STUDENT AFFAIRSDr. Dennis Pruitt

Vice President for Student Affairs, Vice Provost and Dean of Students

University of South Carolina

College Business Management Institute, 2014

Email: dpruitt@mailbox.sc.eduText message: 803-603-8721

This presentation can be viewed online at: slideshare.net/Uof SC_SAAS

To Session Participants:This interactive session will introduce

attendees to the philosophical and ethical principals that guide the work of student affairs professionals. Much of the material in the handouts will serve as reference material, but only selected functional areas will be covered and the participants will help select which of these areas are discussed.

Also, time will be reserved for new emerging topics important to student affairs and their institutions, including Supreme Court decisions expected in late June, the Violence Against Women Act, new use of “Big Data,” and how institutions are adapting to the “new normal” - focusing on the importance of providing a value-added education that enables graduate employability; that is, our new focus on student satisfaction and “Delivering on our Promise” to our enrolled students.

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Learning Outcomes for CBMI Attendees

Learn a sense of the educational and philosophical foundations for student affairs.

Acquire an understanding of the functional roles and services provided by student affairs educators for students, faculty, staff, and the institution and its external constituencies

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Learning Outcomes for CBMI Attendees

• Be exposed to a wide range of trends and issues facing the student affairs profession.

• Have the opportunity to participate by providing questions, comments and personal insights.

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Learning Outcomes for CBMI Attendees

P.S. Who are you? At what type of institution are you employed? What do you want/need to learn from this presentation to advance your own work?

P.S.S. Disclaimer

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What is Wisdom?Wisdom:• Is not simple accumulation of

knowledge• Is not paralyzed by ambiguity, but in

fact embraces uncertainty• Is expert knowledge about life in

general and good judgment in the face of complex, uncertain circumstance

• You know it when you see it- Ansberry (2000)

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wisdom [wiz-duh m]: the ability to view more thingswith a “blank slate.”

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Mission: Collaborate with campus and external constituents to provide access, facilitate students’ progress and persistence, advance learning, and shape responsible citizens and future leaders.

Goals Manage the comprehensive and collaborative efforts of the university

to meet student enrollment goals, and provide essential programs and services to recruit and enroll new freshmen and transfer students and facilitate their successful transition to the university.

Improve student progress and persistence to degree completion by increasing student engagement in campus life and by providing and supporting essential programs, services, and educational activities that lead to student success and satisfaction.

Collaborate with campus and external constituents to provide essential programs and services that advance learning, at the university and in the higher education community.

Provide essential programs and services that shape responsible citizens and develop future leaders, in collaboration with university, community and external partners. 8

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Historical Role of Student Affairs

What happened to the Good Ole Days of

In Loco Parentis?

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Historical Role of Student Affairs

Disciplinarian Custodian Educator Integrator Combined: contingency (threats and

opportunities) manager

- Garland (1985)

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Student Affairs is a Profession

Theories Statement of Ethics Professional Preparation Programs Journals, Books, Monographs, Research Studies Listservs, social media, websites Professional Associations Standards of Good Practice Certification Programs CAS Standards for Professional Practice Foundations Has many associated professional organizations Practicum and internship Graduate assistantships/apprentice programs

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Anyone can doStudent Affairs, right?

Let’s find out!

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The academic mission of the institution is preeminent. Colleges and universities organize their primary activities around academic experience: the curriculum, the library, the classroom, and the laboratory. The work of student affairs should not compete with, and cannot substitute for, that academic experience. As a partner in the educational enterprise, student affairs enhances and supports the academic mission.

Why Student Affairs?

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Derek BokAuthor of Our Underachieving Colleges

“In his book, Our Underachieving Colleges, Derek Bok (2006) states that there is not one single overarching purpose or goal of higher education and the outcomes of a college education should not be limited to intellectual development.”

From: McPherson, P., and Shulenburger, D. “Improving Student Learning in Higher Education Through Better Accountability and Assessment.”

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Derek BokAuthor of Our Underachieving Colleges

Bok identifies several purposes he believes are essential for a 21st Century college education, including:• Learning to

communicate

• Learning to think

• Building character

• Preparation for citizenship

• Living with diversity

• Preparing for a global society

• Acquiring broader interests

• Preparing for a careerFrom: McPherson, P., and Shulenburger, D. “Improving Student Learning in Higher Education Through Better Accountability and Assessment.”

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A Reader’s Digest Philosophy

for Student AffairsBasic assumptions Ensure students have a meaningful college

experience—help students make meaning of the college experiences they have

Student involvement and engagement enhances learning, but yes, it takes a village (or a community) to achieve educational outcomes

Personal circumstances and out-of-class environments affect learning

Students are ultimately responsible for their own lives

Each student has worth and dignity—even the “misfits”

Each student is unique

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Student Affairs Educational Service Delivery Models

Medical model Front-loading model Student involvement/engagement model Customer service model Holistic model Student development model

Question: How can student affairs prevent customer (student) failure? (Sloan Management Review, 2006)

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Sample Student AffairsFunctional Areas

Academic Advising Academic Support Services Admissions Adult Student Services Alumni Relations Athletics Campus Ombudsperson Campus Recreation Career Services Community Service

Programs Commuter Student

Services Counseling Disability Services Emergency Management

Services Enrollment Management

Family Services Financial Aid Greek Life International Student

Services Law Enforcement and

Safety Minority Student Affairs Multicultural Student

Affairs Orientation Parent Programs Registrar Residential Life/Housing Retention & Assessment Sexual Assault Services Specific Facilities

Management

Sample Student AffairsFunctional Areas

Student Activities Student Conduct Student Government Student Health Services Student Legal Services Student Life Student Media Student Success Programs Student Union Testing Services Visitor’s Center/Tours Women's Student Services

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Student Affairs Provide Programs and Services

to Institutions and Directly to Students

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Institutional Services Provide essential services such as admissions,

counseling, financial aid, health care, student activities, residence life, and placement which contribute to the institutional mission and goals.

Support and explain the values, mission, and policies of the institution.

Participate in the governance of the institution and share responsibility for decisions.

Advocate student participation in institutional governance.

Assess the educational and social experiences of students to improve institutional programs.

From: “A Perspective On Student Affairs” (NASPA, 1987).

