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Greater Expectations

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					Greater Expectations

Moving Toward Learning and
        Belonging
           Goals for today-
To enable you to understand –
• The urgency all of higher education faces
  that calls for greater expectations
• Where SJSU is right now
• What we must do to achieve greater
  expectations
• How can we can change our culture
• What ideas emerged for change
        AAC & U observation:
―It is no secret that American higher education
  is in a period of transformative change.‖

• Moving from focusing on what we teach to what
  students learn.
• Bringing effective use of technology into teaching
  and learning.
• The need to prepare students to live and work in a
  global community.
• Shift from information transfer to identity
  development
         A changing world
• More high school grads go to college today   (about
  75%)
• Knowledge-based economy – what is important
  is (a) what you know and
  (b) ability to adapt
• Global economy & work environment
• Greater need to be able to function as part of a
  team
• Work is becoming more interdisciplinary
• More skepticism and need for accountability-
  government, employers, parents
 The ―transformation‖ means we
        need to focus on …
• What students learn, not what we teach
• Both what is learned and how it is learned
   – Active, collaborative & experiential learning
• Connecting GE, the major and co-curricular
  experiences with a focus on student
  development
• Information and technological competency
• Attention to diversity & inclusive excellence
• Integrative learning--- revisioning all that we do.
 And, we need to focus on…(2)
• The whole student experience and
  student transitional and developmental
  needs
• Assessment to verify that learning
  outcomes are being achieved
• Continual improvement
• Administrative structure to help ensure
  that students & integration are valued
  Literature Review – 21st Century
              Learning
AAC&U’s Greater Expectations report (2002) calls
  for universities to …
• Help students become ―intentional learners‖
  ―who can adapt to new environments, integrate
  knowledge from different sources, and continue
  learning throughout their lives.‖
• Reinvigorate liberal education to make it
  practical so that students are well prepared to
  live and work in a diverse global community.
       Lit Review – Liberal Education
                 Outcomes
―Knowledge of Human Cultures and the Natural and Physical World
•   Social sciences, sciences and mathematics, humanities, histories, and the arts

Intellectual and Practical Skills
•   Written and oral communication
•   Inquiry, critical and creative thinking
•   Quantitative literacy
•   Information literacy
•   Teamwork and problem solving

Individual and Social Responsibilities
•   Civic knowledge and engagement – local and global
•   Intercultural knowledge and competence
•   Ethical reasoning and action
•   Foundation and skills for lifelong learning

Integrative Learning
•   The capacity to adapt knowledge, skills, and responsibilities to new settings and questions‖
   Lit Review – Integrative Learning
• ―At the heart of liberal education lies the idea that
  learning should be greater than the sum of its parts.‖
• Making connections: between people, disciplines,
  school and the work world
• ―Unlikely to occur without commitment and
  creativity from our educational institutions.‖
• Need ―powerful partnerships‖ between academic
  and student affairs. [p 3]

Integrative Learning: Mapping the Terrain, by Huber and Hutchings, p 1 ;
    http://www.carnegiefoundation.org/dynamic/publications/mapping-terrain.pdf
              Model for
        Purpose, Coherence &
            Improvement
• Mission should lead to goals and
  outcomes
• Which should align with program design
• Goals and design inform method of
  delivery/implementation
• Assessment informs all
• And gives feedback to mission, design and
  implementation strategies
• And the whole process is revisited
 Summary of Literature Review
Expectations for today’s higher ed
 experience –


   Helping students to become
    intentional learners able to
 succeed in the 21st century global
            community
2.

• SJSU’s on-going journey
  from teaching to learning …
  and more
        Steps in Progress
• 1998 GE Guidelines
• Learning outcomes & assessment
• Push from WASC and other accrediting
  bodies moves focus for all to measure
  learning outcomes
     Various SJSU Programs
• Teacher-scholar program with focus on
  scholarship of teaching
• Summer Bridge Program
• MUSE frosh seminar program + peer mentors
• Mandatory Orientation for frosh
• Created Center for Service Learning
• Interdisciplinary courses and programs
• Educated Person Dialogue- since 5/03
• Ford Foundation: Difficult Dialogues grant
   What would make SJSU a
  ―university of choice‖ as many
institutions are working to achieve
       Greater Expectations?
    SJSU ―will be known for‖
   ―The value it places on the integration of
     liberal and professional education and
       theoretical and applied knowledge.‖
              --------Learning------
―Providing a welcoming, inclusive environment
  and exemplary student support services from
            application to graduation.‖
                    Belonging
   Things to keep in mind …
• Need to continue to move to a culture of
  learning
  – Employee development and discussions
  – Financial support for conferences and reading
    materials and campus forums
  – Appropriate reward structures
                     To Do List
• Discussion needed on:
     • What our vision, mission & goals mean for the student
       experience
     • Reaching all students where they are
     • Setting high standards for students and helping them
       reach them
     • Ensuring quality of courses and programs
     • Integration of the whole learning experience
     • Moving toward ―inclusive excellence‖
     • Creating a sense of belonging
     • Defining our SJSU learning outcomes
                      Obstacles
• Student expectations may not match what the
  university needs to provide
  – Examples:
     • LA Daily News article of 5/1/05 on CSUN’s reduction in GE
       units from 58 to 48 – student reactions:
        – ―You do your GE requirements in high school. We come to
          college to learn about our field.‖
        – I’m all for being well-rounded and stuff, but you have to have
          some kind of limit. We just want to get in here, get our degree
          and start our careers.‖
• Emphasis on teaching rather than learning
• Heavy work loads
• Lack of single well coordinated message about
  learning.
                Opportunities
•   Hardworking and dedicated SJSU employees
•   Student desires to achieve something at SJSU
•   Accrediting bodies and others nudging us
•   Various Senate activities, including e-portfolio
•   Growing focus on Vision 2010 and SJSU Values
    across campus in looking at what we do and
    how we do it
       Purpose and Clarity
Being clear and focused about why we are
 doing something.
Ensuring that both the what and how are
 clear and connected.

