Nov. 22, 2013 Student Affairs and Academic Support meeting: the Office of the Vice President
•Descargar como PPTX, PDF•
1 recomendación•1,142 vistas
Recomendados
Recomendados
Más contenido relacionado
La actualidad más candente
La actualidad más candente (20)
Similar a Nov. 22, 2013 Student Affairs and Academic Support meeting: the Office of the Vice President
Similar a Nov. 22, 2013 Student Affairs and Academic Support meeting: the Office of the Vice President (20)
Más de University of South Carolina Division of Student Affairs and Academic Support
Más de University of South Carolina Division of Student Affairs and Academic Support (20)
Último
Último (20)
Nov. 22, 2013 Student Affairs and Academic Support meeting: the Office of the Vice President
- 1. What do you guys DO back there? the Office of the Vice President Division of Student Affairs and Academic Support
- 2. What our families think we do
- 3. What some of you think we do
- 4. What we feel like we do
- 5. What we wish we did
- 6. FIX IT! What we really do
- 7. Stacey Bradley associate vice president for administration
- 8. Student Affairs and Academic Support Our division operating budget is the about the same size as: A. B. C. D. Arts and Sciences School of Medicine - Columbia Athletics None of the Above
- 9. Student Affairs and Academic Support Our division has more employees than: A. Scana? B. BMW? C. Dorn VA Medical Center?
- 10. Student Affairs and Academic Support 2013-2014 Operating Budget 2.0% 7.0% 9.0% Auxiliary Enterprises (B Funds) Tuition & Fees Supported (A Funds) 21.0% 61.0% Sales and Service (E Funds) Grants, Contracts, Gifts (F Funds) Student Activity Fees (D Funds)
- 11. University of South Carolina - Columbia 2013-2014 Operating Budget 10.1% 15.6% Auxiliary Enterprises 23.5% Tuition & Fees Sales and Service Grants, Contracts, Gifts 47.9% 3.0% State Appropriations
- 12. Capital Planning • State CPIP Process now 5 years • University 5-year capital plan • Division 5-year capital plan – $190 million of renovation & new construction – Sample of projects included: • Bates, Bates West, Capstone, Cliff Apts, Legare Pinkney, Rutledge, E. Quad, S. Quad, S. Tower, Woodrow, New Student Health Center, Thompson, Intramural Fields, Blatt, RHUU, Greek Village, Lieber, McKissick
- 13. Things I Do That Won’t Surprise You: Finance: Division budget development, budget management, resource requests, university scholarship budget HR: Review/approve all division HR actions, manage HR issues Management: Supervise our amazing central office team (Finance/HR, IT, Communications, Ombuds)
- 14. Formal Ways in Which I Represent Division: • Data Administration Advisory Committee • HR Partners Group • Capital Operations • Orientation Design Planning Sub-Committee Advisory Committee • First-Year Study Group
- 15. Things You May Not Know I Do: • Annual Tuition Cost Study • Title IX Review of Sexual Assault Response Procedures • Undergraduate Scholarship Budget • Student Legal Services Contract • Dept of Justice Agreement • Stamps Scholars Proposal • Rating Agency Updates • Supervisor Training, GEMS • ACA and Student Employment • Drafting of Policy for Grad Fellowships, Scholarships, A batements • Gamecock Gateway Fee Structure • RFP Evaluation Team for New Student Advising System
- 16. Tasks I will not do:
- 17. The more I learn, the better I can represent our division and the needs of our students
- 18. Lisa Jerald student ombudsman and assistant to the vice president
- 19. What is a Student Ombudsman? • om-buhdz-muhn • Resource for students (faculty and staff) • Assist in resolving university-related problems and concerns in an informal manner • An ombudsman is not an advocate
- 20. What an Ombuds does • • • • • • LISTEN Discuss options Explain university policy and procedure Empower students to find their own solutions Notify faculty of a student’s absence Recommend changes to policy and procedure
- 21. What an Ombuds Doesn’t Do • Provide legal advice http://www.sa.sc.edu/stlife/student-legalservices/ • Hear formal complaints • Facilitate grade changes or medical withdrawals
- 22. Just the Facts spring fall 2009 2010 TOTAL CASES 261 214 197 fall 2010 spring 2011 258 fall 2011 spring 2012 fall 2012 spring 2013 297 299 254 224 academic 37 32 32 52 57 46 45 51 financial 35 17 31 29 31 16 28 19 absence notice 75 65 54 76 77 79 74 56 withdrawal 20 23 17 28 37 45 33 19 student 84 76 87 108 123 127 104 76 parent 112 80 85 88 107 110 97 87 other 65 41 42 62 67 62 52 60 CONTACTED BY
- 23. Top 3 Unusual Calls 3. Room service 2. The “other” USC 1. Can you help me find my husband?
