you think of an example where an institutional conflict was resolved in a healthy way and it resulted in a positive outcome?

Pre-collaboration strategies and self appraisal

emphasize vision

assess situations within campus context

make strategic alliances

implement a strategy

Brown, S. C., & Porterfield, K. (2008). Not taught in graduate school: increasing student

affairs’ sphere of influence. In M. Weaver (Ed.): Transformative learning support models in higher education (pp. 165-180). Abington, UK: Facet Publishing.

intersect great vision with great people

Group questions• Do you agree with Collins opinion that character should be weighted

greater than other skills, knowledge or abilities (2001, pg. 51)? Why or why

not?

• Why is “fit” so important?

Intergroup dialogue•Invite 8-20 participants that are from diverse groups

(e.g. student affairs and academic affairs or students and faculty; one

group put together 18 groups consisting of dyads of four faculty and

four staff, or four faculty and four students, or four staff and four

students).

•Discuss a difficult issue(s)

•Provide a selected reading prior to meetings

•Meet face-to-face

•Invite a trained mediator or facilitator who can stimulate discussion and

manage potential conflict

•Make the commitment low by holding one formal meeting or a series of

meetings

• Have participants provide written feedback

comparing communication styles of

student affairs & academic affairsStudy findings indicated:

•Academic affairs administrators prefer intuition and student affairs

administrators prefer sensing.

•Almost one half of the academic affairs administrators preferred intuition

plus thinking, and almost eighty percent preferred intuition.

•One-third of the student affairs administrators scored as feeling types and

over half sensing types.

Group Questions

• What concerns might a staff, faculty or student collaborator have with

sharing their MBTI results?

1. What are ways that you could resolve his or her reservations?

Understanding People

Understanding your team

Boundary crossing•They are able to feel and listen with empathy and to build trust and

familiarity

•They are sensitive to and skilled in bridging the interests of individuals and

organizations.

•They understand how to operate within formal organizational systems, while

also being able to communicate over social landscapes.

•They are aware, or try to be aware, of their own biases and perspectives

and of how these affect how they frame problems and interact with other

people.Hora, M. T. & Miller, S. B. (2011). Chapter 4: Crossing organizational and cultural boundaries. A guide to building educational partnerships: Navigating diverse context to turn

challenge into partnership. Sterling, VA: Stylus Publishing, LLC.

Group Questions:

• Who is a boundary crosser that you know? How do they reflect the characteristics described?• Whose responsibility is it to being a boundary crosser?

structuring ModelsCook & Lewis Model

Cook, J. H. & Lewis, C. A. (2007). Student and Academic Affairs:The Divine Comity. National Association of Student Personnel Administrators. Washington,

DC.

Cook, J. H. & Lewis, C. A. (2007). Student and Academic Affairs:The Divine Comity. National Association of Student Personnel Administrators. Washington,

DC pg. 259-260

Organizing Principles:

1. Create a clear and coherent vision of the future (focus on student learning, quality of

faculty work life, and reducing cost per student).

2.Transform the educational delivery system (consistent with vision of the future).

3.Transform the organizational systems (consistent with vision of the future).

Transformative Actions:

1. Establish and assess institution-wide common student learning outcomes as a basis

for the undergraduate degree.

2.Restructure the role of faculty to include faculty and other campus professionals as

partners in student learning, while integrating technology.

3.Recognize and integrate student learning from all sources.

4.Audit and restructure curricula to focus on essential academic programs and curricular

offerings.

5.Utilize zero-based budgeting to audit and redesign the budget allocation process

involving faculty and staff as responsible partners.

6.Audit and restructure administrative and student services systems, using technology

and integrated staffing arrangements to reduce costs.

7.Audit and redesign technological and staff infrastructures to support

transformational change.

Cook & Lewis Modelstructuring Models

Cook, J. H. & Lewis, C. A. (2007). Student and Academic Affairs:The Divine Comity. National Association

of Student Personnel Administrators. Washington, DC.

structuring ModelsCook & Lewis Model

Cook, J. H. & Lewis, C. A. (2007). Student and Academic Affairs:The Divine Comity. National Association of Student Personnel Administrators. Washington,

DC.

Four critical characteristics of inter-organizational collaboration.

