Academic & Student Affairs Synergy

1. Academic & Student Affairs Synergy

2. History Snapshot of Stetson • Founded in 1883 • Small, independent university in the heart of Central Florida • 9 University Presidents • 4 Campuses • 60 undergraduate and graduate programs • Inclusive community, personal interaction and social justice • Famous Firsts in Florida • Co-ed college, Law School, Music School, University Newspaper, Women’s Basketball team, ROTC Program, & our Business Center was the first LEED green certified building

3. Holistic Student Development • 1930s: The Student Personnel Point of View • 1993: An American Imperative • 1996: ACPA’s Student Learning Imperative • 1998: AAHE, ACPA, and NASPA’s Powerful Partnerships • 1997: National Association of State Universities and Land Grant Colleges (NASULGC)’s Returning to Our Roots: the Student Experience • 2002: The Association of American Colleges and Universities (AAC&U)’s Greater Expectations • 2006: Learning Reconsidered • DEEP schools • AAC&U LEAP and HIP

4. “These roadblocks have led to the development of misunderstanding, mistrust and antagonism that, if left unattended, greatly inhibit colleges and university from achieving their ultimate mission of integrated learning” (Engstrom & Tinto, 2000). “The idea is to ensure that as many aspects of the collegiate experiences as possible promote a common sense of learning outcomes-outcomes pertinent to a complex world. When that is achieved…the impacts of integrative learning tend to be multiplicative, rather than additive, since interaction effects abound. The result can be a transformative educational experience” (Newell, p. 9, 2010).

5. Theory of Involvement “for student learning and growth to occur, students need to actively engage in their environment, and educators need to create opportunities for in and out of the classroom involvement and learning” Factors: characteristics, background and development Relating to … the environment in which the person is living, learning and working For student learning and growth to occur…students need to actively engage in their environment INPUTWhat you come withFamily Upbringing, Previous Experiences, Previous Education, Background ENVIRONMENTCollege ExperiencesInteractions Events, Opportunities, Conversations, Classroom Environment OUTCOMEChanged Behavior, Beliefs, Values, Perceptions, Knowledge, and Personal Growth

6. Campus Life and Student Success

7. Cognitive Factors Social Factors The Student Experience Institutional Factors Educational Policy Institute

8. LEAP Vision for Learning

9. LEAP: The Essential Learning Outcomes • Knowledge of Human Cultures and the Physical World • Intellectual and Practical Skills • Personal and Social Responsibility • Integrative and Applied Learning

10. Stetson’s General Education Program Foundations: FSEM, Writing, Quantitative (Q) Senior Project Knowledge of Human Cultures & the Natural World Creative Arts (A) Culture and Belief (B) Historical Inquiry (H) Individuals, Societies, and Social Systems (S) Modern Languages (L) The Physical and Natural World(P) Personal & Social Responsibility Junior Seminars Environmental Responsibility (R) Ethical or Spiritual Inquiry (E) Health and Wellness (W) Human Diversity (D) Social Justice (J)

11. Example: Shared outcomes and searchable database • Think intentionally about the following: • How we create a seamless learning experience for our students • How we impact student learning as a consequence of our programs, services and work with students • How we build connections and integrated learning experiences with Faculty • How we bridge issues of language and culture that sometimes divide us

14. Example: Academic Support • Tutoring and Supplemental Instruction • Success Coaching and LASSI • Outreach emails (to all students, to those showing academically at risk behavior, and to academic achievers) • Mid-term Sessions

15. Example: Hatter Trek and Hatter Quest • QEP Initiatives • "Hatter Trek changed my life. In so many ways, I can't describe the impact that this trip had on me." ~ Sean Cahill • "I've always felt distant from people in my life until I went on this trip. I feel like I really connected with everyone on this trip. It's amazing." ~ Rebekah Taylor • 100% Retention from Fall to Spring • Higher GPA than overall FYS GPA

16. Quest Successes • Increased Mentoring Role of FSEM faculty • Initiate contact with Students over Summer • Initiate individual meetings at beginning of semester and 4 weeks into semester • Take students on at least one out-of-class experience • Orient students to registration process 1-2 weeks prior to spring registration • Weekly meetings with Teaching Apprentices 2. Early start during Orientation and End to FSEM (faculty resistance)3. Increased training of FSEM faculty, workshops and book feasts (millennials, The First Year Out), brown bag luncheons, web site4. Management of enrollments in FSEMs over summer so that late admits do not end up in 1 or 2 FSEMs; creative titles5. Creation of system/metrics to determine how many FSEMs each department must offer each fall/taking into consideration staffing issues such as sabbaticals, etc.