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Provide and interpret information about students during the development and modification of institutional policies, services, and practices.

Establish and support policies and programs that contribute to a safe and secure campus.

Support and advance institutional values by developing and enforcing behavioral standards for students.

Encourage faculty-student interaction in programs and activities.

From: “A Perspective On Student Affairs” (NASPA, 1987).

Institutional Services

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Encourage appreciation for ethnically diverse and culturally rich environments for students and the campus community.

Assume leadership for the institution’s responses to student and other crises.

Establish and maintain effective working relationships with the local community and the various publics.

Coordinate student affairs programs and services with academic affairs, business affairs, university advancement, and other major components of the institution.

From: “A Perspective On Student Affairs” (NASPA, 1987).

Institutional Services

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Assist students in successful transition to and from college.

Help students explore and clarify values. Encourage students to develop healthy

relationships with parents, peers, faculty, and staff. Help students acquire adequate financial resources

to support their education. Help students clarify career objectives, explore

options for further study, and secure employment. Establish programs that provide health care to

students, encourage healthy living, and confront abusive behavior.

From: “A Perspective On Student Affairs” (NASPA, 1987).

Direct Student Services

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Create opportunities for students to expand their aesthetic and cultural appreciation.

Teach students how to resolve individual and group conflicts.

Provide programs and services for students who have learning difficulties.

Help students understand and appreciate racial, ethnic, gender and other differences.

Design opportunities for leadership development. Provide opportunities for recreation and leisure

time activities.

From: “A Perspective On Student Affairs” (NASPA, 1987).

Direct Student Services

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Roles of Student Affairs Professionals

Student experts Enforcers of community rules and

standards Contingency managers Institutional conscience Spokespersons for a

student-centered approach Boundary spanners Crisis intervention specialists

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Senior Student Affairs Officer (SSAO)

Role of the SSAO

Relationships of the SSAO

Responsibilities of the SSAO

Real work of the SSAO Institutional mission and shared

issues – the SSAO is a visionary

for future pull

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Organizational Models forStudent Affairs

Report directly to the president Report to provost, chief academic

officer, or dean for undergraduate studies

Report to advancement/VP for administration Report to business affairs Collaborations

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Effective Educational Practices

Academic challenge

Active learning and collaborative learning

Student-faculty interaction

Enriching educational experiences inside and outside of the classroom

Supportive campus environmentsFrom: Kuh, G.D., Kinzie, J., Schuh, J.H., & Whitt, E.J. (2005). Assessing conditions to enhance educational effectiveness: The Inventory for Student Engagement and Success. San Francisco: Jossey-Bass.

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Working With Students Be honest Be a good listener Be caring, respectful attitude Be consistent Involve students in policy formation,

program development and decision-making Have a sense of humor Remember that things take time Today it’s high touch – high tech! Know your students and their

subcultures – and let them get to know you!

Performance Funding Metrics

Input to Output

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New Performance Criteria

Freshman to sophomore

retention rates Sophomore to senior

persistence rates Graduation rates Length of time to

degree Placement Gainful employment Manageable debt

Institutional default rates

Value added Life-long learner # of Pell Grant

recipients

NEXT: Transferability

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Creating an OLE: Integrated Learning in the Classroom

(ITC) and Beyond the Classroom (BTC)

Personalized Learning Systems Integrated ITC with BTC Manage Self-Destructive Behaviors Comply with State and Federal Laws Utilize Best Business and Educational

Practices

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Beyond The Classroom Matters*

*Records of educationally purposeful activities and individual student

involvement

Purpose:- Improvement- Accountability- Consumer information

www.novamind.com/planning/strategic-planning.php

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Beyond The Classroom Matters

Making beyond-the-classroom learning visible.

For self-reflection, advising:

BTC opportunities to Apply knowledge Practice skills Develop personal

capital

BTC Transcript:

Applied knowledge

Practiced skills

Developed personal and career capital

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Current Data System

Student centere

d

Degree Progra

m

Course 1

Course 2

Course 3

Course 4

Course change

s

Major change

s

Dept. centere

d

Student 6

Student 7

Student 2

Student 1

Student 4

Student 3

Student 5

Academic Records Co-curricular Records

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Student centered

Degree Progra

m

Course 1

Course 2

Course 3

Course 4

Course change

s

Major change

s

Student centere

d

Student organizatio

ns

Leadership

activities

Community Service

InternshipSocial events

Wellness

Activities

Learning Communit

y

BTC Matters = Student Centered Records

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Future Data System

Student

Degree Progra

m

Major Courses

Leadership roles

Internship

Community Service

Global Learnin

g

Gen Ed Courses

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Student Centered Records for an Integrated Educational

Experience

StudentUSC ID 123

Degree Program, Courses

Beyond the Classroom Involvemen

t

Carolina Core

Courses

USC Conne

ct

USC Conne

ct

USC Conne

ct

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Astin’s Input - Environment - Outcomes Model

INPUT

ENVIRONMENT

OUTCOMES

• Undergraduate enrollment

• Average SAT

• Persistence

• Graduation

• Employability

WTC – Degree Programs, Courses

BTC Matters - Involvement

• Student Affairs & Academic Support

• Undergraduate Research

• International Programso Internshipso Service o Leadership

• 24,000+ undergraduates

• 5,046 new freshmen

• Average SAT score: 1207

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Quality and Quantity ofInvolvement

Learning and

Development

Astin A. (1999). Student involvement: A developmental theory for higher education. Journal of College Student Development, 40(5), 518-529. (Reprinted from Astin, A. (1984). Student involvement: A developmental theory for higher education. Journal of College Student Personnel, 25, 297-308).

Involvement and Student Learning

Involvement refers to the investment of physical and psychological energy in various objects.

Regardless of its object, involvement occurs along a continuum.

Involvement has both quantitative and qualitative features.

The amount of student learning and personal development associated with any educational program is directly proportional to the quality and quantity of student involvement in that program.

The effectiveness of any educational policy or practice is directly related to the capacity of that policy or practice to increase student involvement.

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Using BTC Data for Improvement

Are most students involved in something?

Are some students involved too much?

Are some student populations involved at higher or lower rates?

What patterns of involvement are related to

persistence, timely graduation, employability?