1.Recognize the external and internal forces for change, and intentionally pursue

collaboration as a viable response;

2.Indentify and agree on the common goals that the collaboration will work to

achieve;

3.Indentify and commit resources to achieve the common goals; and

4.Develop the capacity to carry out the work of the collaboration at individual, unit,

and collaborative levels.

structuring ModelsBeere, votruba & Wells Model

Ideas for achieving and promoting public engagement through the institution:

a. Find out from faculty and staff what the obstacles are that would hinder engagement and what solutions they believe would help in overcoming them.

b. Provide faculty and staff with professional development in topics that not only prepare them for the work they will be involved in but offer topics that interest them as well. (pg. 122)

c. Invest (financially, incentives, support, etc.) in the faculty/staff that are currently involved in public engagement. Do not invest in faculty/staff that have no interest in public engagement; only the ones that are open and willing to consider engagement. (pg. 122-123)

d. Develop a strategic plan with clear goals, that is designed to involve the participation of all departments, disciplines, staff and even graduate

programs. (pg. 123) e. Communication that supports collaboration and public engagement should be ongoing and delivered through different outlets which include annual

celebrations and awards, informal conversations and formal announcements, to name a few. (pg. 123) Beere, C. A., Votruba, J. C., & Wells, G. W. (2011). Chapter 6: Aligning faculty and

staff. Becoming and engaged campus. San Francisco: Jossey-Bass.

structuring ModelsKezar & Lester Model

A three-stage developmental model for effective collaboration involves: 1) building commitment, 2) commitment, and 3) sustaining commitment.

Step 1: Leader and network of those in positions of authority communicate the importance and values (e.g. being student centered, innovative, egalitarian) that will drive the collaboration.

Step 2: Senior staff and other change agents reexamine the institution’s mission, vision, and rewards for committing to collaboration.

Step 3: Sustain collaboration by:•integrating structure: a central unit(s) for collaboration, a set of centers and institutes, cross-campus teams, presidential initiatives, and new accounting, computer and budgetary systems.•rewards: promotion and tenure requirements,•resources: the funds to support the collaboration•hiring: administrative support for the collaboration•formalizing the network: developing the right collaborators needed to overcome barriers

Kezar, A. J. & Lester, J. (2009). Organizing higher education for collaboration: A guide for campus leaders. San Francisco: Jossey-Bass.

structuring ModelsKuh’s seamless change, planned change,

and restructuring modelKuh’s Seamless Change

• Generate enthusiasm for institutional renewal by developing champions and change

agents who will help others “buy in.”

• Create a common vision where people will think about an initiative in the same way.

• Develop a common language. It helps people to change their thinking and ultimately

their behavior.

• Foster collaboration and cross-functional dialogue so that momentum can grow.

• Focus on systematic change and how it affects the institution as a whole.

Kezar, A. J., Hirsch, D. J., & Burack, C. Eds. (2001). Understanding the Role of Academic and Student Affairs Collaboration in Creating a Successful Learning Environment. New Directions for Higher Education No.116. San Francisco: Jossey-Bass.

structuring ModelsKuh’s seamless change, planned change,

and restructuring modelPlanned change focuses on altering processes through leadership or senior administrative support, planning, strategy, clear goals and objectives, setting expectations and demanding accountability, use of outside expertise such as consultants, incentives, staff development, and marketing and promotion of change.

The restructuring model is guided by a belief that organizational problems can be solved by modifying organizational structures. The leader’s role is to assess and inventory the organizational structure and to think of ways to structure it differently.

Restructuring may include: •designing new operating procedures, •creating new positions, •adapting roles, •changing reporting roles, •modifying rules and regulations, •retraining employees, •cutting cost Kezar, A. J., Hirsch, D. J., & Burack, C. Eds. (2001). Understanding the Role of Academic

and Student Affairs Collaboration in Creating a Successful Learning Environment. New Directions for Higher Education No.116. San Francisco: Jossey-Bass.

structuring Models

Dale & drake model

Step 1: Define partnerships as a core value.

Step 2: Focus on collaboration in professional development programs.

Step 3: Ground partnerships in real institutional problems and opportunities.

Step 4: Leverage the assessment movement.

Step 5: Modify organizational structures to facilitate collaboration.

Step 6: Realign budget allocations to support collaboration.

Dale, P. A. & Drake, T. M. ( 2005). Connecting academic and student affairs to enhance

student learning and success. In What matters in community college student affairs. New Directions for Community Colleges, No 131 (Fall). San Francisco,

CA: Jossey-Bass, 51-64.

Group question:

1. Which structure do you resonate most with and why?

Case studyDepartment of student affairs at

Umass boston

Cook, J. H. & Lewis, C. A. (2007). Student and Academic Affairs:The Divine Comity. National Association of Student Personnel Administrators. Washington,

DC.

A time to take action, a time to let go

• Be opportunistic and pro-active by initiating simple, results-oriented joint efforts.