 And - being able to clearly articulate the
   why, what and how to students and
                employees.
    Learning Outcomes,
    Student Engagement,
    Retention & Graduation Rates
Bob Cooper – AVP Undergraduate Studies
Thalia Anagnos - Director of Assessment
        First Year Retention & Overall Graduation
                          Rates
                                   Transfer   FTF 6-yr    Transfer 3-yr
CAMPUS                FTF Retain    Retain    grad rate     grad rate
San José
              2000      76.6%       82.60%      37.0%         40.3%
              2001      80.3%       81.80%      39.3%         42.6%
              2002      78.0%       81.50%      39.9%         39.2%
Systemwide
              2000      78.4%       83.50%      41.1%         50.6%
              2001      78.5%       84.00%      42.3%         51.1%
              2002      79.4%       83.70%      43.7%         51.6%
Chico
               2000     81.8%       83.80%      46.1%         50.9%
               2001     80.9%       83.50%      46.2%         57.4%
               2002     81.5%       83.70%      50.7%         56.6%
San Luis Obispo
               2000     88.4%       91.50%      64.1%         51.4%
               2001     88.4%       91.40%      65.4%         51.2%
               2002     89.4%       93.80%      63.9%         50.7%
San Francisco
               2000     74.2%       82.20%      35.1%         46.1%
               2001     75.9%       84.20%      34.2%         46.8%
               2002     78.1%       83.10%      38.7%         49.5%
                                       Persistence and Graduation of FTF

                     1600
                                                                                         Graduated
                     1400                                                                Enroll
Number of students




                     1200

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                                                           Semester
     Components of Student
    Engagement That Lead to
       Student Success
• Time and energy students devote to
  purposeful activities

• Institutional support (resources, learning
  opportunities, services) that fosters
  student participation in purposeful
  activities.
                           (Kuh et al., Student Success in College)
   What Educational Practices
     Impact Engagement?
• Seven Principles for Good Practice in
  Undergraduate Education (Chickering & Gamson, 1987)
  – Student faculty contact
  – Student cooperation
  – Active learning
  – Prompt feedback
  – Time on task
  – High expectations
  – Respect for diverse talents and ways of
    learning
      How Can SJSU Measure
          Engagement?
• Surveys
  – National Survey of Student Engagement
    (NSSE)
  – Internal SJSU surveys
• Assessment of curriculum practices
• Assessment of program learning
  outcomes
  – e.g. e-portfolios
            What is NSSE?
• Designed to obtain information about
  – student participation in programs & activities
    that institutions provide for learning & personal
    development
  – how undergraduates spend their time & what
    they gain from attending college
• Survey items represent empirically
  confirmed "good practices" in
  undergraduate education
• Measures student behaviors highly
  correlated with learning & personal
  development outcomes.
   Who Participates in NSSE
• Over 970 colleges and universities (private,
  public, large, small, etc.)
• Administered to
  – freshmen (ask what they plan to do) and
  – seniors (ask what they have done)
• SJSU has administered the survey three
  times
  – 2002, CSU consortium involving 13 campuses
  – 2004, American Democracy Project Consortium
  – 2005, CSU Consortium involving 9 campuses
     Example NSSE questions
• During the current school year
  – How often have you asked questions in class or
    contributed to class discussions?
  – Come to class without completing the readings?
  – Discussed ideas from your readings or classes
    with faculty outside of class?
    Using NSSE to Define Some
           Benchmarks
• NSSE identifies five clusters of effective
  educational practices.
  – Level of Academic Challenge
  – Active & Collaborative Learning
  – Student-Faculty Interaction
  – Enriching Educational Experiences
  – Supportive Campus Environment
  How Are We Doing Right Now?
                           2002          2004 (n=264)* 2005 (n=394)
                         (n=375)
BENCHMARK               First   Senior     First    Senior        First   Senior
                        Year               Year                   Year
Level of academic       51.6     58.7      52.7      58.8         50.3    58.2
challenge
Active and              38.2     49.3      39.9      50.2         41.0    50.2
collaborative
learning
Student-faculty         28.4     33.9      27.6      35.4         27.3    34.3
interactions
Enriching               49.5     42.1      23.4      32.9         22.8    34.4
educational
experiences
Supportive campus       51.9     50.7      56.3      51.4         51.7    50.6
environment
*method of calculating benchmarks changed between 2002 and 2004
       Areas where SJSU is below comparable institutions
   Comparison with Comparable
           Institutions
       Standardized Residuals
       3.0