Are we doing the right things? (strategy)

Are we doing them the right way? (structure)

Are we doing them well? (delivery)

Are we getting the benefits? (value)

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E-Portfolio as a Learning Tool

Collect

Self-regulate

Critically reflect

Integrate

Collaborate

Skills needed:

Jenson, J.D., Treuer, P. (March/April 2014). Defining the e-portfolio: What it is and why it matters. Change Magazine. Retrieved from http://www.changemag.org/index.html

“The E-Portfolio is a tool for documenting and managing one’s own learning over a lifetime in ways that foster deep and continuous learning.”

• Collect: document learning• Self-regulate: become aware of and exercise behavior that leads to learning• Critically reflect: contextualize the meaning and significance of learning in terms of goals

and value systems• Integrate learning: synthesize experiences and transfer them to new situations• Collaborate: build on existing knowledge by applying it in community with others

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Principles of Good Practice for Assessing Student Learning (AAHE

1992)1. The assessment of student learning begins with educational values.

2. Assessment is most effective with it reflects an understanding of learning as multi-dimensional, integrated, and revealed in performance over time.

3. Assessment works best when the programs it seeks to improve have clear, explicitly stated purposes.

4. Assessment requires attention to outcomes but also and equally to the experiences that lead to those outcomes.

5. Assessment works best when it is ongoing not episodic.

6. Assessment fosters wider improvement when representatives from across the educational community are involved.

7. Assessment makes a difference when it begins with issues of use and illuminates questions that people really care about.

8. Assessment is most likely to lead to improvement when it is part of a larger set of conditions that promote change.

9. Through assessment, educators meet responsibilities to students and to the public.

American Association for Higher Education (AAHE). 1992. Nine Principles of Good Practice for Assessment Student Learning. Kansas City, MO.

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Biggest Challenges to Higher Education According to

Moody’s

SOURCE: Chronicle of Higher Education, January 2010 46

Uncertainties concerning: Enrollment Tuition pricing for private

institutions State spending for public

institutions

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What’s Ahead? Tuition discounting Differential pricing Merit vs. need-

based aid Federal and

institutional aid for low SES

Federal and institutional aid for under-represented majors

Pricing studies Special fees Student debt

Federal and state legislation to control college costs

State lottery scholarship programs

Affirmative Action

Direct student lending

Outcomes measures

What’s Ahead? Net pricing

calculators Paid recruiters Gainful employment

act Price increase and

default rates Adult education:

increasing number of college graduates

Digital textbooks

On-line, distributed education

Student migration (transfer & int’l students)

Recruitment of special populations

Addressing the cost of misbehavior

College health programs

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What’s Ahead? Men’s programs

and services Sustainability The literary’s

(financial, information, digital, and health)

Spirituality and religion

Veterans programs

Justifying the ROI for a college education

Beyond the classroom experiences – for residential and on-line educational experiences

Use of social media

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Of the 17,272,044U.S. college students:

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57.2% Are female

42.8% Are male

61.4% Are full-time

38.6% Are part-time

30.4% Are minority

56.7% Are under 24 (undergrad)

43.3% Are 25 or older (undergrad)

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Millennials Who are they?

What is their perspective?

Generations by the numbers

How will they impact IHEs?

Seven core traits

What to expect

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Millennials:How will they impact IHEs?

“Helicopter Parents” “…always hovering—ultra-protective, unwilling

to let go, enlisting ‘the team’ (physician, lawyer, psychiatrist, professional counselors) to assert a variety of special needs and interest….

“…fussing, meddling, tearing, and even ranting if they think their very special child isn’t getting the very best of everything.

“When they don’t get their way, they threaten to take their business elsewhere or sue” (p. 11).

Student success as a reflection of parental powers.

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Millennials:Seven Core Traits

From: Strauss, W., and Howe, N. Millennials Go To College. pp. 51-52.

Special Sheltered Confident Team-oriented Conventional Pressured Achieving

Can You Identify with These Student Traits?

Just in time/ the organized kid Work is effortless Confident to cocky Low receptivity to help Expectations are low Multi-task - yes; mull - no What is relevant?

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Today’s College Students Work part or full-time (55%+). 50% of students are 25 years or older. While most attend full-time the trend in the last 10

years is for students to go part-time (over 40%). Almost 2/3’s receive some type of student aid. An increasing number of students leave college

with loans and/or credit card debt. 26% born-again Christian. 85% of U.S. undergraduates no longer live on

campus after the first year, preferring apartment rentals, house shares, a relative’s couch, or (for older undergrads) their own homes.

Obtaining the baccalaureate degree in four years is an anomaly today particularly at public and less selective institutions.

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Less Studying, Better Grades

More and more students say they’re tuning out during high school, yet a record number earn As.

The College Board reported that falling SAT scores were accompanied by rising grades. More than 34% of freshmen in UCLA’s survey reported earning an A average in high school compared with a low of just 12.5% in 1969. Meanwhile, the humble C had traded places with the once elusive A: 12% of freshmen earned C averages, down from 32.5% in 1969.

Just 31.5% of students said they spent six or more hours per week doing homework or studying in their final year of high school. That's down from 44% when the study first posed the question in 1987.

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High Self-Esteem Academic Disengagement:

A record 40% of freshmen said they frequently felt bored in class. Over 36% said they have overslept and missed class or an appointment in the past year—almost twice the 19% who said the same in 1968.

More freshmen than ever say they applied to four or more colleges—38% this year compared with a low of 15% in 1969.

Despite their boredom at school, missed classes, and dwindling hours of homework, the nation's freshmen have record levels of academic confidence.Source: U.S. News & World Report (2000).

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Academic Trends Students are coming to colleges less well

prepared academically.

There has been an increase within the last decade in the proportion of students requiring remedial or developmental education at 2-year (81%) and 4-year (64%) colleges.

Today nearly one-third (32%) of all undergraduates report having taken a basic skills or remedial course in reading, writing, or math, up from 29% in 1976.

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Social Life Students are coming to college feeling

overwhelmed and more in need of support than students who came in previous years: Undergraduates are using psychological counseling

services in record numbers and for longer periods of time than in the past.

Eating disorders are up at 58% of the institutions surveyed.

Classroom disruption has increased at 44% of colleges, drug abuse at 42%, alcohol abuse at 35%.

Gambling has grown at 25% of the institutions, and suicide attempts have risen at 23%.