• Control the partnership’s budget by spending strategically and equally to support learning

initiatives that benefit academic affairs and student affairs.

• Capitalize on turnover by upgrading staff with a stronger partner.

• Avoid collisions of culture by becoming “other-centered” and valuing their perspectives so

trust can be developed.

• Design links to ongoing institutional assessment initiatives. Know what kind of data each

one of the partners will want to see.

• Get press, and then get more press especially when you can connect the partnerships to

initiatives that greatly support the institution’s mission.

• Develop board awareness and support especially from the ones who may be antagonistic

toward your initiative.

• Don’t become attached. If a partnership isn’t working, release team members to begin

new initiatives, join other teams, or other funding sources.Kezar, A. J., Hirsch, D. J., & Burack, C. Eds. (2001). Understanding the Role of Academic and Student Affairs Collaboration in Creating a Successful Learning Environment. New Directions for Higher Education No.116. San Francisco:Jossey-Bass. pg. 89-99

ideas for collaboration & Intersection

Below are a list of recommended partnerships where student affairs and academic affairs can intersect:

• First Year Experience programs.

• Early Intervention Programs.

• Learning Communities.

• Service Learning.

• Distance Education Programs.

• Academic Advising.

• Academic Bridge Programs.

• Conflict Management Services.

Group questions• Create an event that is out-of-class, that involves the intersection of the Math

Department, Student Affairs, a fraternity and a local business.

Describe the event and provide the learning outcome.

• Is there a collaboration opportunity for you to participate in or that you should

initiate? What is the first step towards that collaboration you should take?

Conclusion

References

Anderson, P. J. (1997). A comparison of interpersonal communication style and relationship satisfaction of academic and student affairs administrators in two-year colleges.

(Doctoral Dissertation). Retrieved from ProQuest. (9720802).

Beere, C. A., Votruba, J. C., & Wells, G. W. (2011). Chapter 6: Aligning faculty and

staff. Becoming and engaged campus. San Francisco: Jossey-Bass.

Brown, S. C., & Porterfield, K. (2008). Not taught in graduate school: increasing student

affairs’ sphere of influence. In M. Weaver (Ed.): Transformative learning support models in higher education (pp. 165-180). Abington, UK: Facet Publishing.

Collins, J.C. (2001). Good to great: why some companies make the leap and other’s don’t. New York,

NY: Harper Collins Publishing, pg. 51.

Collins, J.C. and Porras, J. (2002). Built to last: successful habits of visionary companies. New York, NY:

Harper Collins Publishing, pg. 42, 123 and138.

Cook, J. H. & Lewis, C. A. (2007). Student and Academic Affairs:The Divine Comity. National

Association of Student Personnel Administrators. Washington, DC.

Dale, P. A. & Drake, T. M. ( 2005). Connecting academic and student affairs to enhance

student learning and success. In What matters in community college student affairs. New Directions for Community Colleges, No 131 (Fall). San Francisco,

CA: Jossey-Bass, 51-64.

Hora, M. T. & Miller, S. B. (2011). Chapter 4: Crossing organizational and cultural boundaries. A guide to building educational partnerships: Navigating diverse context to turn challenge into partnership. Sterling, VA: Stylus Publishing, LLC.

Keeling, R.P. & Hersh, R. H. (2012). We’re losing our minds: Rethinking American higher education. New York, NY: Palgrave Macmillian, pg 110, 117

References continued

Kezar, A. J. & Lester, J. (2009). Organizing higher education for collaboration: A guide for campus leaders. San Francisco: Jossey-Bass.

Kezar, A. J., Hirsch, D. J., & Burack, C. Eds. (2001). Understanding the Role of Academic and Student Affairs Collaboration in Creating a Successful Learning Environment. New Directions for Higher Education No.116. San Francisco: Jossey-Bass.

Kuh, G. D. (1996). Guiding principles for creating seamless learning environments for

undergraduates. Journal of College Student Development, 37 (2), 135-148.

Pace, D., Blumreich, K.M., & Merkle, H. B. (2006). Increasing collaboration between

student and academic affairs: Application of the intergroup dialogue model. NASPA, 43(2), 301-315.

Schuh, J. H. (1999).Guiding principles for evaluating student and academic affairs

partnerships. In J. H. Schuh & E.J. Whitt (Eds.) Creating successful partnerships between academic and student affairs. New Directions for Student Services No. 87. San Francisco: Jossey-

Bass. pg. 85-90

Structures & Structuring

for intersecting student affairs and academic affairs

by Rob Rogers, M.A.