       2.0

       1.0

2002   0.0

                                                                                           First-Year
       -1.0
                                                                                           Senior
       -2.0

       -3.0
                Level of         Active &         Student-      Enriching    Supportive
                Academic        Collaborative     Faculty      Educational     Campus
                Challenge         Learning      Interactions   Experiences   Environment

       Standardized Residuals
       3.0

       2.0


2004   1.0

       0.0

                                                                                           First-Year
       -1.0
                                                                                           Senior
       -2.0

       -3.0
                Level of         Active &         Student-      Enriching    Supportive
                Academic        Collaborative     Faculty      Educational     Campus
                Challenge         Learning      Interactions   Experiences   Environment
    Enriching Educational Experiences Items
•   Participate in co-curricular activities (B, B)
•   Practicum, internship, field experience, or clinical assignment (A, M)
•   Community service or volunteer work (B, B)
•   Foreign language coursework & study abroad (B, B)
•   Independent study or self-designed major (B, B)
•   Culminating senior experience (B, B)
•   Serious conversations with students of different religious beliefs,
    political opinions, or personal values (B, M)
•   Serious conversations with students of a different race or ethnicity
    (M, A)
•   Campus environment encouraging contact among students from
    different economic, social, and racial or ethnic backgrounds (B, M)
•   Participate in learning community (B, M)
          Supportive Campus
          Environment Items
• Campus environment provides the support you need
  to help you succeed academically (B, B)
• Campus environment helps you cope with your non-
  academic responsibilities (work, family, etc.) (B, B)
• Campus environment provides the support you need
  to thrive socially (B, B)
• Quality of relationships with other students (B, B)
• Quality of relationships with faculty members (B, B)
• Quality of relationships with administrative personnel
  and offices (B, B)
Comparison with Other CSU’s (2005):
My entire educational experience has been
excellent or good.
                                    Seniors                   First Time Freshmen

Campus                       Rank        % Assenting   Rank      % Assenting
San Luis Obispo (Cal Poly)    1               90.8      1            91.8
Humboldt                      2               87.8      2            86.4
San Marcos                    3               85.5      7            78.8
San Bernardino                4               84.1      4            82.8
Monterey Bay                  5               83.6      9            73.2
Pomona                        6               83.3      6            80.2
Sacramento                    7               82.4      5            81.8
Fresno                        8               81.1      3            83.0
San Jose                      9               72.5      8            75.5
                Total                         84.6                   82.0
Comparison with Other CSU’s (2002):If I could
start all over again I would definitely attend
this institution
                                    Seniors                    First Time Freshmen

Campus                       Rank        % Assenting    Rank   % Assenting
San Luis Obispo (Cal Poly)    1               89.8       1           86.3
Fresno                        2               86.5       4           82.5
Chico                         3               82.6       6           80.2
San Bernardino                4               81.1       2           85.7
San Jose                      5           81.0 (73.9)    12     71.4 (75.4)
San Francisco                 6               80.7       13          68.8
Los Angeles                   7               80.6       11          72.9
San Marcos                    8               80.4       3           84.2
Northridge                    9               80.0       5           81.0
Sacramento                    10              80.0       10          75.9
Dominguez Hills               11              75.5       7           79.3
Bakersfield                   12              71.2       9           77.8
Monterey Bay                  13              65.2       8           78.3
                Total                         78.2                   80.1
    How Does this Align with
        Vision 2010?
A student-centered campus
A vibrant educational institution focused
  on
  – Academic rigor
  – Social Responsibility
  – Mutual Respect
University known for
  – Welcoming environment
  – Inclusive environment
  – Exemplary Student Services
        Student-Centered Campus
                                             San Luis
                                              Obispo                   San
2002 Data                           Chico   (Cal Poly)   San Jose   Francisco   Consortium
Work for Pay on Campus


                                    27.8%    33.3%       12.5%       23.3%       18.6%
Work for Pay Off- Campus
                                    54.6%    44.7%       75.3%       61.0%       66.4%
Participate in Co-Curricular
Activities
                                    54.1%    54.7%       35.5%       29.5%       34.2%
Worked with faculty member on
activities other than coursework
                                    17.3%    19.4%        9.2%       9.2%        12.1%
Have or plan to work with faculty
member on research project
outside of course requirements
                                    27.8%    33.7%       15.2%       18.5%       19.5%
Quality of relationships with
faculty (mean value)                 5.5      5.42        5.01        4.69        5.25
Institutional Environment
To what extent does your               Student      SJSU    CSU          Master’s
institution emphasize each of          Level        Mean    Consortium   Level
the following?                                              Mean         Institutions
1 = very little, 2 = some, 3 = quite                                     Mean
a bit, 4 = very much