The effect of the accumulated fears and hurts that students have experienced dividing and isolating them.

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College of the Overwhelmed Anxiety that would have put a student in the top 16% in the 1950s made a student merely average in the ratings for anxiety in the 1990s. Students’ anxiety began to rise in the early 1950s, and the increase has continued at a steady pace ever since. In the fall of 1999, 30.2% of college freshmen reported feeling “frequently overwhelmed,” compared with 26% in the fall of 1985. Anxiety makes people more likely to suffer from panic disorders and depression. Many students attempt to cope with those conditions by drinking alcohol and using drugs. Others deal with their anxiety by withdrawing from others, skipping classes, and holing up in their residence hall rooms for days at a time.

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College of the Overwhelmed “The Bottom Line” for

dealing with these feelings: Self-care is not the

same as being selfish.

Be honest with yourself about what you’re feeling.

Eat, sleep, and exercise.

Stay connected to others.

Think of proactive ways to address problems.

From: Kadison, R., and DiGeronimo, T. (2004). College of the Overwhelmed. pp. 237-238.

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Consumer Mentality

Students prefer a relationship like those they already enjoy with their bank, the telephone company, and the supermarket.They want convenience: easy, accessible parking; no lines; and polite, helpful, and efficient staff service.They want high-quality education but are eager for low costs. They do not want to pay for activities and programs they do not use. Their focus in on convenience, quality, service, and cost.

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Prolonged Graduation Dates Students are taking longer to graduate. Reasons for extended college time:

Increased number of students attending school part-time and working long hours

Increased time required for remediation Quickly rising cost of college tuition Institutions make students stay longer by offering

required courses in inadequate numbers, at inconvenient times, and out of sequence

Effect of state scholarships on graduation rates BUT: Almost 30 percent of first-year students

who enroll in college leave school before the beginning of their second year—however, a majority of these students return to some type of postsecondary education within five years.

How do we do our work?Who pays for all of this?

That’s where YOU come in!

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Financing Student Services E & G funds Auxiliary Dedicated student fees Value-centered/responsibility-centered

management Private funds

How we do our work…

What is our work???

To graduate successful and satisfied students!

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4 Stage Model to Student Affairs

Enrollment Management Get ‘em here!

Student Life/Student Development

Keep ‘em here!

(Deliver on the promise!)

Career Center/Registrar

Help ‘em use theircollege degree!

Alumni Services Keep ‘em connected ($$$)!

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Functional Areas Covered Today Enrollment Management:

Admissions – Visitor’s Center Financial Aid – Orientation &

Testing Student Life:

Student Activities – Student Organizations Student Government –

Intramural/Recreations Student Development:

Retention – Counseling Center Career Center – Judicial Affairs Residential Life – Disabilities Services Registrar (incl. Privacy) – International Student

Services Health Services

Office of the Vice-President of Student Affairs

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Enrollment Management

Definition

Challenges

Evolution

Phases

Admissions

Financial Aid

Visitor’s Center

Orientation &

Testing

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Definition ofEnrollment Management

Enrollment management is an institution-wide systematic,

comprehensive, research-driven system designed to locate, attract,

and retain the students the institution wishes to serve.

From: Noel-Levitz. “Keys to Enrollment Success”

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Among The Challenges... Operating in an increasingly competitive

environment. Changing demographics. Far more aggressive marketing and recruiting by

both public and private institutions. More sophisticated market place…Plans, systems,

and advanced tools being developed. Fewer students with the ability to pay for the ever

rising costs of higher education. Strong scholarship programs to “woo” students are

becoming more prevalent. An expectation of real outcomes and benefits

resulting from the education received.From: Noel-Levitz. “Keys to Enrollment Success”

Ten Tips for Managing Your Enrollment in a Down Economy

1) Formulate an economic outlook to guide your planning2) Identify potential shifts in student participation patterns3) Quantify the financial exposure of your students and their families4) Devise new financing strategies to help your students initially attend and remain enrolled at your school5) Moderate your tuition increases

SOURCE: Noel-Levitz 72

Ten Tips for Managing Your Enrollment in a Down Economy

Continued

6) Plan on more applications and lower yield rates in 20097) Invest in student retention and aggressively manage your stop-outs8) Strengthen messaging around your most valuable benefits9) If you must cut costs, don’t cut equally10) Don’t forget the human cost of economic troubles

SOURCE: Noel-Levitz 73

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Extraordinary Challenges… Colleges and universities are more image and

public relations conscious as well as more “customer oriented.”

Extensive marketing plans and budgets are in place.

Steady increases in promotion budgets to attract students.

Direct mail more sophisticated—buy names from various sources.

Well-conceived and developed web sites more commonplace.

High priced/well polished videos/CD-ROM’s being used to “woo” students.From: Noel-Levitz. “Keys to Enrollment Success”

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Evolution Of Enrollment Management

Admissions stage (“order taking”) Recruiting stage (proactively seeking

students) Marketing stage (increase promotion) Enrollment management (an integrated

and comprehensive process) Strategic enrollment planning

“A student body by design rather than chance”

From: Noel-Levitz. “Keys to Enrollment Success”

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Phases Of Enrollment Management

Develop a positive institutional image among key publics.

Create institutional awareness and interest among prospective students.

Influence the decision to apply and enroll through communication and relationship management.

Sustain the commitment to enroll. Retain enrolled students by providing high

quality educational programs and services.

From: Noel-Levitz. “Keys to Enrollment Success”

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Seeking a 1% Improvement in Conversion Rate:

(Inquiry To Application) NOTE: The potential enrollment and tuition revenue impact*

5,000 inquiries @ 1% increase 16 additional students 10,000 inquiries @ 1% increase 32 additional students 15,000 inquiries @ 1% increase 48 additional students 20,000 inquiries @ 1% increase 64 additional students 25,000 inquiries @ 1% increase 80 additional students 30,000 inquiries @ 1% increase 96 additional students 40,000 inquiries @ 1% increase 128 additional students 50,000 inquiries @ 1% increase 160 additional students

____additional students x ____ additional revenue

*Assumes an 80% accept rate and 40% yield (accept to enroll)

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Strategies To Accomplish Enrollment Goals

Integrated marketing plan

Purchase prospective student list

Direct mail Internet /Web

presence Telecounseling Publications Predictive

modeling

Leveraging Institutional

scholarships, grants, work, discounts

CPRS (cost per recruited student)

Campus visits College fairs (college

night programs) Open houses Social networks

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What Factors Influence College Choice?

