Jessica Moran Buckridge Kiersten Feeney White Saint Joseph’s University

1. A Roadmap for Implementing a Strategic Plan Focused on Student Transformation in the Jesuit Tradition Jessica Moran Buckridge Kiersten Feeney White Saint Joseph’s University

2. Introductions • Who We Are • What do you think about: • Strategic Planning? • Learning Outcomes? • Assessment?

3. Agenda JASPA Summer Institute Context Transformative Learning Goals (TLGs) Why We Began This Process Timeline / Process Programming – How We Use the TLGs Assessment Next Steps What We Learned

4. “Challenges to Jesuit Higher Education Today” • Fr. Adolfo Nicolas, S.J., Superior General of the Society of Jesus • Vision of Jesuit higher education • Transformational learning is imperative • “How many of those students who leave our institutions do so with both professional competence and the experience of having, in some way during their time with us, a depth of engagement with reality that transforms them at their at their deepest core?” • “What more do we need to do to ensure that we are not simply populating the world with bright and skilled superficialities?”

5. “Transformative Learning Goals” • Mechanism for how we implement a collaborative, goal-centered approach to student development and program development • TLGs are an outline for what students should develop from their interactions with us and our services • Our instruction manual for planning and development • How we take students from A to Z (transformative experience) • Transformational vs. transactional opportunities

6. Setting the Stage • 2008: Organizational restructure • New VP for Student Life • Review of focus and goals for departments and division • Director of Integrated Learning • Best practices (CAS, FALDOs, Learning Reconsidered) • Responsibility to students • SJU strategic planning (Plan 2020)

7. Timeline

8. Think about your own institution: What should your students learn, develop, and experience during their time at your institution?

9. Process Overview • Brainstorm how we hope students develop as a result of working with us • Consult theoretic al frameworks and best practices • Develop new divisional mission statement using the above • Identify five goals, agreed upon through above, and create working groups to distill specific learning outcomes for each goal • Revise and refine TLGs • Map departmental programs, initiatives, and services to the TLGs • Link assessment efforts to TLGs

10. Step One: Brainstorm Representative group of Student Life professionals Holistic learning; integration with academics but focus on outside the classroom Discussed what students learn, how they develop, what they experience during time at SJU Reviewed all services/initiatives throughout Student Life

11. Step Two: Consult Theoretical Frameworks Council for the Advancement of Standards in Higher Education (CAS) Frameworks for Assessing Learning and Development Outcomes (FALDOs) Comparing to other institutions

12. Step Three: Develop Mission Statement Led by consultant – Division worked together to infuse ideas into a mission statement Starting to crystallize into concepts that you’ll see throughout Important to reflect SJU Jesuit tradition and mission Five goals became evident and formalized in mission statement

13. Mission Statement Committed to our Catholic Jesuit tradition and guided by our Ignatian values, we empower our students to create a supportive and transformative educational experience. We provide challenging opportunities for the holistic development of students so that they may become servant leaders who discern goals, focus on social justice, appreciate diversity and lead lives of faith and purpose.

14. Step Four: Define 5 TLGs Faith Development and Spiritual Awareness Appreciating Diversity Satisfying and Productive Lifestyle Servant Leadership focused on Social Justice Discernment of Personal, Educational and Professional Goals

15. Step Five: Develop TLG SL Objectives Working groups created to distill specific student learning objectives for each goal BIG process Buy-in from divisional members really starts here Consulted FALDOs throughout

16. How We Use TLGs Audited each department and identified areas of collaboration and gaps Influenced services, programs, and initiatives for students Guided planning, goal development, and assessment efforts

17. 1. Faith Development and Spiritual Awareness Inspired by the example of Saint Ignatius of Loyola, we help students discern God’s presence in their lives and encourage them to become persons they feel called to be. As the first Jesuits did more than 450 years ago, we will meet students where they are in their spiritual journey and help them explore the role of faith and spirituality in their lives. Students will articulate what it means to be educated at a Jesuit institution. Students will be men and women who experience a “faith that does justice.” Students will engage in a critical exploration of their faith and spirituality. Students will recognize the impact their behaviors and actions have on those around them in light of the moral imperative, “Love one another, as I have loved you.” Students will develop the ability to express to others their faith/spirituality.

