Chapter 29 is about lessons learned in research to development partnerships between student affairs and academic affairs. The partnership between the two areas exists to strengthen education. The chapter says that this partnership should not be based solely on goodwill and well-intentioned efforts but on a series of desired learning outcomes that are delineated from research. The text further goes on to explain the importance of the learning, the challenges of collaboration, the strategies for effective collaboration, and some examples of effective collaboration.
Thinking about the area that you are currently working in, what evidence do you see of partnerships between academic affairs and student affairs? Which learning outcome dimensions (cognitive competence, intrapersonal competence, interpersonal competence, and/or practical competence) most closely explains this partnership and why?
Working in student government, I haven’t noticed much of a partnership between student affairs and academic affairs. The only relationships that are visible is when something needs to be done and one of the members of student government has a meeting with someone from academia. With that said, I do not think there is so much of a disconnect between the two area, but just that of a working relationship. If I had to narrow it down I would say that cognitive complexity most closely explains this partnership because in each meeting held between the two areas there is a level of critical thinking and quantitative reasoning. Questions do not just get asked and simply answered, but are explained in depth and then evaluated once an answer is given.
Hey everyone! Hope you are all doing fabulous!!! Chapter 28, “New Lessons from Research on Student Outcomes” discusses college outcomes and their reviews. This chapter discusses four reconceptualization’s including : Student diversity, college environments, student-college interactions, and outcomes. I would like to focus on outcomes. Dressell (1976) summarized, “ If students are expected to develop a degree of independence in pursuit of learning, reach a satisfactory level of skill in communications, demonstrate sensitivity to their own values…outcomes must be specifically stated.” Winston and Miller (1994) continued by discussing 8 developmental themes including academic development, cultural development, emotional development, intellectual development, moral development, physical development, development of purpose, and social-interpersonal development. How does your specific department or assistantship promote the development of students through specific outcomes and how is student progress assessed? You may talk about your work as an undergrad as well.
Ch 28: In ONS, we promote the students' development of their intellect & purpose. We encourage students to develop their critical thinking skills and long term goals in our meetings. Unfortunately, though, ONS does not use any specific methods to promote these goals, and we do not currently have any standard measurement to asses our progress. Students are referred to other departments on campus such as Education Abroad or the Writing Center.
Ch 29: ONS is actually under Academic Affairs and best partners with Student-Affairs through cognitive matters. The office promotes students' development of critical thinking skills, reasoning, improving their writing, etc. We also encourage students to become involved in activities which will enhance their education, primarily through the Office of Undergraduate Research (AA) and CLCE (SA?). This would fall under an interpersonal/intrapersonal competence; we want students to have a strong understanding of themselves and their role in society.
Chapter 28: In my short time working in CSI, I would say that our office focuses on moral development and social-interpersonal development. The first is in dealing with making decisions that affect the entire student body and not just the immediate committee or the person in charge of a specific event or program. There is a lot of discussion around each event and the attempt to attract a diverse audience that reaches across campus. The second developmental factor comes to light when programs or activities are being held for many of the students, but for those who are on the executive team it also becomes a critical part of their daily interactions with the rest of their teams. As far as how these are assessed, I would say we still have some learning to do as last year from what I understand is the first time any sort of assessment had been given to the undergraduates and it wasn't comparing the same group who took the assessment at the beginning of the year to those who took it at the end of the year. This is definitely a learning process for the professionals in our office, especially since our office was just realigned this past summer.
Chapter 29: One of the areas in which our office collaborates with academic affairs is during orientation with the Bulls Nite Out Orientation Edition. Unfortunately these were done before I started work so I currently have no knowledge of how or to what extent this partnership looked like. I have, however, had discussions with Clara on how we can work together for next summer's programming to ensure that the BNO Orientation Edition truly represents what we, in CSI (student affairs side) want it to look like while also meeting the needs and requirements of orientation (academic affairs). I would say this partnership would fall under interpersonal/intrapersonal competence as orientation is such an important time in a student's life when self identity, self-esteem, and confidence are put into a new environment and by this partnership we could help to shape this in each student's life.
Ch. 28: The outcomes my assistantship in the Honors College focuses on most are academic development, emotional development, and development of purpose. In meetings with students each week, I am responsible for discussing their academics with them, hiring tutors as needed, referring them to other resources on campus that may help them. As far as emotional development and development of purpose go, Rochelly and I organize seminars for our students that focus on varying aspects of their lives they may need guidance in: Time Management, Stress Management, Knowing Yourself, etc. Some of the other outcomes may come into play during certain discussions, but these are the three main ones I focus on most often.
Ch. 29: The Honors College falls under academic affairs and I have not noticed any obvious general partnerships with student affairs; however, in my specific position working with a small group of students I frequently need to field questions regarding topics that fall under student affairs. I am finding that as I become more familiar with the different offices/services on campus and the professionals who work there, I am better able to serve my students. If, as student affairs professionals, we truly wish to serve and educate the whole student, it is imperative that these partnerships are developed and nurtured. There seems to still be quite a bit of disconnect at USF right now in this area and it is reflected in students' perceptions of the institution.
Chapter 28: The TRAC office mainly helps undeclared students in their decision making process to declare a major. the two areas of development that we assist with are academic development and a development of purpose. For many students, the decision making process is new and they have to develop their idea of what their purpose at USF is - what are they going to study? What field will they work in when they graduate? These developmental themes help to have a more focused student outcome.
Chapter 29: The TRAC office is in academic affairs but we partner with student affairs regularly when it comes to University Experience. Many student affairs professionals are instructors of UE and see the need for a first year experience course. This collaboration focuses a lot on practical competence. The goal is for students to be able to manage their own lives, academically, socially, and emotionally and navigate USF without trouble. This course is designed to be very practical and useful for students but it does also explore cognitive, interpersonal, and intrapersonal compentencies.
Chapter 28: In Housing we focus on specific learning outcomes through programming. We focus more on development of purpose, moral,and social-interpersonal. Many first year RAs are still trying to figure out what they're doing and if the position will benefit their longterm goals. It's also important that decisions an RA makes are consistent, as their residents have no problem with holding them accountable. Since RAs are first responders to situations they must be able to make connections with diverse populations. Building those relationships only occur when RAs are accessible and genuienly show that they care for the well being of the residents. Assessment is an area that is being assesed in housing, we need to do a better job at it. Each staff evaluates it's RAs and all RAs evaluate their supervisors as well. This year I created an optional evaluation for the Cypress residents via google docs. Their feedback about their RA is a great conversation started in one on ones.
Chapter 29:I think the partnerships that Housing and Residential Education has with academic affairs is focused interpersonal competence. Those partnerships were established by academic and student affairs professionals willingness to understand the role that the other has in student academic success. The learning living communities have been a great bridge between each division. H&RE has faculty in residence and "faculty fellows" who participate in an academic initiative called "House Calls". This program happens at the end of September and consists of faculty and advisors going to the halls to answer questions students may have as well as see how students are living.
Working in the financial aid office, I have seen efforts to improve student intellectual development. Some students learn fiscal responsibility through the process of paying for college. We communicate with students to give them an estimated cost of attendance, but also emphasize that this is only estimated and they should create a budget of their own. I have worked with student on making their own budget to see what their expenses are and what funds they are receiving so understand their personal budget. I hope they continue to do this simple but important activity each semester.
In financial aid (under academic affairs) we communicate with residence life (under student affairs) to know the qualifications of a housing deferment each semester. The relationship between financial aid and housing is most closely explained with the learning outcome of practical competence. We want students to be able to understand the expense of attending USF and what amount of aid they need to be receiving in order to get a deferment. We also want them to understand the options and consequences if they do not qualify for a deferment.