Cost of available programs of study

Academic reputation School size, faculty-

student ratio Distance from

home/Location State and institutional

financial assistance Campus safety Statue measures (ranking,

selectivity) Campus visit Number, quality, and

timeliness of cultivation contacts

Perceived faculty-student relations

Endorsement of high school counselors, AP teachers, parents, peers

Educational amenities (study abroad, living-learning centers)

School traditions Scholarship and financial

aid awards Small class size Type of institution Quality of student life

(residence hall, recreation center, student union, student health center, student legal services/ ombudsperson)

Successful athletic programs

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Eight Truths of Effective Recruitment

There is no substitute for a good image or reputation.

An institution will succeed or fail in its primary market.

The campus visit is now of the best conversion and yield strategies.

Recruitment is a campus-wide responsibility. Communication is the key to successful

conversion and yield rates. All inquiries are not equally important, so

grade and qualify early and often. Effective financial aid packaging leads to

optimum yield. Personalize, personalize, personalize.

From: Noel-Levitz. “Keys to Enrollment Success”

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Trends in Admissions Students applying to an increasing number of

schools, makes predictions difficult: apply vs. accept vs. enroll

Increased competition between institutions: Should we start hiring people with degrees in sales?

Sophisticated branding, marketing activities Data-based decisions Use of technology (blogs, Facebook, Twitter) Financial aid as key enrollment component Focus on outcomes, return on investment

(delivering on the promise) Widespread institutional efforts and

responsibilities

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Appropriate Role of Financial Aid

Financial aid is not a reason to attend your institution; it is part of a solution to a cost problem.

Remember to project quality and value in all of your institution's communications (outcomes, experiential learning, special facilities, and other benefits of attendance).

Make the institution affordable to targeted students who are willing to pay.

Know and understand the “price tag” of the institutional wish list.

From: Noel-Levitz. “Keys to Enrollment Success”

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Purposes of Investing Dollars In

Student Financial Aid To make it possible for students of all

incomes and backgrounds to attend.

To overcome price disparity in your marketplace.

To generate the necessary tuition income.

To attract a diversified student body.

To maintain a high academic profile.

What do you hope to accomplish?From: Noel-Levitz. “Keys to Enrollment Success”

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Financial Aid

Determine Student Budget/Cost of Attendance: Tuition and Fees Books and Supplies Transportation Room and Board Miscellaneous

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Financial Aid

Categories of Aid Gift Assistance Grants/Scholarships Self-Help Loans/Employment

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Source of Funding Federal State Institutional Private Sector

Shifting Financial Aid Sources Federal Grants Subsidized Loans Institutional Aid

Financial Aid

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Trends In Financial Aid Increased gap between cost of attendance and

ability to pay Offering aid to students that does not hinge on

federal funds Lack of coordinated awarding philosophy by

federal, sate, and institutional agencies Increasingly difficult to self-determine financial aid

eligibility Self-investments in education – the loan and

borrowing business Using aid to mold the institutional demographic

profile Discounting and tuition waivers Consolidated loans Dependency on state lottery funded aid Institutional aid for students from families with the

lowest SES National Direct Student Lending

Student-Loan Default Rate Rising

The U.S. Department of Education, demonstrating the toll the sour economy is taking on recent college graduates, reported a jump in the student-loan default rate to 6.9% in 2009, from 5.2% a year earlier.

Raising the stakes for consumers and taxpayers, the amount that students are borrowing for their education has been increasing dramatically in recent years, with half a trillion dollars in federal student loan debt now outstanding.

Robert Shireman, a senior adviser to Secretary of Education Arne Duncan, says he expects the default rate, which reflects the early part of the recession, to continue to rise.

SOURCE: Wall Street Journal 90

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Visitor’s Center

“Front porch of the University”

First impression

“First touch”

Indication of student’s intent to enroll

“Money walk”

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Trends With Visitor’s Centers

Recognition as a profession Greater expectations and demands Millenials and campus tours Customer service Information explosion Development of student staff Pod - cast

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Orientation & Testing

Enrollment closure

Placement testing

Enculturation “On-boarding” first-year class

94

Trends In Orientation & Testing

Parents often make decisions for their students

Students are entering with increased number of AP/IB credits

National consideration of the utility of SAT/ACT and college admissions decisions

95

Student Co-Curricular Activities

Philosophy: Enhance educational experience Serve diverse student populations Level of student input/leadership training Centralized program board

Concerts, speakers, special events, movies, etc.

Relationship to academic program and departments

Funding: Student Activity Fee Admissions Fee

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Student Life Registration of

Student Organizations

Student Government

Greek Life

Religious Organizations

Student Leadership Programs

Minority Affairs

Student Media

Newspaper/Yearbook

Radio station

Facilities & Space Management

Student Life is a method of retention

97

Intramural & Recreation Activities

Team/individual sports

Outdoor recreation Valuable retention

tools Free play

98

Trends in Campus Recreation

Threat of technology (Internet gaming) Developing positive relationships with local

govt./community groups in regards to the sharing of limited resources

Certification for collegiate recreation professionals

Lack of diversity in university recreation department staffs

Competition vs. recreation Wii recreation

99

Trends in Student Life

Liability for on- and off-campus events Parental expectations (“helicopter parents”) Role of Student Government New diversity – working with diverse

populations Maintaining budget share for increasingly

expensive co-curricular activities Learning outcomes and program

assessments Greying of the professionals Gender engagement/involvement

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Student Development

Retention

Registrar

Career Services

Counseling Center

Student Health Services

Residential Life

Judicial Affairs

Disability Services

International Student Services

Retention

“Even among the students most likely to succeed—those who begin their college careers as full-time freshmen in four-year colleges and universities—only six out of every ten of them, on average, get a B.A. within six years. This translates into over half a million collegians every year, …who fall short of acquiring the credentials, skills, and knowledge they seek”

(Carey, 2004, p.1).SOURCE: ACT 101

Costs of Retention

In recent years an emphasis has been placed on the cost to colleges of not meeting goals to provide the best social, academic, and other experiences for students. The costs to institutions of student attrition are several, including “…loss of future tuition and fees, loss of faculty lines, and increased recruitment costs” (Habley, 2004).

