Title: From Service to Learning: One Student Affairs Divisions Transition
1From Service to Learning One Student Affairs
Divisions Transition
- Educating Intentional Learners New Connections
for Academic and Student Affairs - Association of American Colleges and Universities
- Philadelphia, Pennsylvania
- November 13, 2004
2- Terry D. Piper, Ph.D.
- Vice President for Student Affairs
- California State University, Northridge
- Marcia Baxter Magolda, Ph.D.
- Professor, Educational Leadership
- Miami University (Ohio)
- Tim Trevan
- Director, Residential Life
- California State University, Northridge
3Goals
- Describe the process used to create a
learning-centered division of student affairs. - Provide an overview of the learning outcomes
goals and assessment model used to facilitate the
shift from service/operational goals to learning
outcomes. - Review the Learning Partnerships Model that
served as the framework for conceptualizing
student affairs based learning outcomes. - Highlight the professional development activities
designed to support the transformational effort. - Discuss the applicability of the CSUN approach to
other campuses.
4Agenda
- Introduction
- Rationale
- Process
- Next Steps
- Discussion
5Why Transition from Service to Learning?
- I. Evolving emphasis of the field
- Student Learning Imperative, ACPA, 1994
- Powerful Partnerships, ACPA/NASPA 1998
- Good Practice in Student Affairs, 1999
- Greater Expectations, AACU, 2002
- Learning Reconsidered, ACPA/NASPA, 2004
6Why Transition from Service to Learning
- II. Response to Institutional Pressures
- Greater Accountability (Graduation Rates)
- Declining Resources
- Increasing Demand for Access
- III. Reposition Student Affairs
- Partner with rather than competitor to Academic
Affairs
7Learning Outcomes Goals And Assessment Model
- Definitions
- Mission a global statement about the
fundamental purpose of the department. The
mission should represent the core functions and
guide the development of goals. - Goal A broad statement directly related to the
mission that provides direction for the long
term. They might be accomplished but never
completed, i.e., they are the core of our work
and, therefore, have permanency.
8Learning Outcome Goals and Assessment Model
- Objective A focused statement concerning an
action that contributes to the overall
accomplishment of a goal. They are to be
accomplished and may or may not be completed,
i.e., they may represent something that is done
repetitively or they may represent a fixed-time
effort. Multiple objectives may be written for a
goal.
9Learning Outcomes Goals and Assessment Model
- Strategies The specific action plan designed to
accomplish the objective. They tend to be
short-term and, therefore, are subject to
modification and change based upon immediate
circumstances or needs. - Learning Outcome A statement of the desired
impact of the objective. The statement should
indicate what will be known or be able to be done
as a result of the accomplished objective. The
subject of the objective is typically the student
or other user of the service, program, activity,
etc.
10Learning Outcomes Goals and Assessment Model
- Assessment Method The way you will demonstrate
the extent to which the outcomes were achieved.
11Learning Outcome Goals and Assessment Model
- Format
- I. Department Mission Statement
- II. First Goal Statement
- A. Identify the University goal to which
the goal relates. - B. First Objective
- 1. Strategy(ies)
- 2. Learning Outcome(s)
- 3. Assessment Method(s)
- C. Repeat for additional objectives for
the first goal. - III. Repeat format for each goal statement
12Transition Process Time Line
- 2001-2002 introduced Model and began first
attempt at writing learning outcome goals. - 2002-2003 worked on reframing learning outcomes
based upon the results of the year-end reports.
Recognized a need to better define the concept of
learning outcomes.
13Transition Process Time Line
- 2003-2004 expanded participation through
division-wide workshops reduced scope refined
understanding. - 2004-2005 shifting focus to developing practice
to promote learning.
14Challenge
Figure 2.1 Learning Partnerships Model
Portray Knowledge as Complex Socially
Constructed
Internal Belief System
Self is Central to Knowledge Construction
Internal Identity
Validate Learners Capacity to Know
Learning Partnership
Situate Learning in Learners Experience
Share Authority Expertise
Mutual Relationships
Define Learning as Mutually Constructing Meaning
Baxter Magolda, M. B., King, P. M. (Eds.).
(2004). Learning partnerships Theory and models
of practice to educate for self-authorship.
Sterling,VA Stylus.
Support
15Consultation Part 1
- Identify learning outcomes
- Explore complexity of learning outcomes
- Explore developmental foundations of learning
outcomes - Identify development capacities students needed
to achieve outcomes
16Consultation Part 2
- Preliminary exploration of the extent to which
students possessed capacities - Exploration of journey from authority dependence
to self-authorship - Construct descriptions of where students are on
this journey - Explore LPM as a framework to help students move
along the journey
17Consultation Part 3
- Identify the distance between current capacity
and desired learning outcome - Identify steps in curriculum to bridge this gap
- Use the 3 challenges 3 supports to craft these
steps
18Modeling the LPM
- Learning-centered practice is complex socially
constructed - CSUN staff expertise re context students
crucial - Mutual sharing of expertise authority to devise
most effective practice - Experiencing learning partnerships helps develop
them with students
19Implementation Process Key shifts, impact
points and challenges
- Early Process Strategies
- Management Retreat Identified values beliefs
- Roll Out Model Concept Trickle Down Method
- First Draft
- Approach Holistic and singular. Implemented
all at once.
20Implementation Process Key shifts, impact
points and challenges
Early Process Challenges
- a Confusion
- a Apprehension
- a Insecurity
- a Info Overload
- Difficulty seeing big picture
- Concern for work load
- Uncertainty about expectations
- Required major identity shift
- Required leap of faith
- Lack of experience expertise
- Information bottleneck
21Implementation Process Key shifts, impact
points and challenges
- Mental Shifts From Early to Mid Process
-
- Isolation c c c Connection
- Director Control c c c Shared Responsibility
- Wide Net c c c Narrowed Focus
- Get it right c c c Evolutionary Process
- right now
-
22Implementation Process Key shifts, impact
points and challenges
- Mid-Process Strategies and Mechanisms
- Second Draft One goal only
- Involved external experts and consultants
- Developed internal experts consultation groups
- Developed outlets for dialogue cross-pollination
23Implementation Process Key shifts, impact
points and challenges
Impacts - Mid Process Strategy
- a Enthusiasm
- a Engagement
- a Optimism
- a Mutual Learning Fun
- New language and theory base
- New connections between theory and practice
- Reinforced new identity
- Increased sense of competence
- Movement and direction
- Community and camaraderie
- Process vs. Product
24Implementation Process Key shifts, impact
points and challenges
- Mental Shifts From Mid to Later Process
-
- Imposed Direction c c c Ownership
- Disempowerment c c c Authority
- Distributed Focus c c c Coordinated Direction
-
-
25Implementation Process Key shifts, impact
points and challenges
- Later Process Strategy and Mechanisms
- Next Drafts
- Expanding Circles of Involvement
26Implementation Process Key shifts, impact
points and challenges
Impacts Later Process Strategy
- a Self Esteem
- a Divisional Pride
- Entrepreneurialism and experimentation
- Critical mass
- Increased unity
27Alternative Approaches, Methods and Strategies
- Measured approach to goal development and
roll-out - Measured approach to staff involvement
- Start by learning to write outcomes and work
backwards - Develop a parallel model for change management
- Connect to known and honored theories
28Next Steps
- Student Affairs/Academic Affairs collaboration
- Launch of the learning center university
dialogue. - Preparation for accreditation focused on the
assessment of learning outcomes. - Developing outcomes for CSUN graduates.