Providing the support you need to      First Year    2.57     2.88***       2.98***
help you succeed academically
                                       Senior        2.57      2.73*        2.87***

Helping you cope with your non-        First Year    1.91      2.07*        2.10**
academic responsibilities (work,
family, etc.)                          Senior        1.81      1.81          1.92

Providing the support you need to      First Year    2.06      2.23*        2.29***
thrive socially
                                       Senior        2.03      1.97          2.08

Attending campus events and            First Year    2.28      2.33         2.66***
activities (special speakers, cultural
performances, athletic events, etc.) Senior          2.19      2.18         2.40**
Where do we go from here?
• Create more supportive campus environment
• Augment FYE
• Modify advising
• Encourage and support faculty to work with
  students outside class
• Provide more opportunity for on-campus
  employment
• Assess learning outcomes and other student
  success factors to assure quality
Achieving Student Success


Creating
  Conditions
    That Matter
   Marginality versus Mattering
• Students who feel they matter at an
  institution are more likely to persist and
  develop than those who feel they are on
  the margins and not connected (Schlossberg,
  Lynch & Chickering, 1989):
  – Emphasize quality of student interaction with
    faculty and staff
  – Students need to feel they belong
 Students are more likely to persist
  and graduate in settings that ...
• Foster learning
• Expect them to succeed
• Provide clear and consistent information
  about requirements and effective advising
• Provide academic, social and personal
  support
• Involve them as valued members of
  community
Students’ Sense of Community
                 (Cheng, 2004)

• Closely associated with being:
  • Cared about and treated in a caring way
  • Valued as individuals and accepted as part of
          the community
  • A part of a quality social life on campus
• The most negative influence on a
  student’s sense of community comes
  from feelings of loneliness
    How to Foster a Sense of
     Community on Campus
• Celebrate traditions and heritage
• Encourage free expression
• Accept and treat students as individuals
• Foster positive relationships among ethnic
  & cultural groups
• Provide active learning and social
  interaction
• Provide assistance to lonely students
How College Impacts Students
Through:
• Academic Experience
• Academic Achievement
• Living On-Campus
• Co-curricular Involvement
• Interpersonal Involvement
        Academic Experience
• The greater a student’s engagement in
  academic work, the greater the cognitive
  development
• Student learning is linked to effective
  teaching
• Undergraduate grades have a positive
  influence on the prestige of the job entered,
  career mobility, and earnings
    Co-curricular Involvement
• Has a positive influence on persistence
• Enhances self-confidence, interpersonal,
  and leadership skills
• Involvement in clubs/organizations
  positively influenced first year scores on
  critical thinking skills
  Impact of Living On-Campus
• Living on campus is perhaps the single
  most consistent within-college determinant
  of impact
• Markedly different experience than
  students living off campus
• Students living on campus more likely to
  persist and graduate than commuting
  students
    Interpersonal Involvement
• The content as well as frequency of
  involvement with faculty and peers affects
  the impact of college
• Having friends of another race has
  significant and positive effects on racial
  ethnic attitudes and values
• Peer influence is a statically significant
  and positive force in persistence decisions
         Implications for SJSU
• On the right course: Promote Goals 2010
• We all need to articulate what it means to be a
  student-centered campus
• Enhance opportunities for peer interactions
• Enhance partnerships between student &
  academic affairs
• Pay attention to campus climate: diversity is not
  demographics
• Ensure students feel cared about & valued
• Reward student-faculty interaction
• Provide enriching in & out of class experiences
      Concluding Thoughts
• By creating conditions that
  matter at SJSU, students will
  know that they matter to SJSU!

• Whether you think you can or
  think you can’t, you’re right.
                           » Henry Ford
                                                     * Team


            Changing Behavior
                    Joyce Osland
                Dept. of Organization &
                     Management
                 College of Business
               San José State University
*Slides with a “Team” box in the right hand corner
can be discussed by the teams in their meetings.
     Nature of Organizational
             Change
•   Means reexamining basic assumptions
•   Involves a mourning period for old ways
•   New behavior leads to new attitudes
•   Process of unfreezing, moving, refreezing
•   Too much change is disturbing
•   May result in unanticipated consequences
•   Difficult--- but not impossible
    Basic Requirements for
    Organizational Change
•   Top management support
•   Critical mass of employee support
•   Trust- of process & people
•   New expectations
•   New behaviors that are rewarded
•   Institutionalization of innovations
      Conditions Favorable for
              Change
           Change happens when:

Dissatisfaction with status quo, combined with
An identifiable and desired end state, & a
Practical plan for achieving the desired
     end state, is greater than---

The cost of change to the organization
  Stages in the Change
        Process
                Increase Urgency