- 26. I’m a writer/editor/designer/photographer content wrangler/social media manager researcher/information curator/adviser connection-maker/unlicensed therapist doer of whatever needs to be done
- 28. The Gamecock Guarantee is one of the most important things USC does! Call Melissa Gentry! Employers want the skills students develop in beyondthe-classroom experiences!
- 34. I get to learn about so many things
- 35. I represent the division on a number of committees
- 36. I rely on you to help me know what I need to know
- 37. so that I can share it in the right way with the right people at the right time
- 38. for our STUDENTS
- 39. Pam Bowers associate vice president for planning, assessment and innovation
- 41. Core Functions: • Access – recruitment, enrollment, transition • Student progress & persistence • Learning • Citizenship and leadership
- 42. PAIC Planning, Assessment & Innovation Council • • • • • Amber Fallucca Jimmie Gahagan Nicole Knutson Student Life Elizabeth Orehovec • • • • • Claire Robinson Dallin Young Dennis Pruitt Donald Miles Pam Bowers
- 43. Student Affairs & Academic Support 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.
- 44. MISSION: Purpose
- 45. SAAS Planning, Assessment & Innovation WHY / MISSION: Improve division effectiveness and demonstrate accountability by guiding department planning, assessment and innovation efforts. Verb: guide PAI efforts (unique role) Target: departments/units Outcome: division effectiveness, accountability
- 46. SAAS Planning, Assessment & Innovation VISION: Systematic planning and assessment practices inform data-driven improvement and efficient use of resources; this continuous improvement process is clearly documented in each department blueprint.
- 48. CORE FUNCTIONS / Initiatives HOW
- 49. Astin’s I-E-O Model ENVIRONMENT • PAIC • Blueprints for Excellence • Engagement Data system • Division Directors meetings INPUT • 6 AVP areas; 42 departments/units • Varying levels of planning and assessment expertise, urgency • Wide range of intended outcomes OUTCOMES Meet target enrollment numbers (recruitment, enrollment, transition) Improve progress and persistence Advance learning Advance civic engagement and leadership development
- 50. How do we measure effectiveness?
- 53. Astin’s I-E-O Model ENVIRONMENT • PAIC • Blueprints for Excellence • Engagement Data system • Division Directors meetings INPUT • 6 AVP areas; 42 departments/units • Varying levels of planning and assessment expertise, urgency • Wide range of intended outcomes OUTCOMES Meet target enrollment numbers (recruitment, enrollment, transition) Improve progress and persistence Advance learning Advance civic engagement and leadership development
- 54. The goal is to score runs. The first step in scoring runs is getting on base, so let’s have a statistic that measures getting on base . . .
- 55. ENVIRONMENT • PAIC • Blueprints for Excellence • Engagement Data system • Division Directors meetings Indicators of Effectiveness Measures of blueprint quality Measure of blueprint participation INPUTS INPUTS Measure of relevance of information provided in blueprints • 6 AVP areas; 42 departments/units Measure of data-driven culture • Varying levels of planning, assessment expertise, sense of urgency • Wide range of outcomes Division OUTCOMES Astin’s I-E-O Model (modified) • Meet target enrollment numbers (recruitment, enrollment, transition) • Improve persistence / progress rates • Advance learning • Develop good citizens and leaders
- 58. If you don’t look good, we don’t look good.