SOURCE: ACT 102

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Factors Affecting Retention

Safety and security

Instructional effectiveness

Academic advising

Registration and student services effectiveness

Student centeredness

Concern for individual

Student success programs

Financial aid

104

Insights About Retention The freshman year is the most crucial period in

student retention. Approximately 47% of the students dropped out of

college over a period of six years; 20% in the first year, 11% in the second year, 9% in the third and later years. More than half of the dropouts did so in the freshman year.

Degree completion requires more than four years for more students. Approximately 58 percent of first-time students

seeking a bachelor's degree or its equivalent and attending a 4-year institution full time in 2000-01 completed a bachelor's degree or its equivalent at that institution within 6 years.

105

The eventual degree completion rate (at private and public schools) for entering freshmen is estimated at 66%.

Retention and graduation rates were consistently higher for women.

The more selective institutions generally had higher retention and graduation rates.

Institutions with a higher percentage of part-time undergraduate enrollment had lower retention and graduation rates.

Students attending private institutions graduated earlier and at a higher rate.

Insights About Retention

SOURCE: ACT 106

Insights About RetentionOnly 51.7% of campuses have identified an individual responsible for coordinating

retention strategies.Only 47.2% of campuses have established an improvement goal for retention of students

from the first to second year.Only 33.1% of campuses have established a goal for improved degree completion.

Institutions are far more likely to attribute attrition to student characteristics then they are to attribute attrition to institutional characteristics.

Retention Practices

Retention practices responsible for the greatest contribution to retention in all survey colleges fall into three main categories: First-year programs Academic advising Learning support

SOURCE: ACT 107

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Reconstructing the First Year Of College

Vincent Tinto has identified five major causes of student withdrawal: Academic Difficulty Adjustment Difficulties Goals: Uncertain, narrow, or new Commitments: Weak and external Financial inadequacies

The decision to leave is not so much cost per se but the perceived quality and value of what a student is receiving for the cost.

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Tinto’s Causes of Student Withdrawal

Incongruence: Students leave because they feel they do

not “fit” or do not “belong” socially or academically. They feel the college is “not right” for them. Frequently, the student has chosen unwisely. But just as frequently it is the institution that fails with its unfriendly atmosphere, lack of concern for student needs and growth, or a poorly designed academic programs.

Isolation: Students drop out because they feel

lonely, isolated, unable to establish connections with their classmates or upper class students, or with the college’s professors and administrators.

From: Tinto, V. (1987). Leaving college: Rethinking the causes and cures of student attrition.

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Trends in Retention

Customer-service perspective

Early intervention programs

Supplemental instruction

Need-based aid

Institutional conscience

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Registrar

Customer Service

Records and Data Management

Registration

Grading

Tracking students

Transcripts

Facilities & Class Management

Management Reports

Privacy protection of personal data

112

Family Educational Rights and Privacy Act (FERPA) & Privacy

Issues Directory information Dates of attendance Sole possession records Disclosure to federal officials Disclosure to parents Disclosure in relation to legal action Disclosure in relation to disciplinary

hearings Disclosure concerning drug and alcohol

use and possession

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FERPA Disclosure Colleges can notify the parents of any student younger

than 21 if the student has an alcohol violation. Colleges are not required to alert students when they

notify their parents. Colleges must, however, keep a record of the disclosure and provide it to students wishing to know if their parents have been notified, upon request.

Colleges may disclose the results of disciplinary proceedings against students who have committed violent crimes.

Colleges may release a student’s educational record to a court, with the consent of the student or parent, if the student or parent has sued the college.

Colleges may release a student’s educational record to parents if the student is considered a “dependent student” (as defined by the IRS).

Colleges must release a student’s educational records to a court, even without the consent of the student, if “…relevant to investigations and prosecutions of specified crimes or acts of terrorism…” (USA PATRIOT Act).

114

Trends with FERPA Homeland Security Act

Conflicting statements within FERPA

Increased parental need/want for information about their students, but FERPA says no

Use of SSN as student identifier

Transcripts & XF (cheating)

HIPAA

 Health Insurance Portability

and Accountability Act ( HIPAA )

HIPPA must stop where FERPA begins

HIPPA must be observed anywhere personally identifiable patient information is involved 

Colleges and universities are subject to HIPAA

Each institution is affected in different ways 

SOURCE: EDUCAUSE Review 115

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Career Services

Purpose

On-campus recruiting

Networking

“Discovery Tools”

Resumes, Interviews

Counseling

Career libraries

Internships/Co-ops

Career/Job Fairs

117

Current Practices in College Career Services

Experiential Education Technology

Database management WWW and other Internet applications Video interview technology

Decreased Funding Private Vendor Services Ebb and flow with the job market

118

Teamwork SkillsLeadership

AbilitiesEthics

Motivation/Initiative

GPA/academic credentialsInterpersonal SkillsAnalytical Skills

Communication SkillsWork ExperienceTechnical Skills

Top 10 Personal CharacteristicsEmployers Seek in Job Candidates

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What WOWS Employers?

Employers are impressed by candidates who have some type of work experience that indicates they can handle responsibility.

Employers look at candidates who have some experience in the work world as better able to make that move from the campus to the corporation and are better prepared to accept the responsibilities of the job.

Source: National Association of Colleges and Employers (1998).

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Trends in Career Services Expectations of “job placement” Assessment of outcomes to justify return on

investment Outcome data difficult to acquire Decentralization and privatization of

services Matching student choice of program of study

with job availability Developing work ethic, acquiring entry-level

experience for undergraduates Delayed maturation Influence of “helicopter parents” Specialized offices for professional and

graduate school placement

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Counseling Center Purpose

Normal student with temporary problems

Students with severe emotional problems

Range of services Personal, academic Relationship to

health center Modes of delivery

Individual Group Outreach

Staffing Image Confidentiality Nature of problem Depression,

anxiety, identity, adjustment, drugs, alcohol, etc.

Medication

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Stress, Depression, and Suicide Statistics show that a majority of students

who take their life never seek counseling. Men are four more times as likely as

women to commit suicide. One prestigious, selective institution, with

approximately 18,000 students, has averaged about one suicide per year over the past decade.