Make Change                          Build the
   Stick                           Guiding Team

Don’t Let Up                       Get the Vision
                                       Right

Create Short-                      Communicate
 Term Wins                          for Buy-In

                    Empower Action
      Communicating Change
• ―You can’t over communicate a change.‖
• Communicate the same simple message
  at least three times in three different ways
• Two-way communication -- Acknowledge
  the anxieties or anger of those being
  asked to change
• Match words with deeds
In general, the best way to
  obtain buy-in and avoid
  resistance to change is

PARTICIPATION
Leader’s Role in the Change
          Process

      Envisioning


                    Energizing


       Enabling
   How Can We Empower Faculty,
   Staff, and Students to Carry Out
             this Change?
What obstacles have to be removed? Can
 anything be taken off our plate to make
 time for new efforts?

How can we share success stories?

How can we reward and recognize positive
 actions?

Are there other ways to empower?
                                                    Team
             The Pay-off Matrix

           Easy to Implement   Tough to Implement

          Quick Win!           Time-Wasters
Small
Pay-off


          Great                Special Effort
Big       Opportunity
Pay-off
   The Importance of Focus and
          Persistence

• Many changes revert back to their original
  state unless leaders and change teams
  keep pushing
    How Will You Institutionalize and
       Make the Change Stick?
•   New employee orientation
•   The promotion & performance evaluation
•   New cultural values
•   New stories
Implementation Guidelines for People-
         Oriented Actions
• Create a sense of urgency about the need
  for change
• Prepare people to adjust to change
• Help people deal with the pain of change
• Provide opportunities for participation
• Provide opportunities for early successes

  Extra
 reading
    …Implementation Guidelines for
       People-Oriented Actions
• Keep people informed on progress
• Demonstrate continued commitment to the
  change
• Empower people to implement the change
• Give people time to make their peace with
  the change


                            Extra
                           reading
       Resistance to Change
• A natural reaction to change
• Part of the process of adaptation
• Ensures that plans for change and their
  ultimate consequences are carefully
  thought through.
  How to Deal with Resistance to
            Change
• Accept resistance as something else that
  needs to be managed, not ignored:
   – Understand the source
   – Listen carefully to concerns
   – Refrain from seeing resisters as
     adversaries
     TACTICS FOR DEALING WITH RESISTANCE


•   Empathy
•   Education and communication     Commitment
•   Participation and involvement
•   Facilitation and support
•   Co-optation
•   Negotiation and agreement
•   Manipulation                    Compliance
•   Coercion
    LEADERS CHANGE CULTURE BY
•   What they attend to & measure
•   How they react to crisis
•   What they role model & teach others
•   How they allocate rewards
•   The criteria they use for personnel
    decisions – recruitment, promotion
      How Will We Know When the
        Culture Has Changed?
• Student-centered language
• People aren’t saying ―That’s not my job‖
• Widespread commitment to student
  success
• Alignment with other elements of the
  organization
• New hires selected because they can
  contribute to student success
• ???
Integrative Learning
      Emily Bruce
      Bob Cooper
      Debra David
       Gail Evans
     Nancie Fimbel
    Dennis Jaehne
     Chris Jochim
   Maureen Scharberg
     Eloise Stiglitz
                     r
• Our panel recommends a name change
  of our panel to ―Integrative Learning‖.
• As part of this change, we recommend
  a name change of the ―Center for
  Faculty Development and Support‖ to
  ―Center for Integrative Learning‖.
           Integration Plan
• Plan addresses learning integration at 3
  levels: vertical integration, horizontal
  integration, and co-curricular and
  curricular integration.
               Vertical Plan
• Student Learning Integration Plan
• Incoming students create a plan which
  integrates what they brought with them to SJSU,
  their plans for their GE and Major, co-curricular
  activities and plan for solving a
  community/current problem through civic
  engagement. Upper division students help frosh
  design their plans.
• In fall ―06 program will be piloted in Science 2,
  Business 10, Humanities 1a nd selected MUSE
  classes.
                SLIP continued
• In 100W they present their progress and
  revise, if they choose.
• If a transfer student, they create their plan in
  100W.
• In capstone, students present completed work.
• Plan must include past and future; in and out
  of class; on and off campus pieces. Students
  reflect upon and evaluate their educational
  experience in terms of their plan and project
  forward.
• E- portfolios may be used.
 Team SJSU Studies- Horizontal
• Develop Integrated SJSU Studies course with all 4 areas
  team taught by 3 interdisciplinary faculty for 12 credits
  over 2 semesters.
• Course will be theme based and will have a service
  learning component (e.g. global warming, aging).
• Develop grant process for faculty to apply to teach the
  class; faculty who are chosen to teach are given a 9 unit
  load while designing and teaching.
• Faculty development to support the change in pedagogy
  must be available.
• Need change in RTP criteria to support this change;
  support scholarship of teaching.
• Faculty who teach one sequence will support the next
  round of faculty teaching.
           Leadership Minor

