Student Affairs Professionals in the Classroom: Preparing Professionals to Teach

1. Student Affairs Professionals in the Classroom: Preparing Professionals to Teach Jean Peden, Director of Undergraduate Colleges Jason Mastrogiovanni, Assistant Director of Undergraduate Colleges Rachel Sokoll, Undergraduate College Advisor February 17, 2008

2. Outline • Changing Roles of Student Affairs Professionals • First year Seminar Courses • Professional Development and Training • Stony Brook University Freshman Seminar Model/Undergraduate Colleges • Stony Brook University’s 101 Instructor Training Model • Questions

3. Goals • Examine how our role as educators has broadened • Explore the unique competencies and needs of student affairs professionals that oblige us to prepare staff appropriately to be effective teachers • Discuss a technology-based, continuous training and development model • Begin the process of determining how these strategies might be adapted for your campuses

4. Changing Roles of Student Affairs Professionals • Evolution and Calls for reform • Principles for Good Practice • Student Learning Imperative • Learning Reconsidered • Rethinking Student Affairs Practice

5. Changing Roles of Student Affairs Professionals Institutional Lens Activities adapted from lecture by Dr. Jerrold Stein,  HWC 595, Stony Brook University

6. First Year Seminar Courses …of all First Year Seminars (including academic seminars), half are taught by student affairs professionals… Summary of Results from the 2003 National Survey on First-Year Seminars

7. Typical Course Goals • Course Goals • Develop academic skills 64.2%Provide an orientation to campus resources and services 52.9% • Self-exploration/personal development 36.9% • Course Topics • Study skills 40.8% • Campus resources 38.1% • Time management 28.6% • Academic Planning/Advising 36.7% • Critical Thinking 40.6% Summary of Results from the 2006 National Survey on First-Year Seminars

8. Aligned Competencies of Student Affairs Professionals • FYS Course Goals • Develop academic skills • Provide an orientation to • campus resources and • services • Self-exploration/personal • development • Student Affairs Competencies and Principles • Student Development • Group facilitation and • Presentation Skills • Integrated Learning • Environments

9. Professional Development and Training • Limited training in Graduate Higher Education Programs • Common competencies in Higher Education Preparation Programs are not focused on teaching and instruction

10. Student Affairs Education Models • Educational models have long called for competencies in • teaching, instruction and curriculum design. • Miller and Prince, 1976 • Delworth and Hanson, 1989 • Pope and Reynolds, 1997 • Roper, 2003 • As a profession, we are also calling for these competencies • in order to create and maintain seamless learning • Environments.

11. Top Five Expected Competencies • Flexibility • Interpersonal Relations • Time management • Ability to manage multiple tasks • Oral communications Burkard, 2005

12. Other Expected Competencies • Develop and present training for students/staff (15) • Leadership (16) • Presentation skills (17) • Group facilitation (21) Burkard, 2005

13. Competencies Currently in Programs • Student Development Theory • Oral and Written Communication Skills • Ethics in Student Affairs Work • Multicultural Awareness and Knowledge • Career Development Waple, 2006

14. Competencies Currently in Programs • Workshop Presentations (13) Waple, 2006

15. In Review We’re called on to teach We’re teaching We’re not ready to teach What do we do?

16. Undergraduate Colleges • Provide support for freshmen by reducing the • psychological size of the institution and providing: • Committed team of faculty and staff • Shared curriculum: 101 and 102 • Activities and events outside of the classroom

17. 101 Course Description A seminar intended to integrate students into their Undergraduate College and into the University community by providing information about Stony Brook and a forum for discussion of values, intellectual and social development, and personal as well as institutional expectations.

18. Goals of 101 • Assist students in understanding their personal development and ability to make appropriate decisions • Establish a mentoring relationship between students and First Year Seminar instructors • Increase awareness and utilization of student support services • Provide opportunities to interact with and learn from peers in each Undergraduate College

19. Nuts and Bolts Tier One – Essential Content Tier Two – Priority Content Tier Three – Needs-Based Content

20. College-Specific Curriculum • Each Undergraduate College has its own experiential requirements. • Examples: • Required small and large program attendance • Creation of an interactive campus map (wiki) • Leadership and Service center project