Suicide is now the second leading cause of death—after accidents—among college students.

123

Trends in College Counseling More severely distressed students with

increased problems are coming to college Increased prevalence of students on psychiatric

medications Decreased stigma of going to counseling Higher incidence of self-injurious behavior (i.e.

cutting) More students with developmental disorders

(e.g. Asperger’s and autism); anecdotal increase of students with schizophrenia

124

Increased prevalence of eating disorders Students prefer individual vs. group counseling Avoidance of responsibility “Cyber estrangement”: people prefer to have

needs met via computer vs. face-to-face College mental health has become newsworthy

and budgets (esp. personnel) have increased steadily during the last 5 years

Improved risk management in treatment

Trends in College Counseling

125

Health Services

Range of services

Infirmary vs. Outpatient

Staffing

Clinics

Pharmacy

Fees

126

Trends in Health Services

Required vaccination or not (esp. meningitis) Mandatory health insurance Student health benefits Replace aging facilities Compensation of health providers Tension to provide wellness and prevention

programs Ability to respond to terrorist activity Ability to respond to plague or natural

disaster Healthy Campus 2010

127

Residential Life/Housing Nature of being an

auxiliary

Philosophy

Maintenance

Community culture

Staff

Programs

Fees

Security and liability

Visitation, drugs, alcohol, sexual orientation, search and seizure

Early-warning programs

Living/Learning communities

Overcrowding

128

Then And Now 1970’s dorm room

essentials: clock radio stereo systems popcorn popper hair dryer electric blanket rabbit-ear black and white

TV

Today’s residence hall rooms:

cell phones – headphones computers and laser printers surge suppressors –

calculators sound systems – beepers PowerBooks large-screen color TV's and VCR's custom-built lofts with excellent

sound systems Walkman & Discman Game boys – camcorders CD players – microwaves coffeemakers – blenders toaster ovens – hotshots mini-grills – blow dryers electric toothbrushes contact lens sterilizers small whirlpools for sports injuries

A large research university recently found that four in five of its freshmen have never shared a bathroom.

129

Trends in College Housing Most students have never shared living

space with others before coming to college Renovation & construction of facilities Installation of life-safety systems Competition with private off-campus

housing “Duty to care” obligations are overwhelming Roommate contracts/preferred roommate Amenities: cable, parking, satellite radio, ISP

130

Living/Learning communities for all students

Being a positive force for the institution in its recruitment and retention of students

Capacity issues/overcrowding

Arms race

Environmental concerns/sustainability/conservation

Impossible long-range planning

Trends in College Housing

Trends in College Housing

Public-PrivatePartnerships

131

132

Judicial Affairs

Coordinate all aspects of the University’s student discipline process

Work with faculty/staff/students to select, train, and advise student judicial board

Offer educational counseling and other options to students who have violated conduct codes or have been affected as a result of violations

133

Trends in Judicial Affairs

Parental notification policies (FERPA & its exceptions)

Mental health disturbances as disruptive activity

Suicide and suicidal behaviors Unfunded mandates – Title IX Compliance Shrinking budgets The development of character education Blended systems for academic and behavior

violations Transparency of processes

134

Disability Services

Empower students to achieve their personal best while at the University

Preadmission and Orientation information

Academic, personal, and vocational coaching

Consultative services for faculty and staff

135

Trends in Disability Services

Increased number of students with mental health issues and learning disabilities

Lack of appropriate documentation to receive accommodations

Difficult time finding employment after leaving the University

Course substitutions (esp. for foreign language)

Cost of accommodations

136

International Student Services

Provide services and support to international students

Coordinate study abroad and exchange programs

Ensure compliance of federal and state regulations

Post-911 constraints

137

Trends in International Student Services

Increasing pressure from Federal and State governments to insure regulatory compliance

Popularity of study abroad and exchange programs

Risk management for study abroad programs Perceived inhospitality of American higher

education to international students Services for new populations (undocumented

immigrants) Services for the indigenous students deserving

a higher education Labor shortage and job pressure for

professionals in field Control and management of program growth

138

Office of theVice-President for Student

Affairs Research & Assessment

Ombudsperson

Professional Development

HR & Finance

Special Projects/Contingency Management

Public relations and internal marketing

We do all of this (and more)…

With the help of others!

140

Tensions BetweenStudent Affairs & Business

Affairs Medical Model:

Orientation Prevention Early Intervention Intervention Recovery

Do these activities produce revenue?

How do we measure the return on investment?

141

Students and student subcultures not in the mainstream (at-risk populations)

Faculty Parents Alumni Board of Trustee members Legislators Community members and high profile citizens Churches and spiritual organizations Law Enforcement & Safety Others? Most Importantly:

Business & Finance!

Working With Other Key Constituents

142

Student Affairs Partnerships

and Collaborative EffortsCollaboration: Issues of Control, Cost, and

Credit

Obstacles and opportunities Learning communities Service learning Orientation and advisement Auxiliary services Academic support services Campus sexual assault services

143

Current Challenges for the Profession

New pressures for accountability Working with limited resources

Legal parameters affecting Student Affairs practice

Risk management

Academic and social misconduct

Self-discipline (Carolinian Creed)

Parents of Millennials

144

New Pressures for Accountability

Performance-based funding

The Higher Education Reauthorization Act: Access, Accountability, and Affordability

Evaluation, assessment, research, strategic planning, program funding, and accountability

Using transactional data, data mining, data warehouses, and fact banks for rankings and responding to critics

Tuition and fee caps

145

Common assessment tools: CIRP NSSE Residence hall perception studies User satisfaction surveys E-Portfolios Qualitative testimonials

New Pressures for Accountability

146

Competition studies

Benchmark studies

Success & Satisfaction Survey of graduates

Retention studies

Effects of technology

National Board results

National rankings

New Pressures for Accountability

147

*Disclaimer: I am not an attorney. Consult legal counsel regarding any statements or recommendations you hear before you act on them!