• Pilots integration of co-curricular and curricular
  learning for academic credit.
• Integrate co-curricular & community leadership
  experiences with scholarship of leadership.
• Supports goal of inclusive excellence: include
  options for diverse student body
• Re-Convene committee to start process of
  instituting minor
          Learning Assessment
                Bob Cooper – Chair
                  Thalia Anagnos
                     Ping Hsu
                   Karl Toepfer
                  Marlene Turner
 I’m ready for     Beth Von Till
some assessment   Rebecca Feind
         Statement of Purpose
• Assessment is a priority for the university.
• Assessment informs the educational Experience:
• Assessment creates opportunities for transforming
  educational experience
• The desire by the University and other stakeholders to
  achieve excellence and understand student success
  motivates the collection, analysis and reporting of
  assessment data.
           Key Actions (1)
• Abolish SOTEs, replace with assessment
  data on the success of student learning.
• Match the need and priority for
  assessment with financial resources:
  – Equivalent of 1.0 allocation for director of
    assessment.
  – Staff support for collection, analysis, and
    dissemination.
• Establish a unified definition and purpose
  statement for assessment through
  campus dialog in spring 06.
           Key Actions (2)
• Use the modified Senate Assessment
  Committee to coordinate assessment on
  campus.
• Develop mechanism to assess and
  communicate to students the prerequisite
  knowledge they are expected to have when
  they begin in a course to support increased
  expectations in our courses.
Investment in Faculty Panel
       Patricia Backer
        John Boothby
   Mary Jo Gorney-Moreno
      Henry Gutierrez
       Rona Halualani
    Judith Lessow-Hurley
         Bruce Magid
       Sally Veregge
     Charles Whitcomb
             The Vision
• Supporting Student Success through
  investment in faculty
Actions                            Diversity

  • Hire an Associate Vice President for
    Inclusion and Diversity reporting to the
    Provost
  • Revise Program Planning Guidelines to
    require a department plan to include
    diversity in its faculty hiring to support
    student success
Actions                       Diversity

• Hold a biannual conference on "Moving
  towards inclusive excellence: Best practices
  for recruiting and retaining a diverse faculty‖
• Establish a teaching postdoctoral program
  for postdocs from underrepresented groups
• Establish partnerships and relationships
  with universities that produce doctoral
  graduates from underrepresented groups
  (visits by Deans, bring faculty for guest
  lectures, etc)
   Actions                   Diversity
• Grow our own: Mentor our diverse
  students to pursue academic careers
• Provide a minimum of $2500 to support
  all faculty searches for departments that
  submit faculty diversity plans
• Create at-large ―Opportunity Positions‖
Actions Reorganizing Faculty Work
• Every faculty member has the option of
  having a student assistant (5
  hours/week) by Fall 2006
• The normal teaching load would be 3/3.
  All faculty will complete a development
  plan to reallocate their work to provide
  alternative learning experiences to
  engage students (e.g. advising,
  mentoring)
• Capital campaign to raise funds to
  support student success begins in 2005
  Preliminary Budget and Implementation

• Fall 2006. Student assistants for each faculty
  member (cost=$1.2 M/yr)
• AY 06-07. Hire an Associate Vice President for
  Inclusion and Diversity (cost=$250K/yr)
• Spring 2006. Biannual conference on diversity
  (cost=$10K)
• Fall 2007. Postdoctoral program for postdocs
  from underrepresented groups ($500K/yr)
• Fall 2007. Partnerships and relationships with
  universities that produce doctoral graduates
  ($25K/yr)
  Preliminary Budget and Implementation

• Fall 2006. Funding faculty searches
  ($250K/yr)
• Fall 2008. At-large ―Opportunity Positions‖
  (5/year; Cost=$250K/yr)
• Reduce average teaching load
  – Fall 2007. Reduce average faculty load to 3/4
    (Cost=$4M/yr)
  – By Fall 2010. Reduce average faculty load to
    3/3 (Cost=$4M/yr)
  Potential Sources of Funding
• Special student fee to support student
  success
• Examine potential reallocation of current
  revenue distribution model
• Build up self-supporting fee programs to
  support student success activities on a
  university-wide level
• Include university-wide student success in
  Capital Campaign
               Advising Team
Fee, Caroline (F)             Smith, Maureen
                      (F)
McClory, Susan (F)             Steinberg, Jill
                      (F)
Schulter, Marty (A)            Thames, Terri
                      (F)
 Shifflett, Bethany (F)           Ting, Alice
                      (A)
Slater, Jeanine (A)            Yi, Hyon Chu
                      (A)
                   Asilomar
                  (S)       Wughalter, Emily
Stillman, Sarah January, 2006
                      (F)
           Stacks, Pam – Chair (A)
        Consultants
      Ping Hsu (CoEng)
   Gail Evans (Ug Studies)
    Susan Hoagland (EAS)
And assorted others while eating
          or playing!!!
 Categories of Advising needed
• Navigating SJSU – nuts and bolts
• Academic – GE and major = Integration?
• Life issues – career, values, social
  responsibility
• Individual issues - holistically
• Informal versus Formal
• Need to CONNECT & Belong
    Multiple facets of our students
•   International
•   EOP
•   DRC
•   EO665
•   DQ and Probation
•   Learning disabilities (unrecognized)
•   Part time and full time students
•   Many other qualities and needs
     Delivery modes of advising
•   Technology (self-service and tools)
•   Degree audit, ―What if‖ ability
•   Peer advising
•   Professional staff
•   Faculty
       Advising Team GOALS
• Support a culture of advising
• Provide an information HUB
  – Accurate, consistent, reliable, accessible
• Provide linkages between faculty, professional
  staff and peer advisors
• Extend advising capacity
         Inventory of programs
              CAPACITY
• ASPIRE/McNair                 •   LARC
• College or Dept-              •   MOSAIC
  specific programs             •   Orientation
• Career Center                 •   Peer Mentors
• Counseling                    •   Student Advising
• DRC                               Center