21. Required Reading • Stony Brook University. (2007). Your First Year at Stony Brook: The Beginning of an Incredible Journey, 2007-2008. Dubuque: Kendall Hunt. • First Year Read • Frank McCourt, Angela’s Ashes (2004) • Tim O’Brien, The Things They Carried (2005) • Dava Sobel, Longitude (2006) • Billy Collins, Sailing Alone Around the Room (2007)

22. Impetus for comprehensive Training and Development • Required for all 2700 Freshmen • (119 sections, 96 instructors) • Variable levels of instructor • Interest • Skill • Experience • Creating valuable professional development experience

23. Resources: Training Day • A few weeks before the start of the semester is a day • long instructor training • Conference style • Specified tracks for new versus experienced instructors

24. Resources: Training Day 101 Instructor Conference August 13, 2007 Schedule for the Day 9:00-9:15am Welcome 9:15-10:30am Syllabus Overview (New Instructors) 9:15-10:30am Review (Returning Instructors) 10:45-11:45am SESSION ONE (Teaching Strategies) 12:00-1:00pm Lunch and UGC time (College-Specific Curriculum) 1:15-2:15pm SESSION TWO (Tier 1: Essential Content) 2:20-3:20pm SESSION THREE (Tier 2: Priority Content) 3:25-4:25pm SESSION FOUR (Tier 3: Needs-Based Content) 4:30-5:00pm Wrap Up/Closing

25. Resources • Webpage • http://www.stonybrook.edu/ucolleges/seminar2007-8/101/index.shtml

26. Resources

27. Resources: Continued Support • UGC Staff: email updates, surveys, advise on policy and instructional matters • UGC Advisors: monthly meetings, email updates, College-specific topics • UGC Team: Faculty Director, Quad Director, and College Advisor • Each Other: create network of instructors by College • Textbook • Instructor Manual • Website (use to use Blackboard)

28. Curriculum Committee • Initially formed to develop the syllabus for 101 • Create 101 textbook • Assess and evaluate 101 curriculum • Redesign future curriculum • Design and implement instructor training • Composed of various student and academic affairs administrators

29. Textbook: Your First Year at Stony Brook: The Beginning of an Incredible Journey, 2007-2008 • Written and compiled by 101 instructors and curriculum committee

30. Campus Inventory and Worksheet

31. References ACPA Association. (2004). Learning Reconsidered. Washington: ACPA Publications. The Boyer Commission (1998). Reinventing Undergraduate Education: A blueprint for America's research universities. Stony Brook, NY: The Reinvention Center. The Boyer Commission (2001). Reinventing Undergraduate Education: three years after the Boyer report. Stony Brook, NY: The Reinvention Center. Burkard, Alan, et al. "Entry-Level Competencies of New Student Affairs Professionals: A Delphi Study." NASPA Journal 42.3 (2005). 18 Mar. 2007. http://publications.naspa.org/naspajournal/vol42/iss3/art2/>. Kazar, A., HIrsch, D. J., & Burak, C. (Eds.). (2002). Understanding the role of academic and student affairs collaboration in creating a successful learning environment. San Francisco: Jossey-Bass. Kuh, G.D. & Hu, S. (2001). Learning Productivity at Research Universities. The Journal of Higher Education, 72 (1) 1-28.

32. References Light, R.J. (2001). Making the most of college: Students speak their mind. Cambridge, MA: Harvard University Press. Love, P. G., & Estanek, S. M. (2004). Rethinking student affairs practice. San Francisco: Jossey Bass Magolda, M. B. B. (2003). Identity and learning: student affairs’ role in transforming higher education. Journal of College Student Development, 44(1), 231-247. Roper, L.D. (2003) Teaching. In Komives, Woodward, (Ed.), Student Services: A Handbook for the Profession (pp.466-483). San Francisco: Jossey Bass Tobolowsky, B.F., The 2006 National Survey of First-Year Seminars: Continuing Innovations in the Collegiate Curriculum. National Resource Center for The First-Year Experience and Students in Transition, Monograph #41. Waple, Jeffrey N. "An Assessment of Skills and Competencies Necessary for Entry-Level Student Affairs Work." NASPA Journal 43.1 (2006). 18 Mar. 2007 <http://publications.naspa.org/naspajournal/vol43/iss1/art11/>.

33. Questions

34. Presentation available at: http://www.stonybrook.edu/uaa/sateach/