Academic & Student Academic & Student Affairs SynergyAffairs 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

INPUTWhat you come withFamily 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

Cogn

itive

Fac

tors Social Factors

Institutional Factors

The Student

Experience

Educational Policy Institute

LEAP Vision for Learning

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 Arts (A)

Culture and Belief (B)

Historical Inquiry (H)

Individuals, Societies, and Social Systems (S)

Modern Languages (L)

The Physical and Natural World (P)

Personal & Social Responsibility

Junior Seminars

Environmental Responsibility (R)

Ethical or Spiritual Inquiry (E)

Health and Wellness (W)

Human Diversity (D)

Social Justice (J)

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 emails (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.

Goals of F.O.C.U.S./Hatter QuestGoals of Hatter Trek

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 RespondersPublic Safety, Resident

Assistants

First Year and Transition ProgramsHousing and Residential LifeAcademic Resources CenterWellness and RecreationStudent InvolvementCareer and Academic AdvisingCommunity Engagement

Housing and Residential LifeStudent InvolvementFraternity and Sorority LifeCross 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

ReferencesAstin, W. (1984). Student involvement: A developmental theory for higher education. Journal of College Student Development, 40(5), 518-518. Retrieved from http://ezproxylocal.library.nova.edu/docview/195180247?accountid=6579

Association of American Colleges and Universities. (2011). The LEAP Vision for

Learning: Outcomes, Practices, Impact and Employer’s Views. Washington, DC.

Engstrom, C. M. & Tinto, V. (2000). Developing partnerships with academic affairs to enhance

student learning. In Margaret J. Barr, Mary K. Desler, and Associates (Eds.), The handbook

of student affairs administration (pp. 425-452). San Francisco, CA: Jossey-Bass.

Goodman, K., Baxter Magolda, M., Seifert, T., & King, P. (2011). Good Practices for Student Learning: Mixed-Method Evidence from the Wabash National Study. About Campus, 16, 2-9.

Keeling, R. P. (2006). Learning reconsidered 2: A practical guide to implementing a campus-

wide focus on the student experience. Washington, DC: NASPA.

Kuh, G., Kinzie, J., Schuh, J., Whitt, E., & Associates. (2005). Student Success in College. San

Francisco, CA: Jossey-Bass.

Newell, W. (1999). The Promise of Integrative Learning. About Campus, 4,

17-23.

Newell, W. (2010). Educating for a Complex World: Integrative Learning and

Interdisciplinary Studies, Liberal Education, 96, 6-11.

Contact InformationLua Hancock, Ed D

Assistant Provost for Student Success

386-822-7343

lhancock@stetson.edu

Christopher Kandus-FisherVice President of Student Affairs

and Dean of Students

386-822-7200

ckandus@stetson.edu