18. 2. Appreciating Diversity Finding God in all things means recognizing we are all made in God’s image and likeness and are therefore inherently good people. To this end, our students must challenge racism, strive for justice and recognize their roles and responsibilities within a pluralistic and global society. Students will interact with people different than themselves in order to appreciate their own identity/culture and the identity/culture of others. Students will develop an ability to acknowledge and confront barriers to equality and inclusiveness. Students will seek out and develop an appreciation of art, music, and forms of expression by others different from themselves. Students will understand the interconnectedness of societies worldwide. Students will articulate the advantages and impact of a diverse society.

19. 3. Realizing a Satisfying and Productive Lifestyle Through our commitment to Cura Personalis, our students need the ability to find a balance in all areas of their lives in order to reach their full human potential. In developing a thoughtful approach to life, students can begin making wise decisions, learning from their successes and mistakes and making better future judgments. • Students will develop meaningful, lasting relationships. • Students will learn strategies to achieve life balance. • Students will care for themselves in a healthy and holistic manner. • Students will develop proactive strategies in dealing with challenges. • Students will initiate a career search or seek advanced education.

20. 4. Leadership focused on Social Justice St. Luke said, “Of those to whom much is given, much is expected.” (Luke 12:48) In observance of this maxim, students can make a positive difference in the world through service focused on justice with a sense of responsibility for sharing their gifts and talents with and for others. • Students will articulate their leadership strengths and skills. • Students will mentor others toward engaging and contributing to improving the quality of campus life. • Students will collaborate with others in order to achieve goals. • Students will demonstrate effective stewardship of human, economic and environmental resources. • Students will articulate a vision for their organization and set challenging and attainable goals.

21. 5. Discernment of Educational, Personal and Professional Goals As part of the Spiritual Exercises, Saint Ignatius teaches the need for discernment. Informed by this truth, we will challenge students to employ purposeful reflection and self-awareness resulting in informed action focused on the greater good. Students will employ self-reflection to gain personal insight. Students will identify personal strengths and weaknesses and take action accordingly. Students will take personal responsibility for their choices/actions. Students will act in congruence with personal identity, ethical, spiritual and moral values. Students will use self-knowledge to set challenging, yet realistic professional goals.

22. Departmental Example: Res Life Programming 78 campus RAs Previous model: based on RA choice, number requirement, not based on student need or learning New model: links to TLGs We train our RAs on our TLGs and work with them to develop programming based on learning outcomes RAs new requirements based on offering diverse programming that addresses learning in the ALL TLGs We are beginning to assess student learning though our programming; program feedback, focus groups, and formal (EBI) survey questions

23. Assessment Student Voice Mapped questions: NSSE, CIRP TFS, CIRP CSS, EBI, NCHA, MSL, institution-specific assessment Work in progress

24. Now What? Steering committee for TLG oversight Use of marketing: to Division, to students, to SJU colleagues Training throughout Division: assessment vehicle Using TLGs with students: experiment with informing students of TLGs Continued development of assessment practices and working with students for feedback Annual reports Hiring Performance evaluations

25. Things We Learned Timeline is fluid, not discrete (mission statement and TLGs) Consultant impact Revision is crucial and takes time – 6 TLGs to 5 Silos at phases (pros and cons) Buy-in from all levels of Division Departure of key players Challenging to galvanize a hierarchical organization Process itself was beneficial – “public” awareness of what each department does

26. TLGs at YOUR Institution How does this relate to YOUR goals and philosophies? Any similar initiatives at other institutions? How might a similar initiative impact your work with students? For those who have engaged in this process, what challenges and opportunities did you encounter? Other thoughts?