In the Office of MD Admissions, our office focuses on the moral development of our applicants. When applicants come to our interview day we try to make it so all of the applicants needs are met and they are as comfortable as can be. One of the most prominent ways of how we do this is by setting up the applicants with interviewers of common interest. When we review the applicant files and learn about them, we try as best as we can to pair them up with faculty interviewers who have the same characteristics as them such as being a minority, same alma matter, same international studies, etc. By doing this, we intend on increasing the morale of our applicants so they can feel more confident about interviewing for medical school.
Chapter 29
In my graduate assistantship, I see partnerships between student affairs and academic affairs on a daily basis. With the Office of MD Admissions being primarily under academic affairs, we are responsible for reviewing applicants and getting them to matriculate into the USF College of Medicine (COM). We have a great relationship with the USF COM’s Office of Student Diversity and Enrichment (OSDE), who is under student affairs, as they aid us in bringing a diverse pool of applicants to matriculate into USF COM. The learning outcome dimension that I would say best explains our relationship would be interpersonal and intrapersonal competence. I say this because we both our about creating an environment for students to identify with one another and gain greater self-esteem throughout the USF COM through various programs we host and student organizations we promote.
I believe in student government we try to encompass all of the developmental themes stated, but most importantly we strive to promote moral development. For the most part, the students within student government have a pretty decent moral compass, but it is easy to lose sight of that once you get completely immersed in everything that is going on. Student Government Advising Training and Operations (SGATO), the bureau that Alyssa and myself fall under, provides advising, training and leadership development for all of our student officers. We also attend their meetings and have one on one meetings with some of the branch and agency heads to ensure that the decisions they are making are just and fair. We never make the decisions for them but rather play devil’s advocate on the matters. In the division, we are required to provide learning outcomes for the year and have assessments based on those outcomes to make sure we are accomplishing what needs to be accomplished or if something does not happen or does not happen correctly we can look at the data, understand why, and rectify it in the future.
New Student Connections promotes the development of students through social-interpersonal development. We encourage students to get involved, meet new people and get acclimated with the USF community. With our Week of Welcome celebration, the office is able to get students engaged in that form, as well as targeting specific audiences. The interpersonal development comes through students seeking help with transitional issues, trouble with classes, learning to use OASIS and the like. Our staff is trained to help students succeed in these areas with Sanford’s theory on challenge and support in mind. We are able to track these outcomes through interaction logs that the office records, the “Miller Model” measuring persistence rates among new students, and UConnect which helps us to track students that need help in order to succeed. NSC is dedicated to making sure that students are succeeding in all ways possible.
With New Student Connections, we partner with the Office of Orientation. NSC fall under the Division of Student Affairs, and Orientation sits under the Division of Academic Affairs. As Orientation commits to getting new students and transfers settled into the college community initially, NSC helps to support the transition that new students face during this time in their lives. Students get to meet administration, choose their classes and handle any housekeeping needs during their orientation sessions. In the event that they utilize NSC, they can expand on their knowledge of USF via involvement and get the help they need when challenges arise. To sum it up, the partnership between the two offices defines a “practical competence” relationship.
In Chapter 28 it helps to remain aware that the key purpose of Student Affairs is student learning and student development. This can be achieved by remaining focused on creating environments through communication, interaction and, programs which demonstrate character development. As student affairs professionals encounter students, character development occurs through the students observation of the advisors example. In the PreEd advising office many students are developing their competencies to be admitted into the COE. As our advising team interacts with these students we encourage them to be aware of their example upon students while they are in local classrooms while completing required observation hours and internships.
With regard to chapter 29, the PreEd Advising office works in a cooperative manner with admissions and other academic programs. PreEd refers transfer students to admissions to begin their transition to USF. The English education and foreign language education majors require much cooperation between departments to complete coursework. With regard to relationships between faculty and administration, the ability for faculty to participate in the faculty senate provides an effective outlet and unified voice for ongoing cooperation and continued focus on the need for a balanced relationship. Thankfully there is wide and trusted leadership in these functional areas who help to keep all constituents focused on the best interest of the students.
To answer chapter 29, financial aid is probably closer to being one of the silos the book references. We fall under academic affairs and have very little cooperation or collaboration with student affairs (except for the placement of GAs). The one exception is the small outreach program within financial aid which goes out to UE courses and discusses our office with these new students. The desired learning outcome from this interaction is one of practical competence. It is practical in that we are looking to present material which the student can directly utilize the knowledge acquired. It should not require much synthesis or higher level thinking to utilize the information. If the students are able to keep the calendar and checklist they are given, then they will be able to successfully take advantage of this collaborative arrangement.
For chapter 28, being in financial aid makes it a little tough to discuss student development. Within our office we do not have discussions about developing the students. Given the lack of development from our office, we also do not have any assessment or outcome tools. We spend considerable time in finding ways to get information to the students for them to use on their own or with our assistance. It may be a reach, but by providing this information, there is some form of developing a degree of independence for the students. We are willing to provide the challenge, but not doing enough for the support of the students.
29. Working in financial aid can be challenging at times. A variety of institutions are responsible for various aspects of the students’ funding to attend college. Financial aid is, in all actuality, a division of academic affairs and requires communication with other areas of the university involving student affairs. In all reality, I believe that there are all four types of learning outcome dimensions involved within the communication between the institutions. Practical competence stands out the most, however. One of my favorite signs in financial aid says, “Live it up now, and live like a college student forever.” By trying to instill certain values and character traits, financial aid prefers students be independent, yet this often isn’t the case when parents and money are involved. Having the capabilities to implement their own financial aid is a rewarding task. By this I mean that students can take the initiative to propel themselves through college, by their own accord. Operating on a practical level, other areas of the university can maintain good contact with financial aid and make the transference of data easier and more efficient; if each institution operates as an independent entity this creates a well-organized, flowing machine.
28. I would start by going back to my early post and reference that poster in financial aid. It is a truism if I ever saw one. Student outcomes are basically assessed by how much aid the student receives (if they desire aid that is). For instance, if a student does not fill out the necessary paper work, file by certain deadlines, and ensures that they are registered for classes, they will not receive aid.
This is exemplified by the occurrence of one student who was taken graduate level courses. She never completed one form—one!—and thus was instructed that she had to pay $8,000 to continue taking her classes. Naturally, she was quite upset, but there really was not anything that I could do. The form stated that she was an undergrad, so the school could count her aid and scholarships. We would try to encourage this student to check her OASIS account and see what she required, come to financial aid maybe a couple months before documents are due (as opposed to a couple of days).
Another way that I believe student outcomes can be assessed is in terms of the amount of aid a student receives. Should they borrow an extremely large amount of money if they do not really need it? If a student borrows only that which is necessary he or she will be better in the long run.
I understand where Kevin is coming from in his perspective, yet I think we promote student development albeit indirectly. While we might not have as much of an impact as Mark in Pre Ed., I believe that there is some room for growth.
Ch 28 - In the BBC, a main focus is on academic development. Academic advising is crucial to these students who all share a very demanding major. With this comes intellectual and moral development as well. Inside and outside of class and in the living learning community, professionalism is highly emphasized. Students in this discipline tend to be very vocational, while still managing to be involved on campus. The purpose of this involvement often times is to excel in future careers. As part of this living learning community, skills that focus on success in the workplace must also be developed as these students value them highly. Etiquette dinners, networking events, interview practice, and resume development all come into play. As a relatively new community, the BBC assesses student progress on an individual level in a variety of forms. We meet with students individually for academic advising. This allows the student to share concerns and allows the advisor to asses his/her academic progress. Any issues in these areas can be discussed face-to-face, and can foster a conversation that leads recommending resources that are available to the student to resolve those issues. As part of the living learning community, housing and residential education staff is available to the students as well. Resident advisors can identify students who may need more assistance and refer them to the proper resource.