17. Goals of Hatter Trek Goals of F.O.C.U.S./Hatter Quest

18. Example: Students of Concern and On-Call Team • The Student of Concern Team’s primary function is to identify and coordinate services for a broad range of troubling student behaviors, including, but not limited to, mental illness, substance abuse, disruptive conduct, and academic success concerns. • Receive reports of troubling student behavior • Public Safety - Community Report - Absence Reporting • Strive to understand a troubled student’s life by gathering information from • team members and other available resources • Evaluate the facts to determine whether a student poses a risk of harm • or is in need of additional assistance • Academic Success Concern, Physical or Mental Concern, or Combo • Recommend an intervention that connects the student to beneficial resources • or de-escalates the threat posed, or both. • Who is the best contact for this student to succeed and to ensure safety • Membership Includes: • Vice President of Student Affairs and Dean of Students • Academic Resources Center, which includes Disability Services • Counseling Center • Student Health Services • Student Financial Aid • Housing and Residential Life • Public Safety • Academic Deans • Student Judicial Affairs

19. Example: Students of Concern and On-Call Team Vice President of Student Affairs First Year and Transition Programs Housing and Residential LifeAcademic Resources CenterWellness and RecreationStudent InvolvementCareer and Academic AdvisingCommunity Engagement Senior On Call Housing and Residential LifeStudent Involvement Fraternity and Sorority LifeCross Cultural Center Campus Life Level First RespondersPublic Safety, Resident Assistants

20. Culture and Change • How to Influence Change • Change Theory has come a long way • Re-think leadership & power of creative collaboration • Lead Change • Appreciative based; steer away from deficit based • Engagement of the Whole • Understand the Client • Build Relationships Naturally • Converge on Key Issues • Deliver on Commitments • Be the expert you are

21. Activity and Share • Identify an initiative you would like to start or strengthen • Draw a robust relationship map • Analyze the map

22. References Astin, W. (1984). Student involvement: A developmental theory for higher education. Journal of College Student Development, 40(5), 518-518. Retrieved from http://ezproxylocal.library.nova.edu/docview/195180247?accountid=6579 Association of American Colleges and Universities. (2011). The LEAP Vision for Learning: Outcomes, Practices, Impact and Employer’s Views. Washington, DC. Engstrom, C. M. & Tinto, V. (2000). Developing partnerships with academic affairs to enhance student learning. In Margaret J. Barr, Mary K. Desler, and Associates (Eds.), The handbook of student affairs administration (pp. 425-452). San Francisco, CA: Jossey-Bass. Goodman, K., Baxter Magolda, M., Seifert, T., & King, P. (2011). Good Practices for Student Learning: Mixed-Method Evidence from the Wabash National Study. About Campus, 16, 2-9. Keeling, R. P. (2006). Learning reconsidered 2: A practical guide to implementing a campus- wide focus on the student experience. Washington, DC: NASPA. Kuh, G., Kinzie, J., Schuh, J., Whitt, E., & Associates. (2005). Student Success in College. San Francisco, CA: Jossey-Bass. Newell, W. (1999). The Promise of Integrative Learning. About Campus, 4, 17-23. Newell, W. (2010). Educating for a Complex World: Integrative Learning and Interdisciplinary Studies, Liberal Education, 96, 6-11.

23. Contact Information Lua Hancock, Ed D Assistant Provost for Student Success 386-822-7343 lhancock@stetson.edu Christopher Kandus-Fisher Vice President of Student Affairs and Dean of Students 386-822-7200 ckandus@stetson.edu