 Plus other programs not represented at this conference
    Student Advising Center
             (SAC)
• Currently serve 5000/semester
• Transfer information Prog. = 1500
• Frosh Orientation
  = 2567 students and 1307 parents
• Late drop = 1100 and withdraw = 200
• Summer Bridge = 100
                 TOTAL > 10,000
             Providers = 10 Advisors
Elements of Proposed Model
     Support culture of advising

    Creation of information HUB

Peer advisors with consistent training
           and supervision
  Support culture of advising

• Connecting advisors
• Provide accurate information
• Baseline of information that all advisors
  know
• Provide training for peer advisors
• Provide workshops for faculty and staff
                 Information flow
                         CASA
         CoB                             CoEd



                   Information HUB
Undec.                                        CoEng
                  Technology-based
majors
                 Informed by advisors


          CoSS                          H&A
                          CoS
             Peer Advisors
•   Extend the cohort of peer advisors
•   Trained, supervised
•   Provides jobs for students
•   Promotes belonging
•   Makes connections between faculty and
    staff with many students via the peer
    mentors.
               Overarching
Faculty member & Professional Staff Advisor
     University level + clerical support



  Colleges plus Undecl. Majors = 8 teams
           Faculty (variable RT)
            Prof. Staff Advisors



          Peer Advisors cohort &
          connected with colleges
              Next Steps
• Advising Team commitment
• Senate committee and UPC linkages
     policy and funding
• Implementation with Timeline
• Open for 150th founding celebration
Community and Connections Team
         Cathy Busalacchi
         Deanna Fassett
           Jenni Guillen
           Dana Hughes
          Annette Nellen
            Veril Phillips
          Sarah Stillman
              Asilomar
           January, 2006
               Goal 4.1
• By 2010 SJSU will have developed and
  implemented a comprehensive, purposeful
  program of coordinated campus activities
  and events that contribute to student
  success and create a sense of belonging
  to San José State University.
              Goal 4.1 – Part 2
This program will:
• Express and emphasize the values of the University
• Promote student learning, development and leadership
• Promote responsible citizenship and civic engagement
• Promote active participation in professional, artistic and
  ethnic communities as well as sports and recreational
  activities
• Promote cross cultural competence and understanding
• Build campus traditions and loyalty to the University
• Include assessment of participation and satisfaction
  Observation and Question
• Faculty and staff are not in the stated
  target group for community and
  connections.
• Can faculty and staff foster community and
  connections for students if they lack a
  sense of community where they work and
  their primary connection with SJSU is
  working and getting paid?
  – Communities vary a lot around campus
      Community and Connections
        Themes—for action and
        measurement (1st draft)
•   Communication (Building awareness)
•   Actual involvement
•   Feeling connected (receiving benefits)
•   Contributing to community (providing benefits)
•   Accomplishing learning outcomes
•   Aesthetics that are pleasing
•   Technological communities
          Communication—
           Measurements
• Can I express why is it important that I be
  involved?
• Am I able to articulate a wide variety of
  opportunities for involvement?
• How often do I know about events and
  activities on campus?
• What is the variety of events and activities
  on campus that I hear about?
     Communication—Actions
• Develop a central calendar
  – Include a support infrastructure
  – Categorize all events and activities in various ways
  – Multiple methods of distributing information
• Develop a newsletter for parents and other
  family members
• Tell families how important involvement is for
  their students
     Communication—Actions
• Develop an inventory of all activities and
  events
• Classify the activities and events
  – Purpose (ala 4.1—values, citizenship, . . .)
  – Lecture, social, business meeting, workshop
  – Degree of student involvement in planning
  – Sponsoring groups
  – Active or passive
     Communication—Actions
• Include co-curricular activities on
  academic road maps
• Use ―Pod-casts‖
        Actual Involvement—
           Measurements
• How many student organizations are there?
• What is the size of membership of student
  organizations?
  – How many members are leaders?
  – How many members are active?
  – How many members are occasionally connected?
• What is the range of types of student
  organizations?
• How active is the advisor for the student
  organization?
        Actual Involvement—
           Measurements
• Total attendance at all events (from a list
  of selected events) for the semester
  – Total attendance at events in each category
  – Repeat attendance
• What did you get out of this event or
  activity?
  – Two ways this relates to your coursework
• Ratings of event quality
   Actual Involvement—Actions
• Inform faculty and staff about benefits of building
