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From Service to Learning: One Student Affairs Divisions Transition

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Describe the process used to create a learning-centered division of student affairs. ... Support. Internal Belief System. Internal Identity. Mutual Relationships ... – PowerPoint PPT presentation

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Title: From Service to Learning: One Student Affairs Divisions Transition


1
From 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

3
Goals
  • 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.

4
Agenda
  • Introduction
  • Rationale
  • Process
  • Next Steps
  • Discussion

5
Why 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

6
Why 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

7
Learning 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.

8
Learning 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.

9
Learning 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.

10
Learning Outcomes Goals and Assessment Model
  • Assessment Method The way you will demonstrate
    the extent to which the outcomes were achieved.

11
Learning 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

12
Transition 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.

13
Transition 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.

14
Challenge
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
15
Consultation Part 1
  • Identify learning outcomes
  • Explore complexity of learning outcomes
  • Explore developmental foundations of learning
    outcomes
  • Identify development capacities students needed
    to achieve outcomes

16
Consultation 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

17
Consultation 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

18
Modeling 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

19
Implementation 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.

20
Implementation 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

21
Implementation 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

22
Implementation 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

23
Implementation 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

24
Implementation 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

25
Implementation Process Key shifts, impact
points and challenges
  • Later Process Strategy and Mechanisms
  • Next Drafts
  • Expanding Circles of Involvement

26
Implementation Process Key shifts, impact
points and challenges
Impacts Later Process Strategy
  • a Self Esteem
  • a Divisional Pride
  • Entrepreneurialism and experimentation
  • Critical mass
  • Increased unity

27
Alternative 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

28
Next 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.
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