Legal Parameters Affecting Student Affairs Practices

Public vs. private institutions Assumption of risk and consequence of errors “Duty to care” State and federal constitutions Case law Contractual agreements Institutional policies (consistency and

compliance)

148

What We Worry About The Most:

RISK MANAGEMENT Weapons File sharing Alcohol/drug laws Hate crimes Privacy acts Clery Act (Campus Security

Act) Campus sexual assaults Drug-free schools and

community High profile student

violations Crimes of violence SEVIS Natural disasters

What We Worry About The Most:

RISK MANAGEMENT Terrorist acts

Arsonists Visitation rules Searches and seizures Due process and equal

protection Freedoms of Speech

and Peaceable Assembly

Section 504 and accommodations for people with disabilities

Affirmative Action: New parameters for admissions and scholarship awards

Mental illness

149

150

Academic and Social Misconduct

Academic misconduct: (cheating and plagiarism) - due process required; public institutions – “notice and same opportunity to be heard”

Minimum due process for academic and social misconduct:1. Written notice of alleged misconduct with specific charges and

grounds2. Hearing date gives student time to prepare defense3. Student can speak on own behalf, present witness, and hear all

testimony4. Student can consult advisor during hearing. If criminal charges

also pending, advisor should be attorney5. Written statement of findings and sanctions

Other factors for fundamental fairness:1. Impartial hearing panel2. Recording or transcript of hearing available3. Appeals process available

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Cheating Term paper mills, computer hacking, crib notes scrawled inside

baseball caps, water bottle notes, etc.

Preventing and punishing cheating is at bottom most professors “to do” list.

A Rutgers professor surveyed 1800 students on 9 campuses and found that 70% of the students had cheated at least once during their college career.

He then asked 800 professors at 16 institutions if they had even reported cheating: 40% said never; 54% said seldom; 6% said often.

How do professors handle cheating? Quickly and Quietly

What prevents cheating? a. when professors make it a priority cheating does not occur b. when a tenure-track professor is teaching instead of graduate asst. c. multiple versions of the same test d. harsh warnings about cheating e. additional proctors f. consequences when caught

152

Center for Academic Integrity Research

On most campuses over 75% of students admit to some cheating.

Academic honor codes effectively reduce cheating. Chronic cheating is also prevalent. Cheating is higher among fraternity and sorority

members. Research gathered by Who's Who Among High

School Students—80% of high-achieving college-bound student have cheated—they think cheating is commonplace, and that more than half do not consider cheating a serious transgression.

New technologies have made it easier to cheat. Educational Testing Service notes that one website provides free term papers to students averaged 80,000 hits per day.

153

The community of scholars at theUniversity of South Carolina is dedicated to

personal and academic excellence.Choosing to join the community obligates each member

to a code of civilized behavior.As a Carolinian...

I will practicepersonal and academic integrity;

I will respectthe dignity of all persons;

I will respectthe rights and property of others;

I will discouragebigotry, while striving to learn from

differences in people, ideas and opinions;I will demonstrate

concern for others, their feelings, and their need forconditions which support their work and development.

Allegiance to these ideals requires each Carolinianto refrain from and discourage behaviors which threaten

the freedom and respect every individual deserves

The Carolinian Creed

Campus Trends Free speech for me, but not for thee -

Ideological diversity Title IX Compliance

Campus sexual assaults Violence Against Women Act

Campus Safety Behavioral Intervention Teams Threat Assessment Teams On and Off-Campus Safety

Gaming, Gambling and Comfort Animals

154

Campus Trends Freedom of and freedom from religion Legalization of student affairs Student employability Outcome measurements: length of time to

graduation, student debt, default rates, gainful employment/employability

Creating an optimum learning environment

Guns on campus

155

Campus Concerns High-risk student behavior Value added/high impact Beyond the

Classroom Experiences Mental Health, Wellness, and Well-

Being Campus suicides BIG DATA – tracking student learning

experiences Social media mastery

156

Trend SummaryStudent Affairs Professionals Engage in:- constituent/cultural management- contingency management (threats and

opportunities)- Compliance management- Critics management- Community management- Constraint and accountability

management- Commitment and pride management 157

158

Diversity in Higher Education

“Achieving diversity on college campuses does not require quotas. Nor does diversity warrant admission of unqualified applicants. However, the diversity we seek, and the future of the nation, does require that colleges and universities continue to be able to reach out and make a conscious effort to build healthy and diverse learning environments appropriate for their missions. The success of higher education and the strength of our democracy depend on it.”From: NASULGC Newsline (1999).

159

Multiculturalism A majority of deans at 4-year colleges say....

the climate on campus is politically correct (60%) civility has declined on the college campus (57%) students of different racial and ethnic groups do not often

socialize (56%) reports of sexual harassment have increased (55%) students feel uncomfortable expressing unpopular or

controversial opinions (54%) More than 41% of the deans say that there is more

tension on campus than there used to be regarding issues of diversity.

34% report a greater sense of victimization among students on campus today.

In fact, diversity issues are the main cause of conflict between students on 3 out of 5 campuses (62%).

160

Terrorism Plagues and worldwide epidemics Temporal student affluence IHE as a seedy place IHE as an elixir for society’s ills The maturation of vendor entrepreneurs Spirituality and new world religions LGBT-friendly IHE Education temporarily suspended to go to

war Freedom of expression issues Returning veterans

Other Issues for Us to Consider

161

The most important people on the campus……without students there would be no need for the

institution Not cold enrollment statistics…

…but flesh and blood human beings with feelings and emotions like our own.

Not people to be tolerated so we can do our thing……they are our thing.

Not dependent on us……rather, we are dependent on them.

Not an interruption of our work……but the purpose of it. We are not doing them a favor

by serving them. They are doing us a favor by giving us the opportunity to do so.

From: Noel-Levitz. “Enrollment Strategies That Work in Attracting and Retaining Students”

Students are…

162

Anyone can doStudent Affairs,

right?

163

Questions and Discussion

164

Acknowledgements Ms. Susan Hudson, M.Ed.

Coordinator for Outreach and Enrichment Programs, Office of Undergraduate Admissions, University of South Carolina

For assistance with research and design of this presentation.

Ms. Corley Hopkins, M.Ed. For assistance with research and updating of this

presentation.

Dr. Pamela J. Bowers, Ph.D. Associate Vice President for Planning, Assessment and

Innovation, University of South Carolina For the use of slides 37-47.

Noel-Levitz Much of the enrollment management information in this

presentation was obtained from research and presentations by Noel-Levitz, an enrollment management consulting group.

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