Ch 29 - Working with a living-learning community has clearly demonstrated to me how important the relationship between student and academic affairs truly is. While a main focus is on academic advising and ensuring the students’ academic success, there is also emphasis on residential education and career development. This experience allows students in the BBC to feel that they are part of a small community at a large university, and aid individual students to develop holistically. While there are many examples of the competences the chapter discussed, the one that may most closely explains the BBC’s structure is cognitive competence. Students are brought together by a common major. This means classes are the commonality among all the students. The classes lead to significant out-of-class experiences such as the opportunity to participate/live in the BBC, studying together in the residence halls, engaging in company tours that bring real-world examples to their studies, and unique involvement opportunities with organizations on campus. These experiences also reflect intrapersonal and practical competences; however, I feel that they begin at a cognitive level.
Ch. 28 - I feel fortunate in the CLCE to have a clear set of values and learning outcomes that we hope for our students to experience. Briefly, these values are learning, empowerment, innovation, diversity, and community. The learning outcomes are a constant work-in-progress as we are always reviewing and updating but they are components that help lead students to the aforementioned values. These outcomes become transparent to our students through our programming. Everything we do is created intentionally with the outcomes in mind so when we host a leadership retreat off-campus for sophomores and juniors, we are hoping to empower them to be better leaders, to learn about themselves and each other, to find innovative new ways to improve their campus, to be engaged citizens in their communities and to live in a diverse world and be prepared for the many different people the students will meet in their lifetimes.
Ch. 29 - Probably the most obvious connection we have in the CLCE between student affairs and academic affairs is the Leadership Minor. In fact, the graduate assistant sitting across from me right now, is solely dedicated to the success of the Leadership Minor. Through her role, our office works collaboratively with both student affairs personnel and academic affairs faculty. Similar to many of the programs you all have mentioned in the blog previously, this program allows students to be enrolled in an academic setting with a student-affairs feel, thus also reflecting intrapersonal and interpersonal competencies.
Since I am the last person from financial aid to comment, this might get a little repetitive...
Ch. 28: I don't think our office directly tries to focus on student development. However, I do think we are indirectly helping students balance their budgets like Lindsay said. Also, I know that after rush weeks each semester the whole office meets and we try to assess our weaknesses and how we can make the process easier and clearer to students so they can get their money and we have less complaints.
Ch. 29: Our office falls under academic affairs. We have to communicate with housing and dining before creating budgets or deferments. We also talk and try to reach out to students during orientation to let them know how to get financial aid during college. Lastly, I know that I email certain student affairs offices that are granting scholarships to students and make sure that they how the money will be disbursed. Other than that, we are solely an academic affairs office that works under federal laws.
CH 28: The work I have done with students in admissions recruiting at USF and advising here at HCC looks to get students to the "next step" which could be graduation or admitted and in classes. In admissions in particular my goal was to articulate to students what was expected of them in order to position themselves for admission to USF. This required emotional and cognitive maturation from them in order to take on the responsibility of organizing all the necessary materials required in order for a decision. The learning outcome in this process was students taking responsibility for themselves and becoming a USF student.
CH 29: The concept is similar to ch 28 for me because it concerns getting the student to the "next step". When organizing events a lot of cooperation is required between different academic departments. Cross training was a huge component of admissions recruiting work, as we needed to learn as much as possible about all areas of campus in order to provide the best services. We would meet with all the colleges to gain insight about the programs and new offerings. I think intrapersonal, interpersonal and practical competence were all at play. It requires alot of interaction to learn the info and once you have processed the new information yourself it can than be relayed to the students and the practicality can be demonstrated.
Ch.29: Strategic partnerships between Student Affairs and Academic Affairs are becoming increasingly important in light of the push for academic outcomes, the growing cost of a post-secondary education, and financial constraints on the institution. The recent merger of student affairs and academic affairs here at USF mirrors the growing national shift in the same direction. Student affairs is an intentional aspect of student learning and is becoming recognized as such (versus just "fun stuff" or "extra stuff"). Also, academic units recognize the importance of the engaging the whole student to achieve academic outcomes and realizes that strategic partnerships with SA is a way to achieve this aim.
Ch.28: Student Support Services is a federally funded Trio program (access program for first-generation/low-income students). The objectives of this program are pretty measurable. To enable select students to attend the summer bridge program, do well enough to persist into the fall, achieve academic excellence (2.0 or higher GPA), remain in the program long enough to be officially exited, graduate, and get into graduate school/successful job. Each of the 8 developmental themes are promoted in the SSS program. We recognize each of these themes as absolutely essential to student success, at the university and beyond.
I believe that in my assistantship where academic and student affairs collaborate is in the sense of practical competence between my supervisor and the aspects I am learning in class, and also how we serve students (in the Marshall Center) in a practical manner. I think our program was developed in a sense to capitalize on the practical application of learning as well as the learning that takes place in the class room. With the latest collaboration that has happened at USF of the academic and student affairs divisions, I think that the collaboration will contribute to much success.
Chapter 28: As Monica said, in Housing and Residential Education we promote development through various learning outcomes, including academic competence, multicultural maturity, well-being, and personal and social responsibility. These fall under Winston and Miller’s themes of academic development, intellectual development, cultural development. These apply mostly to the residents with whom we work, but also the RAs on our staffs. Unfortunately, there are currently no assessment tools, which is something toward which we are working.
Chapter 29: Housing and Residential Education has a fairly strong relationship with Academic Affairs through our living-learning communities (LLCs) and academic initiatives that are focused within the residence halls. We work relatively closely with Dr. Liz Kaplon and her academic initiatives which include House Calls (where professors and other professionals visit students in their halls to answer questions) and Final Reviews (where professors hold final reviews in residence halls). We also work to recognize the RAs and residents who do well academically and to support those who may have gotten off track. The learning outcome dimensions that most closely explain our outcomes are probably intrapersonal and interpersonal competence and cognitive complexity because we work to develop personal attributes ads well as their critical thinking and reasoning.
It is always hard to follow Ryan since we always have the same things to say. I guess I'll try to spin something new.
Chapter 28: In the CLCE I have approximately 45 students working under my supervision. All of those students did not have a job description when I started and it was very clear that I needed to create those learning outcomes. To focus on one student in particular, she is a marketing student in our office dedicated to finding new ways to promote our events. Her learning outcomes were decided in a meeting with me, very similar to our learning outcomes as graduate assistants. We are measuring her outcomes by allowing her to take part in the center in new ways. By that we can assess that she has gone through the experience and hopefully developed some of the necessary skills.
Chapter 29: The leadership minor is a prime example of student affairs and academic affairs coming together. At first it was difficult for me to make a connection with the CLCE and I believe that most of our work does mainly comprise of student affairs. I believe currently everyone in the CLCE is either teaching or assisting to teach a course making everyone in our department examples of how the two fields can come together. We have an expertise in the work that we are doing and we can help so that to students through academic courses as well as when they come to our office. There has been discussion about increasing the service learning courses on campus and the CLCE is a major stakeholder in that process. Service learning provides tangible ways for students to gain experience in the field while serving their community.
Chapter 28: If I had to choose one of the methods above, I would say that the CSA office uses academic development, and development of purpose. Throughout the entire application process of the program our office is there to guide students and answer inquires they may have about the program. In addition, we help students figure out if our program is the right fit. Academic development aspects are we are helping them to reach their full academic potential by helping them decide whether or not coming to the program or not is where they fit and what they want to do with their career. Justification of purpose is more along the lines of justification of why things are done a particular way in our program versus other CSA programs; and also where to place students in assistantships.
Chapter 29: As far as I am aware in the CSA office there is a strong correlation with academic affairs and student affairs. The majority of my position currently is dealing with the admissions process, which falls under academic affairs. Then the program as a whole partners with student affairs, especially through the graduate assistantships. I would say that this has been a successful partnership because as stated in the book, a successful partnership requires “commitment to developing nurturing, and sustaining partnerships.” Through the graduate assistantship process, each year we have had a great number of returning supervisors, as well as more and more supervisors wanting graduate assistants through our program. We have continued to have a successful partnership in this area.
