Building Bridges for Student Success through Collaboration & Innovation

1. Building Bridges for Student Success through Collaboration & Innovation Ellen Neufeldt Vice President for Student Engagement and Enrollment Services Dennis E. Gregory Associate Professor of Higher Education Kate Broderick Faculty and External Relations Liaison, Office of Educational Accessibility 2012 SACSA Conference, Memphis, TN

2. Program Overview • Introduction and Background of the Project • President Broderick, 10 minutes • Student Success Center and Learning Commons project and Philosophy • Ms. Broderick, 5 minutes • Project Process and Theoretical Background • Dr. Gregory, 10 minutes • Organization of the Division and Status of the Reorganization • Dr. Neufeldt, 20 minutes • Group Discussion and Q&A – 13 minutes • Wrap up and Closure – 2 minutes

3. The Epiphany A new $15 million Student Success Center is approved by the Virginia General Assembly! Do we have the organization, structure and internal commitment to honor the building’s name?

4. Introduction • 2009-14 Strategic Plan • Student success is more than retention; it is excellence in learning.

5. Student Affairs Review • External review to assure that the Division and other student support services are appropriate for a public, large, growing, ethnically diverse campus. • Areview of the • mission • Goals • Staffing • Financial • Organizational structure

6. Student Affairs Review • Assess the effectiveness of essential services . • Recommendations for change • organizational efficiency • service delivery • available staffing • support for offices and programs • Improve cooperation and communication

7. Background This report, conducted by Keeling and Associates, used the most prominent theoretical frameworks and innovate programs to provide us with a template from which an on-campus committee could develop a model which worked best for ODU.

8. Background The president, along with a core committee: • Developed a framework for this discussion • Appointed a diverse campus committee to work on the process • Purpose: to develop a model for submission to the University Community.

9. Committee Organization & Scope • What is the role of this group? • Is it an ongoing role? • What do you see as the role of the BOV member as opposed to those who are University employees? • Should others be included (if an ongoing role)? • What are the risks? • What are the rewards? • How do we take advantage of the “Student Success” approach in conjunction with Academic Affairs?

10. Project Process and Theoretical Background This group was charged to: • Assess the external review, of all departments, programs and services through which ODU provided personal and academic support to students. • Make recommendations to achieve the University’s goal of providing the highest quality student success programs.

11. Project Process and Theoretical Background • The Committee examined the report from Keeling and Associates • Collected a wide variety of University documents and theoretical literature to use as the basis for making our assessment.

12. Project Process and Theoretical Background Connection of Students with ODU • The majority of FR/SO (72%) and JR/SR (74%) selected numbers 2, 3, and 4; however, the majority of GR (68%) selected numbers 3, 4, and 5.

13. Project Process and Theoretical Background The committee examined students’ : • Relationships on campus, • Connection to faculty, • Perceived value of campus diversity, • Perceptions of campus safety, • Quality of educational programs, • Customer service, • ability to “Navigate the University,” • and the overall quality of University Life.

14. Project Process and Theoretical Background Recommendations: • Create a core institutional focus on student success. • Tightly couple Institutional structure, mission, desired outcomes, policy, strategy, programs and services, and assessment. • Integrate existing institutional assets, eliminating fragmentation, and recruit strong leadership, revise the organization to include Enrollment Management with Student Life and academic and personal support services.

15. Project Process and Theoretical Background • The committee took these recommendations and examined a large amount of institutional data and the latest theoretical literature (Listed in reference List). • We interviewed all of the individuals and constituencies which would be impacted by any recommendations. • We sought comment from the entire university community and received many comments.

16. Project Process and Theoretical Background • We provided regular updates to the university community and were transparent regarding what had been described by the consultants, what background reports and literature were being used to frame the response, and the timeline for presentation of the results to the President. • After several months of work, we provided a comprehensive set of recommendations to President Broderick.

17. Learning Commons and Student Success Mission • Facilitate the student success by providing learning-centered environment with associated technology that supports the relevant and effective pedagogy and research need of the students. • An innovative, engaging environment offering students the tools to connect, discover and succeed both inside and outside the classrooms.

18. Learning Commons and Student Success Goals and Objectives • Provide attractive and effective workspaces in a convenient location that encourages debate, discussion, collaboration between student, librarians, faculty, and other Learning Commons partners. • Provide easy access to expertise and resources by integrating Library, IT and University College services that help students develop skills to improve academic personal and professional success. • Provide modern and advanced technology resources that foster student creativity and experimentation. • Provide a means and structure for the continuous exchange and coordination of information and practices for course instruction, faculty and student development, Library and IT services and University College Programs.

19. Governance Team In the Fall of 2009, the Governance Team created six sub-committees: • Training • Technology • Consolidated Services • Staffing • Security • Identity and Marketing

20. Pre-Construction Research & Recommendations • Space to be centrally located • Include café or full cafeteria • Tutoring • Technology support • Include practice presentation/group collaboration rooms • Traditional library services Next Steps • Students surveyed • Faculty forums held

21. Leading the Change • Listen and learn • Create inclusive process • Respect internal and external constituents • Examine data • Study best practices • Create a culture of assessment

22. Navigating the Change Process

23. The Change Process • Designated Unit Leaders • Began to cultivate partnerships • Brought in consultant to begin change process and strategic planning • Created an assessment committee • Conducted individual and group interviews • Formed outline of the plan with unit leaders and assessment committee • Created division organization chart and assessment plan • Form overall strategies/outcomes

24. Four Major Themes • Student Success • Recruitment • Engagement • Active Learning

25. Partnership • Student Success Committee • Enrollment Steering Group

26. Core Values • Exemplary Service • Collaboration • Diversity/Inclusivity • Student Success • Learning • Innovation

27. Vision Student Engagement & Enrollment Services will be the pre-eminent model for engaging every student to achieve success. Mission As a student-centered educational partner, Student Engagement & Enrollment Services impacts the learning environment through an innovative signature experience that seamlessly connects recruitment, engagement, active learning and student success.

28. Strategic Goals • Strategically lead enrollment management through dynamic recruitment and retention practices that facilitate student success. • Develop intentional opportunities for meaningful connections to the university. • Collaboratively impact learning through integrated, developmentally appropriate educational experiences. • Deliver comprehensive services through the use of innovative practices and relevant technology. • Effectively prioritize and utilize resources (human, financial and physical) to support programs and services.

29. Bring Relevance • University Strategic Plan • National Learning Standards (CAS) • Virginia Higher Education Opportunity Act (6-year plan)

30. SEES Strategic GoalsMeasurable Outcomes • Collaboratively impact learning through integrated, developmentally appropriate educational experiences. • Develop an integrated wellness model to empower students to maintain a balanced lifestyle and to create a healthy and safe campus for all members of the ODU community. • 6-year Plan Priorities: D, E5 • CAS Learning Domains: 1, 3, 6 • Promote educationally-purposeful opportunities that encourage ODU students to develop and enhance critical-thinking abilities. • 6-year Plan Priorities: D, E5, E6 • CAS Learning Domains: 1, 2

31. Plan Assess Improve University Assessment Cycle University Mission Strategic Plan SEES Mission/Goals Continuous Improvement SEES Office Mission/Goals Outcomes/ Objectives Measures/ Findings Action Plan/ Analysis

32. Questions? What questions do you have regarding our process that may benefit your campus?

33. Conclusion How do you implement such a program on your campus? • Having a creative and innovative leader is Critical. • Creating a Student Success Focus in your Strategic Plan is Crucial. • Seek buy-in from all aspects of your University Community.