Academic & Student Affairs Synergy

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

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

“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).

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 INPUT What you come with Family Upbringing, Previous Experiences, Previous Education, Background ENVIRONMENT College Experiences Interactions Events, Opportunities, Conversations, Classroom Environment OUTCOME Changed Behavior, Beliefs, Values, Perceptions, Knowledge, and Personal Growth

Campus Life and Student Success

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

LEAP Vision for Learning Start in School Deepen through Challenging Studies Enrich by Student Engagement

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

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

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

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

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

Quest Successes 1.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 site 4. Management of enrollments in FSEMs over summer so that late admits do not end up in 1 or 2 FSEMs; creative titles 5. Creation of system/metrics to determine how many FSEMs each department must offer each fall/taking into consideration staffing issues such as sabbaticals, etc.

Build strong and sustainable mentoring relationships between the student and faculty, staff and peer leaders Foster greater understanding of the academic expectations and environment Assist students in the development of social and academic communities Familiarize students with campus resources and personnel that will assist in their success Foster an environment for personal growth and development while emphasizing the importance of student ownership and resilience Provide a guided experience that allows student to set their vision for student success at Stetson including short and long term goals Goals of F.O.C.U.S./Hatter QuestGoals of Hatter Trek Enable student to feel confident and excited about Stetson as the student’s college choice Begin the introductory process to all the goals below Continued introduction and beginning of mastery of goals below

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

Example: Students of Concern and On-Call Team Vice President of Student Affairs Senior On Call Campus Life Level First Responders Public Safety, Resident Assistants First Year and Transition Programs Housing and Residential Life Academic Resources Center Wellness and Recreation Student Involvement Career and Academic Advising Community Engagement Housing and Residential Life Student Involvement Fraternity and Sorority Life Cross Cultural Center

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

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

References Astin, W. (1984). Student involvement: A developmental theory for higher education. Journal of College Student Development, 40(5), Retrieved from 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 ). 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, Newell, W. (2010). Educating for a Complex World: Integrative Learning and Interdisciplinary Studies, Liberal Education, 96, 6-11.

Contact Information Lua Hancock, Ed D Assistant Provost for Student Success Christopher Kandus-Fisher Vice President of Student Affairs and Dean of Students