Notas del editor
- Partnership with S.C. Legal Services – landlord/tenant issues, domestic relations
- WHY DOES YOUR UNIT EXIST?WHAT DO YOU DO? (UNIQUE ROLE)WHO DO YOU SERVE?WHAT RESULTS DO YOU INTEND TO ACHIEVE?VERB, TARGET, OUTCOME – 8 WORDSMay not want to publish it in 8 words, but you should be able to explain the fundamental purpose in very few words. If you can’t be clear about why you exist, others may begin to wonder why the unit exists.
- WHY DOES YOUR UNIT EXIST?WHAT DO YOU DO? (UNIQUE ROLE)WHO DO YOU SERVE?WHAT RESULTS DO YOU INTEND TO ACHIEVE?VERB, TARGET, OUTCOME – 8 WORDSMay not want to publish it in 8 words, but you should be able to explain the fundamental purpose in very few words. If you can’t be clear about why you exist, others may begin to wonder why the unit exists.
- Astin’s Input-Environment-Outcomes Model for Assessment The Input-Environment-Outcome (I-E-O) model was developed by Alexander W. Astin (1993) as a guiding framework for assessments in higher education. The premise of this model is that educational assessments are not complete unless the evaluation includes information on student inputs (I), the educational environment (E), and student outcomes (O) (Astin, 1993). Inputs "refers to those personal qualities the student brings initially to the education program (including the student's initial level of developed talent at the time of entry)" (Astin, 1993, p. 18). Inputs also can be such things as antecedent conditions or performance pretests that function as control variables in research. Examples of student inputs might include demographic information, educational background, political orientation, behavior pattern, degree aspiration, reason for selecting an institution, financial status, disability status, career choice, major field of study, life goals, and reason for attending college (Astin, 1993). Inclusion of input data when using the I-E-O model is imperative because inputs directly influence both the environment and outputs, thus having a “double” influence on outputs—one that is direct and one that indirectly influences through environment (see Figure 1). Input data also can be used to examine influences that student inputs have on the environment; these input data could include gender, age, ethnic background, ability, and socioeconomic level. Environment "refers to the student's actual experiences during the educational program" (Astin, 1993, p. 18). The environment includes everything and anything that happens during the program course that might impact the student, and therefore the outcomes measured. Environmental items can includes those things such as educational experiences, practices, programs, or interventions. Additionally, some environmental factors may be antecedents (e.g. exposure to institution policies may occur before joining a college organization). Environmental factors may include the program, personnel, curricula, instructor, facilities, institutional climate, courses, teaching style, friends, roommates, extra-curricular activities, and organizational affiliation (Astin, 1993). When doing evaluative research, there are instances when environmental variables could be considered intervening outcomes variables, depending on how researchers use data in the analysis (e.g., moderator variables). Defining and assessing environmental variables can be an extremely challenging endeavor.Outcomes refer to the 'talents' we are trying to develop in our educational program" (Astin, 1993, p. 18). Outcomes are variables that may include posttests, consequences, or end results. In education, outcome measures have included indicators such as grade point average, exam scores, course performance, degree completion, and overall course satisfaction. Assessment for Excellence, Alexander W. Astin, 1993, Phoenix: The Oryx Press.