  community (reference the research)
• Encourage employees to attend lectures, discussion
  groups, events
   – May involve a culture change
• Develop a classification system for events and activities
• Develop an annual Family Day for faculty, staff,
  students, alumni
• Develop an inventory of traditions
• Help secure an advisor for all clubs and organizations
   Feeling Connected (receiving
    benefits)—Measurements
• Survey data
• Focus groups
  – In what settings do you feel connected?
  – When did you first feel connected?
  – With whom and how have you come to feel
    connected?
   Feeling Connected (receiving
         benefits)—Actions
• Send all new employees a welcome
  package immediately upon acceptance
  – Include SJSU sweatshirt (or other gift)
• Be ready for arrival of new employees
  – Office or other work space ready, business
    cards, keys, email account, computer, voice
    mail, supplies, name plate
• Extended hours for evening students
    Feeling Connected (receiving
          benefits)—Actions
• Make students feel individually valued for
  coming to SJSU
• Give free t-shirts, pin, bumper sticker, water
  bottle, coffee mug, or other tangible to students
  upon receiving intent to enroll
• Give free stuff at intervals throughout the year
• Recruit students individually into living/learning
  communities
      Contributing to community
        (providing benefits)—
           Measurements
• Do I mentor others?
• How often do I invite others to activities
  and events?
  – Come see what I do and where I go
• Do I show concern for the personal well-
  being of community members?
• How often do I say thank you?
     Contributing to community
    (providing benefits)—Actions
• Promote actions that individuals can take
  in fostering community
• Develop mentoring relationships
  – Alumni having lunch with 8-10 students
  – Student with student
  – Employee with employee or student
• Encourage service learning
        Accomplishing learning
      outcomes—Measurements
• How well can I work with people from various
  cultures?
• How many in the community who have
  significantly different life experience from my
  own do I talk with at a personal level?
• What have I done when I suspect a student or
  other community member is lonely or
  depressed?
• Can I tell students the objectives of the Career
  Center, the Student Health Center, the Disabled
  Student Services Center, the residential life
  program, etc?
           Accomplishing learning
            outcomes—Actions
• Promote diversity programming
   – Curricular
   – Co-curricular
   – Recruiting practices
• Promote SJSU history
   – Celebrations with alums from the 1950’s
   – Informative signage for our buildings, with pictures
   – Celebrate Lucky Day (in honor of Principal Lucky)
• Celebrate campus accomplishments
   – Athletics, teams, clubs, organizations, departments
   – Awards to individuals
    Aesthetics that are Pleasing—
           Measurements
• What are the quality ratings of faculty and staff
  offices, department offices, common areas,
  meeting rooms, classrooms?
   –   Painted
   –   Lighting conditions
   –   Cleanliness
   –   Uncluttered
   –   Pleasing furnishings
   –   Condition of floor
   –   Accessibility
 Aesthetics that are Pleasing—
             Actions
• Prioritize action on the findings
• Ensure safety
    Technological Communities—
          Measurements
• Do I participate in technological communities?
  – How often?
  – With how many others?
  – Via what technology?
• Do I have easy access to and support for
  technology?
• How satisfying is my technological community?
 Technological Communities—
           Actions
• Provide on line communities
  – For example, FaceBook, MySpace
  – Depends on institutional email addresses
• Provide ePortfolios
• Provide digital archives for students and
  alumni
                Conclusion
•   Culture shift
•   Model life-long learning on campus
•   Model community and connections
•   Involve everyone
        Service Culture
      Rose Lee, Chair – VP, A&F
      Marlene Anderson – Bursar
        Shawn Bibb – AVP, AS&F
          Devin Elston - Student
 Susan Hoagland – Director, Admissions
         Kathleen Roe - Faculty
Marshall Rose – AVP, Enrollment Services
        Marian Sofish – Registrar
        Sharon Willey – AVP, SA
                Asilomar
            January, 2006
               Key Actions
• Current facility not conducive to effective
  customer service delivery
• Mirror on-line what is available in person
• Training of staff responsible for Single Point
  of Contact
• Separate duties so the employee is not
  having conflicting priorities
• Align back room processing with Customer
  Service front end
   Key Actions – Continued
• All positions should be applied for (try
  recruiting those that should apply) –
  Hire staff who have the Heart for
  customer service
• Identify scope of the front counter,
  prioritize
• Front line should be able to handle most
  student transactions
• Design process to ensure ease of
  immediate referral to experts
     Key Actions – Continued
• Develop processes that encourage self
  service if desired
• Managers must express clear
  expectations; performance measures are
  part of evaluation process
• Provide appropriate tools/systems for front
  line

				
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