Chapter 28: Outdoor Recreation promotes the development of students through specific outcomes by having the students come up with their own goals and self-motivate themselves. When working at the ropes course we talk to them at the beginning of every year and talk about what they want to accomplish for this year. That is how we assess them and how well they did the year before. They then tell us new goals they want to achieve and throughout the year we help them. It could be learning more challenge course games or being certified in the state to be a ropes course facilitator anywhere in Florida.
Chapter 29: To be honest so far working in my assistantship I have not seen any partnership between academic affairs and student affairs. Outdoor Recreation can almost be summed up as hiking, biking, building, riding, and other adventure words ending in –ing. Something I feel we practice on the regular is practical competence. We continually reflect on skills we have learned and how to use them to better ourselves and be self-sufficient. When we collaborate with
Ch. 28: The Honors Council is a notable place for students to develop both individualistic and community-oriented goals. The Council emphasizes “development of purpose” and “social-interpersonal development”, by encouraging students to prioritize their time to participate as leaders of this student group. Every honors student is high-achieving in the classroom. The outcomes laid out for them in Council, is a very different aim. They are not asked to “get good grades” in Council, but to develop a strong sense of community in the Honors College through their planning and coordinating events in Council. As their GA, it is important for me to encourage and promote their goals as outlined by the Honors College and as defined by themselves. The personal achievements of these students are in their ability to lead and promote leadership of their group members. Their progress is assessed before, during, and after every major event, where we individually and collectively evaluate how well a person or group of students are involved in the promoting community. Serving as their GA has been worthwhile in taking part in their personal and collective development.
Ch. 29: The Honors College is a perfect place to find the union of academic and student affairs. The College provides academic advising, courses to enhance honors students knowledge base, and resources for honors students to excel academically. The College also houses a strong student affairs component through the Honors Council, an honors living-learning community, courses and excursions designed to illuminate community ailments abroad, and on-going events, activities, and speakers to promote student affairs growth. Neither component outweighs or places greater importance on one aspect; both are considered necessary for the holistic development of the student. The best way to describe their partnership is through the learning outcome dimension of “knowledge acquisition and application,” as the College acts on the assumption that knowledge can be gained through a multitude of methods, and seeks to ensure that every medium is accessible to all honors students.
Chapt 28:In campus recreation we do not work much with academic affairs and I have really never even heard of any change in our department or changes coming because of the division moving under academic affairs. I don't think we will actually be affected to much but that could just be my lack of knowledge on the situation. Chapt 29:Our supervisors and officials work on the same developmental skills which would be emotional, moral, and social-interpersonal but supervisors and officials deal with seperate situations. We try to help out as much as we can without doing all the work for them. We watch the development take place over the season and it is actually pretty cool to see change and improve over time.
Chapter 28 In my assistantship we (the GA) come up with bold goals, short term and long term for our student development, developmental programs for student employees program, and programs that serve our students.Below is a small example: (MSC Study Center) Help facilitate a program that promotes academic responsibility, and maturity in the learning environment (or institution) that is enjoyable. The program will strengthen student connections to the University through engagement and involvement. This program will be implemented to help develop University of South Florida students academically in hopes to meet University and nationally accepted standards. In those efforts we would also like to retain students annually, evolving yearly, and become a tradition at University of South Florida. For each program that is initiated we like to have a goal and an intended outcome. Our assessment takes a similar path in addition to feedback from all participating parties including students.
Question 28 The career center promotes professional development for students. We do this through different events, including: workshops, outreach, career fairs, and professional dinner etiquette. We also offer the myplan for students to take to find out their skills and strengths through different assessments. After taking the assessments the student then meets with a career counselor who explains the results. Unfortunately in my department we do not have any assessments to see how any students get offers from our fairs or on campus interviews.
Question 29 The Career Center actually falls under academic affairs, we reach out to the different colleges in the ways of employer of the week and different outreach programs where career counselors go to that college once a week to see students. In addition, we are seeing a lot of different areas wanting to partner with the career center as part of student success. I think the most interesting department that has been reaching out to us is the athletic department. It will be interesting how all this works out.
Learning outcomes seems to be the focus for both discussions. When I was a resident assistant, academic affairs partnered with housing and residential education and made “academic initiatives” in the residence halls. This came in the form of two faculty who lived in the residence halls to hold several special events for the residents while the lived in the halls. Academic affairs partnered with student affairs in this way to bring academics to the residence halls in a unique way. I’m the supervisor of the USF Bull Market, and one of the things that I have been encouraged to implement is learning outcomes to the student employee positions. Now, instead of student employees coming, working, and going home; we expect to give them much more experience and talent to put on the resume. I love the learning outcome initiative that the university has taken up as of late. I think it does a great deal to develop our students.
I thought the debate watch party that SG hosted was a good example of the ways in which academic and student affairs can work well together. One of the professors from the political science department led a discussion during the commercial breaks about the student’s perceptions of the debate and she did a really good job talking them through what they needed to pay attention to. I’d never seen academics brought into a student affairs event like that but I thought the whole thing was really good. Right now we’re working on an intellectual assessment. It’ll be given to all of our new senators and court justices. We’re checking for their knowledge of sunshine laws, SG statutes, and the constitution. The idea is that their mentors can help them through it and that by giving them the intellectual tools to succeed in SG they’ll be better equipped to get really involved in the day-to-day work that goes on. We’re still putting the finishing touches on it, but it’ll really focus on making sure they understand the basics of SG and what their job will be within it. It’ll be a good way for us to make sure that our training programs are really communicating all of the information we think they are.
Chapter 28 - I think my department focuses on the development of purpose pretty extensively (although I think we can say we focus on multiple outcome models that were listed). One of our major goals is to help students focus on their community and to find a "cause" in the non-profit sector for which they have a passion. Our hope is that they will use their experiences through student philanthropy boards to find a civic engagement minded outlet for both the academic pursuits as well as their personal pursuits. My role is to help them discover this on their own by providing leadership training and support. We try to measure our outcomes by offering surveys after most events. These surveys are designed to garner whether anything is taken away from the event.
Chapter 29 - Part of the Lead, Learn, Serve grant that I work with is academically focused and the work we do spills over into the classroom. The program works very hard to help USFSP faculty incorporate civic engagement into the classroom. A lot of the programming my department personally puts on is focused on cognitive competence because we encourage reflective thought about how the program, as well as using the knowledge gained in a applicable way.
In regards to the relationship between academic affairs and student affairs within my assistantship I think that I've seen both. Athletics reaches out and uses many resources on campus. As Julia mentioned above, we have reached out to the career center to work with us. Other services in academic affairs and student affairs that we have worked with are tutoring and learning services, orientation, and civic engagement. When talking about academic affairs, my supervisors work closely with people such as Dean Sullens to discuss academic matters.
Chapter 28: I think in my assistantship all of those outcomes are accessible. In athletics as advisors I think it is important to not only development the student academically but in every aspect as well. Athletes are somewhat closed off to the rest of campus, with practice, meetings competitions, etc. I know that in my undergrad I barely left the athletic building. I feel advisors should build a professional relationship with their athletes that allows them to be somewhat of a mentor and set specific goals to each specific ability level to each athlete, but have them strive to reach their full potential while in school and how to apply that skill set when they leave. We have academic initiatives, as well as developmental, and professional.
Chapter 29 is about lessons learned in research to development partnerships between student affairs and academic affairs. The partnership between the two areas exists to strengthen education. The chapter says that this partnership should not be based solely on goodwill and well-intentioned efforts but on a series of desired learning outcomes that are delineated from research. The text further goes on to explain the importance of the learning, the challenges of collaboration, the strategies for effective collaboration, and some examples of effective collaboration.