- Holiday Greeting card from CollegiateLink / StudentVoice
- Astin’s Input-Environment-Outcomes Model for Assessment The Input-Environment-Outcome (I-E-O) model was developed by Alexander W. Astin (1993) as a guiding framework for assessments in higher education. The premise of this model is that educational assessments are not complete unless the evaluation includes information on student inputs (I), the educational environment (E), and student outcomes (O) (Astin, 1993). Inputs "refers to those personal qualities the student brings initially to the education program (including the student's initial level of developed talent at the time of entry)" (Astin, 1993, p. 18). Inputs also can be such things as antecedent conditions or performance pretests that function as control variables in research. Examples of student inputs might include demographic information, educational background, political orientation, behavior pattern, degree aspiration, reason for selecting an institution, financial status, disability status, career choice, major field of study, life goals, and reason for attending college (Astin, 1993). Inclusion of input data when using the I-E-O model is imperative because inputs directly influence both the environment and outputs, thus having a “double” influence on outputs—one that is direct and one that indirectly influences through environment (see Figure 1). Input data also can be used to examine influences that student inputs have on the environment; these input data could include gender, age, ethnic background, ability, and socioeconomic level. Environment "refers to the student's actual experiences during the educational program" (Astin, 1993, p. 18). The environment includes everything and anything that happens during the program course that might impact the student, and therefore the outcomes measured. Environmental items can includes those things such as educational experiences, practices, programs, or interventions. Additionally, some environmental factors may be antecedents (e.g. exposure to institution policies may occur before joining a college organization). Environmental factors may include the program, personnel, curricula, instructor, facilities, institutional climate, courses, teaching style, friends, roommates, extra-curricular activities, and organizational affiliation (Astin, 1993). When doing evaluative research, there are instances when environmental variables could be considered intervening outcomes variables, depending on how researchers use data in the analysis (e.g., moderator variables). Defining and assessing environmental variables can be an extremely challenging endeavor.Outcomes refer to the 'talents' we are trying to develop in our educational program" (Astin, 1993, p. 18). Outcomes are variables that may include posttests, consequences, or end results. In education, outcome measures have included indicators such as grade point average, exam scores, course performance, degree completion, and overall course satisfaction. Assessment for Excellence, Alexander W. Astin, 1993, Phoenix: The Oryx Press.
- Astin’s Input-Environment-Output Model for Assessment The Input-Environment-Outcome (I-E-O) model was developed by Alexander W. Astin (1993) as a guiding framework for assessments in higher education. The premise of this model is that educational assessments are not complete unless the evaluation includes information on student inputs (I), the educational environment (E), and student outcomes (O) (Astin, 1993). Inputs "refers to those personal qualities the student brings initially to the education program (including the student's initial level of developed talent at the time of entry)" (Astin, 1993, p. 18). Inputs also can be such things as antecedent conditions or performance pretests that function as control variables in research. Examples of student inputs might include demographic information, educational background, political orientation, behavior pattern, degree aspiration, reason for selecting an institution, financial status, disability status, career choice, major field of study, life goals, and reason for attending college (Astin, 1993). Inclusion of input data when using the I-E-O model is imperative because inputs directly influence both the environment and outputs, thus having a “double” influence on outputs—one that is direct and one that indirectly influences through environment (see Figure 1). Input data also can be used to examine influences that student inputs have on the environment; these input data could include gender, age, ethnic background, ability, and socioeconomic level. Environment "refers to the student's actual experiences during the educational program" (Astin, 1993, p. 18). The environment includes everything and anything that happens during the program course that might impact the student, and therefore the outcomes measured. Environmental items can includes those things such as educational experiences, practices, programs, or interventions. Additionally, some environmental factors may be antecedents (e.g. exposure to institution policies may occur before joining a college organization). Environmental factors may include the program, personnel, curricula, instructor, facilities, institutional climate, courses, teaching style, friends, roommates, extra-curricular activities, and organizational affiliation (Astin, 1993). When doing evaluative research, there are instances when environmental variables could be considered intervening outcomes variables, depending on how researchers use data in the analysis (e.g., moderator variables). Defining and assessing environmental variables can be an extremely challenging endeavor.Outputs "refer to the 'talents' we are trying to develop in our educational program" (Astin, 1993, p. 18). Outputs are outcome variables that may include posttests, consequences, or end results. In education, outcome measures have included indicators such as grade point average, exam scores, course performance, degree completion, and overall course satisfaction. Assessment for Excellence, Alexander W. Astin, 1993, Phoenix: The Oryx Press.