ReplyDeleteThinking about the area that you are currently working in, what evidence do you see of partnerships between academic affairs and student affairs? Which learning outcome dimensions (cognitive competence, intrapersonal competence, interpersonal competence, and/or practical competence) most closely explains this partnership and why?
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ReplyDeleteWorking in student government, I haven’t noticed much of a partnership between student affairs and academic affairs. The only relationships that are visible is when something needs to be done and one of the members of student government has a meeting with someone from academia. With that said, I do not think there is so much of a disconnect between the two area, but just that of a working relationship. If I had to narrow it down I would say that cognitive complexity most closely explains this partnership because in each meeting held between the two areas there is a level of critical thinking and quantitative reasoning. Questions do not just get asked and simply answered, but are explained in depth and then evaluated once an answer is given.
Hey everyone! Hope you are all doing fabulous!!! Chapter 28, “New Lessons from Research on Student Outcomes” discusses college outcomes and their reviews. This chapter discusses four reconceptualization’s including : Student diversity, college environments, student-college interactions, and outcomes. I would like to focus on outcomes. Dressell (1976) summarized, “ If students are expected to develop a degree of independence in pursuit of learning, reach a satisfactory level of skill in communications, demonstrate sensitivity to their own values…outcomes must be specifically stated.” Winston and Miller (1994) continued by discussing 8 developmental themes including academic development, cultural development, emotional development, intellectual development, moral development, physical development, development of purpose, and social-interpersonal development. How does your specific department or assistantship promote the development of students through specific outcomes and how is student progress assessed? You may talk about your work as an undergrad as well.
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ReplyDeleteIn ONS, we promote the students' development of their intellect & purpose. We encourage students to develop their critical thinking skills and long term goals in our meetings. Unfortunately, though, ONS does not use any specific methods to promote these goals, and we do not currently have any standard measurement to asses our progress. Students are referred to other departments on campus such as Education Abroad or the Writing Center.
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ONS is actually under Academic Affairs and best partners with Student-Affairs through cognitive matters. The office promotes students' development of critical thinking skills, reasoning, improving their writing, etc. We also encourage students to become involved in activities which will enhance their education, primarily through the Office of Undergraduate Research (AA) and CLCE (SA?). This would fall under an interpersonal/intrapersonal competence; we want students to have a strong understanding of themselves and their role in society.
Chapter 28: In my short time working in CSI, I would say that our office focuses on moral development and social-interpersonal development. The first is in dealing with making decisions that affect the entire student body and not just the immediate committee or the person in charge of a specific event or program. There is a lot of discussion around each event and the attempt to attract a diverse audience that reaches across campus. The second developmental factor comes to light when programs or activities are being held for many of the students, but for those who are on the executive team it also becomes a critical part of their daily interactions with the rest of their teams. As far as how these are assessed, I would say we still have some learning to do as last year from what I understand is the first time any sort of assessment had been given to the undergraduates and it wasn't comparing the same group who took the assessment at the beginning of the year to those who took it at the end of the year. This is definitely a learning process for the professionals in our office, especially since our office was just realigned this past summer.
ReplyDeleteChapter 29: One of the areas in which our office collaborates with academic affairs is during orientation with the Bulls Nite Out Orientation Edition. Unfortunately these were done before I started work so I currently have no knowledge of how or to what extent this partnership looked like. I have, however, had discussions with Clara on how we can work together for next summer's programming to ensure that the BNO Orientation Edition truly represents what we, in CSI (student affairs side) want it to look like while also meeting the needs and requirements of orientation (academic affairs). I would say this partnership would fall under interpersonal/intrapersonal competence as orientation is such an important time in a student's life when self identity, self-esteem, and confidence are put into a new environment and by this partnership we could help to shape this in each student's life.
Ch. 28: The outcomes my assistantship in the Honors College focuses on most are academic development, emotional development, and development of purpose. In meetings with students each week, I am responsible for discussing their academics with them, hiring tutors as needed, referring them to other resources on campus that may help them. As far as emotional development and development of purpose go, Rochelly and I organize seminars for our students that focus on varying aspects of their lives they may need guidance in: Time Management, Stress Management, Knowing Yourself, etc. Some of the other outcomes may come into play during certain discussions, but these are the three main ones I focus on most often.
ReplyDeleteCh. 29: The Honors College falls under academic affairs and I have not noticed any obvious general partnerships with student affairs; however, in my specific position working with a small group of students I frequently need to field questions regarding topics that fall under student affairs. I am finding that as I become more familiar with the different offices/services on campus and the professionals who work there, I am better able to serve my students. If, as student affairs professionals, we truly wish to serve and educate the whole student, it is imperative that these partnerships are developed and nurtured. There seems to still be quite a bit of disconnect at USF right now in this area and it is reflected in students' perceptions of the institution.
Chapter 28: The TRAC office mainly helps undeclared students in their decision making process to declare a major. the two areas of development that we assist with are academic development and a development of purpose. For many students, the decision making process is new and they have to develop their idea of what their purpose at USF is - what are they going to study? What field will they work in when they graduate? These developmental themes help to have a more focused student outcome.
ReplyDeleteChapter 29: The TRAC office is in academic affairs but we partner with student affairs regularly when it comes to University Experience. Many student affairs professionals are instructors of UE and see the need for a first year experience course. This collaboration focuses a lot on practical competence. The goal is for students to be able to manage their own lives, academically, socially, and emotionally and navigate USF without trouble. This course is designed to be very practical and useful for students but it does also explore cognitive, interpersonal, and intrapersonal compentencies.
Chapter 28: In Housing we focus on specific learning outcomes through programming. We focus more on development of purpose, moral,and social-interpersonal. Many first year RAs are still trying to figure out what they're doing and if the position will benefit their longterm goals. It's also important that decisions an RA makes are consistent, as their residents have no problem with holding them accountable. Since RAs are first responders to situations they must be able to make connections with diverse populations. Building those relationships only occur when RAs are accessible and genuienly show that they care for the well being of the residents. Assessment is an area that is being assesed in housing, we need to do a better job at it. Each staff evaluates it's RAs and all RAs evaluate their supervisors as well. This year I created an optional evaluation for the Cypress residents via google docs. Their feedback about their RA is a great conversation started in one on ones.
ReplyDeleteChapter 29:I think the partnerships that Housing and Residential Education has with academic affairs is focused interpersonal competence. Those partnerships were established by academic and student affairs professionals willingness to understand the role that the other has in student academic success. The learning living communities have been a great bridge between each division. H&RE has faculty in residence and "faculty fellows" who participate in an academic initiative called "House Calls". This program happens at the end of September and consists of faculty and advisors going to the halls to answer questions students may have as well as see how students are living.
Working in the financial aid office, I have seen efforts to improve student intellectual development. Some students learn fiscal responsibility through the process of paying for college. We communicate with students to give them an estimated cost of attendance, but also emphasize that this is only estimated and they should create a budget of their own. I have worked with student on making their own budget to see what their expenses are and what funds they are receiving so understand their personal budget. I hope they continue to do this simple but important activity each semester.
ReplyDeleteIn financial aid (under academic affairs) we communicate with residence life (under student affairs) to know the qualifications of a housing deferment each semester. The relationship between financial aid and housing is most closely explained with the learning outcome of practical competence. We want students to be able to understand the expense of attending USF and what amount of aid they need to be receiving in order to get a deferment. We also want them to understand the options and consequences if they do not qualify for a deferment.
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ReplyDeleteIn the Office of MD Admissions, our office focuses on the moral development of our applicants. When applicants come to our interview day we try to make it so all of the applicants needs are met and they are as comfortable as can be. One of the most prominent ways of how we do this is by setting up the applicants with interviewers of common interest. When we review the applicant files and learn about them, we try as best as we can to pair them up with faculty interviewers who have the same characteristics as them such as being a minority, same alma matter, same international studies, etc. By doing this, we intend on increasing the morale of our applicants so they can feel more confident about interviewing for medical school.
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In my graduate assistantship, I see partnerships between student affairs and academic affairs on a daily basis. With the Office of MD Admissions being primarily under academic affairs, we are responsible for reviewing applicants and getting them to matriculate into the USF College of Medicine (COM). We have a great relationship with the USF COM’s Office of Student Diversity and Enrichment (OSDE), who is under student affairs, as they aid us in bringing a diverse pool of applicants to matriculate into USF COM. The learning outcome dimension that I would say best explains our relationship would be interpersonal and intrapersonal competence. I say this because we both our about creating an environment for students to identify with one another and gain greater self-esteem throughout the USF COM through various programs we host and student organizations we promote.
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ReplyDeleteI believe in student government we try to encompass all of the developmental themes stated, but most importantly we strive to promote moral development. For the most part, the students within student government have a pretty decent moral compass, but it is easy to lose sight of that once you get completely immersed in everything that is going on. Student Government Advising Training and Operations (SGATO), the bureau that Alyssa and myself fall under, provides advising, training and leadership development for all of our student officers. We also attend their meetings and have one on one meetings with some of the branch and agency heads to ensure that the decisions they are making are just and fair. We never make the decisions for them but rather play devil’s advocate on the matters. In the division, we are required to provide learning outcomes for the year and have assessments based on those outcomes to make sure we are accomplishing what needs to be accomplished or if something does not happen or does not happen correctly we can look at the data, understand why, and rectify it in the future.
New Student Connections promotes the development of students through social-interpersonal development. We encourage students to get involved, meet new people and get acclimated with the USF community. With our Week of Welcome celebration, the office is able to get students engaged in that form, as well as targeting specific audiences. The interpersonal development comes through students seeking help with transitional issues, trouble with classes, learning to use OASIS and the like. Our staff is trained to help students succeed in these areas with Sanford’s theory on challenge and support in mind. We are able to track these outcomes through interaction logs that the office records, the “Miller Model” measuring persistence rates among new students, and UConnect which helps us to track students that need help in order to succeed. NSC is dedicated to making sure that students are succeeding in all ways possible.
ReplyDeleteWith New Student Connections, we partner with the Office of Orientation. NSC fall under the Division of Student Affairs, and Orientation sits under the Division of Academic Affairs. As Orientation commits to getting new students and transfers settled into the college community initially, NSC helps to support the transition that new students face during this time in their lives. Students get to meet administration, choose their classes and handle any housekeeping needs during their orientation sessions. In the event that they utilize NSC, they can expand on their knowledge of USF via involvement and get the help they need when challenges arise. To sum it up, the partnership between the two offices defines a “practical competence” relationship.
In Chapter 28 it helps to remain aware that the key purpose of Student Affairs is student learning and student development. This can be achieved by remaining focused on creating environments through communication, interaction and, programs which demonstrate character development. As student affairs professionals encounter students, character development occurs through the students observation of the advisors example. In the PreEd advising office many students are developing their competencies to be admitted into the COE. As our advising team interacts with these students we encourage them to be aware of their example upon students while they are in local classrooms while completing required observation hours and internships.
ReplyDeleteWith regard to chapter 29, the PreEd Advising office works in a cooperative manner with admissions and other academic programs. PreEd refers transfer students to admissions to begin their transition to USF. The English education and foreign language education majors require much cooperation between departments to complete coursework. With regard to relationships between faculty and administration, the ability for faculty to participate in the faculty senate provides an effective outlet and unified voice for ongoing cooperation and continued focus on the need for a balanced relationship. Thankfully there is wide and trusted leadership in these functional areas who help to keep all constituents focused on the best interest of the students.
To answer chapter 29, financial aid is probably closer to being one of the silos the book references. We fall under academic affairs and have very little cooperation or collaboration with student affairs (except for the placement of GAs). The one exception is the small outreach program within financial aid which goes out to UE courses and discusses our office with these new students. The desired learning outcome from this interaction is one of practical competence. It is practical in that we are looking to present material which the student can directly utilize the knowledge acquired. It should not require much synthesis or higher level thinking to utilize the information. If the students are able to keep the calendar and checklist they are given, then they will be able to successfully take advantage of this collaborative arrangement.
ReplyDeleteFor chapter 28, being in financial aid makes it a little tough to discuss student development. Within our office we do not have discussions about developing the students. Given the lack of development from our office, we also do not have any assessment or outcome tools. We spend considerable time in finding ways to get information to the students for them to use on their own or with our assistance. It may be a reach, but by providing this information, there is some form of developing a degree of independence for the students. We are willing to provide the challenge, but not doing enough for the support of the students.
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ReplyDelete29. Working in financial aid can be challenging at times. A variety of institutions are responsible for various aspects of the students’ funding to attend college. Financial aid is, in all actuality, a division of academic affairs and requires communication with other areas of the university involving student affairs. In all reality, I believe that there are all four types of learning outcome dimensions involved within the communication between the institutions. Practical competence stands out the most, however. One of my favorite signs in financial aid says, “Live it up now, and live like a college student forever.” By trying to instill certain values and character traits, financial aid prefers students be independent, yet this often isn’t the case when parents and money are involved. Having the capabilities to implement their own financial aid is a rewarding task. By this I mean that students can take the initiative to propel themselves through college, by their own accord. Operating on a practical level, other areas of the university can maintain good contact with financial aid and make the transference of data easier and more efficient; if each institution operates as an independent entity this creates a well-organized, flowing machine.
ReplyDelete28. I would start by going back to my early post and reference that poster in financial aid. It is a truism if I ever saw one. Student outcomes are basically assessed by how much aid the student receives (if they desire aid that is). For instance, if a student does not fill out the necessary paper work, file by certain deadlines, and ensures that they are registered for classes, they will not receive aid.
ReplyDeleteThis is exemplified by the occurrence of one student who was taken graduate level courses. She never completed one form—one!—and thus was instructed that she had to pay $8,000 to continue taking her classes. Naturally, she was quite upset, but there really was not anything that I could do. The form stated that she was an undergrad, so the school could count her aid and scholarships. We would try to encourage this student to check her OASIS account and see what she required, come to financial aid maybe a couple months before documents are due (as opposed to a couple of days).
Another way that I believe student outcomes can be assessed is in terms of the amount of aid a student receives. Should they borrow an extremely large amount of money if they do not really need it? If a student borrows only that which is necessary he or she will be better in the long run.
I understand where Kevin is coming from in his perspective, yet I think we promote student development albeit indirectly. While we might not have as much of an impact as Mark in Pre Ed., I believe that there is some room for growth.
ReplyDeleteCh 28 - In the BBC, a main focus is on academic development. Academic advising is crucial to these students who all share a very demanding major. With this comes intellectual and moral development as well. Inside and outside of class and in the living learning community, professionalism is highly emphasized. Students in this discipline tend to be very vocational, while still managing to be involved on campus. The purpose of this involvement often times is to excel in future careers. As part of this living learning community, skills that focus on success in the workplace must also be developed as these students value them highly. Etiquette dinners, networking events, interview practice, and resume development all come into play. As a relatively new community, the BBC assesses student progress on an individual level in a variety of forms. We meet with students individually for academic advising. This allows the student to share concerns and allows the advisor to asses his/her academic progress. Any issues in these areas can be discussed face-to-face, and can foster a conversation that leads recommending resources that are available to the student to resolve those issues. As part of the living learning community, housing and residential education staff is available to the students as well. Resident advisors can identify students who may need more assistance and refer them to the proper resource.
ReplyDeleteCh 29 - Working with a living-learning community has clearly demonstrated to me how important the relationship between student and academic affairs truly is. While a main focus is on academic advising and ensuring the students’ academic success, there is also emphasis on residential education and career development. This experience allows students in the BBC to feel that they are part of a small community at a large university, and aid individual students to develop holistically. While there are many examples of the competences the chapter discussed, the one that may most closely explains the BBC’s structure is cognitive competence. Students are brought together by a common major. This means classes are the commonality among all the students. The classes lead to significant out-of-class experiences such as the opportunity to participate/live in the BBC, studying together in the residence halls, engaging in company tours that bring real-world examples to their studies, and unique involvement opportunities with organizations on campus. These experiences also reflect intrapersonal and practical competences; however, I feel that they begin at a cognitive level.
Ch. 28 - I feel fortunate in the CLCE to have a clear set of values and learning outcomes that we hope for our students to experience. Briefly, these values are learning, empowerment, innovation, diversity, and community. The learning outcomes are a constant work-in-progress as we are always reviewing and updating but they are components that help lead students to the aforementioned values. These outcomes become transparent to our students through our programming. Everything we do is created intentionally with the outcomes in mind so when we host a leadership retreat off-campus for sophomores and juniors, we are hoping to empower them to be better leaders, to learn about themselves and each other, to find innovative new ways to improve their campus, to be engaged citizens in their communities and to live in a diverse world and be prepared for the many different people the students will meet in their lifetimes.
ReplyDeleteCh. 29 - Probably the most obvious connection we have in the CLCE between student affairs and academic affairs is the Leadership Minor. In fact, the graduate assistant sitting across from me right now, is solely dedicated to the success of the Leadership Minor. Through her role, our office works collaboratively with both student affairs personnel and academic affairs faculty. Similar to many of the programs you all have mentioned in the blog previously, this program allows students to be enrolled in an academic setting with a student-affairs feel, thus also reflecting intrapersonal and interpersonal competencies.
Since I am the last person from financial aid to comment, this might get a little repetitive...
ReplyDeleteCh. 28: I don't think our office directly tries to focus on student development. However, I do think we are indirectly helping students balance their budgets like Lindsay said. Also, I know that after rush weeks each semester the whole office meets and we try to assess our weaknesses and how we can make the process easier and clearer to students so they can get their money and we have less complaints.
Ch. 29: Our office falls under academic affairs. We have to communicate with housing and dining before creating budgets or deferments. We also talk and try to reach out to students during orientation to let them know how to get financial aid during college. Lastly, I know that I email certain student affairs offices that are granting scholarships to students and make sure that they how the money will be disbursed. Other than that, we are solely an academic affairs office that works under federal laws.
CH 28: The work I have done with students in admissions recruiting at USF and advising here at HCC looks to get students to the "next step" which could be graduation or admitted and in classes. In admissions in particular my goal was to articulate to students what was expected of them in order to position themselves for admission to USF. This required emotional and cognitive maturation from them in order to take on the responsibility of organizing all the necessary materials required in order for a decision. The learning outcome in this process was students taking responsibility for themselves and becoming a USF student.
ReplyDeleteCH 29: The concept is similar to ch 28 for me because it concerns getting the student to the "next step". When organizing events a lot of cooperation is required between different academic departments. Cross training was a huge component of admissions recruiting work, as we needed to learn as much as possible about all areas of campus in order to provide the best services. We would meet with all the colleges to gain insight about the programs and new offerings. I think intrapersonal, interpersonal and practical competence were all at play. It requires alot of interaction to learn the info and once you have processed the new information yourself it can than be relayed to the students and the practicality can be demonstrated.
Ch.29: Strategic partnerships between Student Affairs and Academic Affairs are becoming increasingly important in light of the push for academic outcomes, the growing cost of a post-secondary education, and financial constraints on the institution. The recent merger of student affairs and academic affairs here at USF mirrors the growing national shift in the same direction. Student affairs is an intentional aspect of student learning and is becoming recognized as such (versus just "fun stuff" or "extra stuff"). Also, academic units recognize the importance of the engaging the whole student to achieve academic outcomes and realizes that strategic partnerships with SA is a way to achieve this aim.
ReplyDeleteCh.28: Student Support Services is a federally funded Trio program (access program for first-generation/low-income students). The objectives of this program are pretty measurable. To enable select students to attend the summer bridge program, do well enough to persist into the fall, achieve academic excellence (2.0 or higher GPA), remain in the program long enough to be officially exited, graduate, and get into graduate school/successful job. Each of the 8 developmental themes are promoted in the SSS program. We recognize each of these themes as absolutely essential to student success, at the university and beyond.
I believe that in my assistantship where academic and student affairs collaborate is in the sense of practical competence between my supervisor and the aspects I am learning in class, and also how we serve students (in the Marshall Center) in a practical manner. I think our program was developed in a sense to capitalize on the practical application of learning as well as the learning that takes place in the class room. With the latest collaboration that has happened at USF of the academic and student affairs divisions, I think that the collaboration will contribute to much success.
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ReplyDeleteAs Monica said, in Housing and Residential Education we promote development through various learning outcomes, including academic competence, multicultural maturity, well-being, and personal and social responsibility. These fall under Winston and Miller’s themes of academic development, intellectual development, cultural development. These apply mostly to the residents with whom we work, but also the RAs on our staffs. Unfortunately, there are currently no assessment tools, which is something toward which we are working.
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Housing and Residential Education has a fairly strong relationship with Academic Affairs through our living-learning communities (LLCs) and academic initiatives that are focused within the residence halls. We work relatively closely with Dr. Liz Kaplon and her academic initiatives which include House Calls (where professors and other professionals visit students in their halls to answer questions) and Final Reviews (where professors hold final reviews in residence halls). We also work to recognize the RAs and residents who do well academically and to support those who may have gotten off track. The learning outcome dimensions that most closely explain our outcomes are probably intrapersonal and interpersonal competence and cognitive complexity because we work to develop personal attributes ads well as their critical thinking and reasoning.
It is always hard to follow Ryan since we always have the same things to say. I guess I'll try to spin something new.
ReplyDeleteChapter 28: In the CLCE I have approximately 45 students working under my supervision. All of those students did not have a job description when I started and it was very clear that I needed to create those learning outcomes. To focus on one student in particular, she is a marketing student in our office dedicated to finding new ways to promote our events. Her learning outcomes were decided in a meeting with me, very similar to our learning outcomes as graduate assistants. We are measuring her outcomes by allowing her to take part in the center in new ways. By that we can assess that she has gone through the experience and hopefully developed some of the necessary skills.
Chapter 29: The leadership minor is a prime example of student affairs and academic affairs coming together. At first it was difficult for me to make a connection with the CLCE and I believe that most of our work does mainly comprise of student affairs. I believe currently everyone in the CLCE is either teaching or assisting to teach a course making everyone in our department examples of how the two fields can come together. We have an expertise in the work that we are doing and we can help so that to students through academic courses as well as when they come to our office. There has been discussion about increasing the service learning courses on campus and the CLCE is a major stakeholder in that process. Service learning provides tangible ways for students to gain experience in the field while serving their community.
Chapter 28: If I had to choose one of the methods above, I would say that the CSA office uses academic development, and development of purpose. Throughout the entire application process of the program our office is there to guide students and answer inquires they may have about the program. In addition, we help students figure out if our program is the right fit. Academic development aspects are we are helping them to reach their full academic potential by helping them decide whether or not coming to the program or not is where they fit and what they want to do with their career. Justification of purpose is more along the lines of justification of why things are done a particular way in our program versus other CSA programs; and also where to place students in assistantships.
ReplyDeleteChapter 29: As far as I am aware in the CSA office there is a strong correlation with academic affairs and student affairs. The majority of my position currently is dealing with the admissions process, which falls under academic affairs. Then the program as a whole partners with student affairs, especially through the graduate assistantships.
ReplyDeleteI would say that this has been a successful partnership because as stated in the book, a successful partnership requires “commitment to developing nurturing, and sustaining partnerships.” Through the graduate assistantship process, each year we have had a great number of returning supervisors, as well as more and more supervisors wanting graduate assistants through our program. We have continued to have a successful partnership in this area.
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ReplyDeleteOutdoor Recreation promotes the development of students through specific outcomes by having the students come up with their own goals and self-motivate themselves. When working at the ropes course we talk to them at the beginning of every year and talk about what they want to accomplish for this year. That is how we assess them and how well they did the year before. They then tell us new goals they want to achieve and throughout the year we help them. It could be learning more challenge course games or being certified in the state to be a ropes course facilitator anywhere in Florida.
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To be honest so far working in my assistantship I have not seen any partnership between academic affairs and student affairs. Outdoor Recreation can almost be summed up as hiking, biking, building, riding, and other adventure words ending in –ing. Something I feel we practice on the regular is practical competence. We continually reflect on skills we have learned and how to use them to better ourselves and be self-sufficient. When we collaborate with
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ReplyDeleteThe Honors Council is a notable place for students to develop both individualistic and community-oriented goals. The Council emphasizes “development of purpose” and “social-interpersonal development”, by encouraging students to prioritize their time to participate as leaders of this student group. Every honors student is high-achieving in the classroom. The outcomes laid out for them in Council, is a very different aim. They are not asked to “get good grades” in Council, but to develop a strong sense of community in the Honors College through their planning and coordinating events in Council. As their GA, it is important for me to encourage and promote their goals as outlined by the Honors College and as defined by themselves. The personal achievements of these students are in their ability to lead and promote leadership of their group members. Their progress is assessed before, during, and after every major event, where we individually and collectively evaluate how well a person or group of students are involved in the promoting community. Serving as their GA has been worthwhile in taking part in their personal and collective development.
Ch. 29:
The Honors College is a perfect place to find the union of academic and student affairs. The College provides academic advising, courses to enhance honors students knowledge base, and resources for honors students to excel academically. The College also houses a strong student affairs component through the Honors Council, an honors living-learning community, courses and excursions designed to illuminate community ailments abroad, and on-going events, activities, and speakers to promote student affairs growth. Neither component outweighs or places greater importance on one aspect; both are considered necessary for the holistic development of the student. The best way to describe their partnership is through the learning outcome dimension of “knowledge acquisition and application,” as the College acts on the assumption that knowledge can be gained through a multitude of methods, and seeks to ensure that every medium is accessible to all honors students.
Chapt 28:In campus recreation we do not work much with academic affairs and I have really never even heard of any change in our department or changes coming because of the division moving under academic affairs. I don't think we will actually be affected to much but that could just be my lack of knowledge on the situation.
ReplyDeleteChapt 29:Our supervisors and officials work on the same developmental skills which would be emotional, moral, and social-interpersonal but supervisors and officials deal with seperate situations. We try to help out as much as we can without doing all the work for them. We watch the development take place over the season and it is actually pretty cool to see change and improve over time.
Chapter 28
ReplyDeleteIn my assistantship we (the GA) come up with bold goals, short term and long term for our student development, developmental programs for student employees program, and programs that serve our students.Below is a small example: (MSC Study Center)
Help facilitate a program that promotes academic responsibility, and maturity in the learning environment (or institution) that is enjoyable. The program will strengthen student connections to the University through engagement and involvement. This program will be implemented to help develop University of South Florida students academically in hopes to meet University and nationally accepted standards. In those efforts we would also like to retain students annually, evolving yearly, and become a tradition at University of South Florida.
For each program that is initiated we like to have a goal and an intended outcome. Our assessment takes a similar path in addition to feedback from all participating parties including students.
Question 28
ReplyDeleteThe career center promotes professional development for students. We do this through different events, including: workshops, outreach, career fairs, and professional dinner etiquette. We also offer the myplan for students to take to find out their skills and strengths through different assessments. After taking the assessments the student then meets with a career counselor who explains the results. Unfortunately in my department we do not have any assessments to see how any students get offers from our fairs or on campus interviews.
Question 29
The Career Center actually falls under academic affairs, we reach out to the different colleges in the ways of employer of the week and different outreach programs where career counselors go to that college once a week to see students. In addition, we are seeing a lot of different areas wanting to partner with the career center as part of student success. I think the most interesting department that has been reaching out to us is the athletic department. It will be interesting how all this works out.
Learning outcomes seems to be the focus for both discussions. When I was a resident assistant, academic affairs partnered with housing and residential education and made “academic initiatives” in the residence halls. This came in the form of two faculty who lived in the residence halls to hold several special events for the residents while the lived in the halls. Academic affairs partnered with student affairs in this way to bring academics to the residence halls in a unique way.
ReplyDeleteI’m the supervisor of the USF Bull Market, and one of the things that I have been encouraged to implement is learning outcomes to the student employee positions. Now, instead of student employees coming, working, and going home; we expect to give them much more experience and talent to put on the resume. I love the learning outcome initiative that the university has taken up as of late. I think it does a great deal to develop our students.
I thought the debate watch party that SG hosted was a good example of the ways in which academic and student affairs can work well together. One of the professors from the political science department led a discussion during the commercial breaks about the student’s perceptions of the debate and she did a really good job talking them through what they needed to pay attention to. I’d never seen academics brought into a student affairs event like that but I thought the whole thing was really good.
ReplyDeleteRight now we’re working on an intellectual assessment. It’ll be given to all of our new senators and court justices. We’re checking for their knowledge of sunshine laws, SG statutes, and the constitution. The idea is that their mentors can help them through it and that by giving them the intellectual tools to succeed in SG they’ll be better equipped to get really involved in the day-to-day work that goes on. We’re still putting the finishing touches on it, but it’ll really focus on making sure they understand the basics of SG and what their job will be within it. It’ll be a good way for us to make sure that our training programs are really communicating all of the information we think they are.
Chapter 28 - I think my department focuses on the development of purpose pretty extensively (although I think we can say we focus on multiple outcome models that were listed). One of our major goals is to help students focus on their community and to find a "cause" in the non-profit sector for which they have a passion. Our hope is that they will use their experiences through student philanthropy boards to find a civic engagement minded outlet for both the academic pursuits as well as their personal pursuits. My role is to help them discover this on their own by providing leadership training and support. We try to measure our outcomes by offering surveys after most events. These surveys are designed to garner whether anything is taken away from the event.
ReplyDeleteChapter 29 - Part of the Lead, Learn, Serve grant that I work with is academically focused and the work we do spills over into the classroom. The program works very hard to help USFSP faculty incorporate civic engagement into the classroom. A lot of the programming my department personally puts on is focused on cognitive competence because we encourage reflective thought about how the program, as well as using the knowledge gained in a applicable way.
In regards to the relationship between academic affairs and student affairs within my assistantship I think that I've seen both. Athletics reaches out and uses many resources on campus. As Julia mentioned above, we have reached out to the career center to work with us. Other services in academic affairs and student affairs that we have worked with are tutoring and learning services, orientation, and civic engagement. When talking about academic affairs, my supervisors work closely with people such as Dean Sullens to discuss academic matters.
ReplyDeleteChapter 28: I think in my assistantship all of those outcomes are accessible. In athletics as advisors I think it is important to not only development the student academically but in every aspect as well. Athletes are somewhat closed off to the rest of campus, with practice, meetings competitions, etc. I know that in my undergrad I barely left the athletic building. I feel advisors should build a professional relationship with their athletes that allows them to be somewhat of a mentor and set specific goals to each specific ability level to each athlete, but have them strive to reach their full potential while in school and how to apply that skill set when they leave. We have academic initiatives, as well as developmental, and professional.