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Leading Change: Creating a Culture of Learning & Assessment.

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Presentation on theme: "Leading Change: Creating a Culture of Learning & Assessment."— Presentation transcript:

1 Leading Change: Creating a Culture of Learning & Assessment

2 Presenters Dr. Rosie Phillips Bingham, Vice President for Student Affairs Dr. Stephanie Blaisdell, Assistant Vice President for Student Affairs/Student Development Dr. Dan Bureau, Director of Student Learning & Assessment

3 Presentation Outline Communicating a vision of learning & assessment Gaining division-wide support Moving from theory to practice Articulating a Vision for Students: division-wide learning outcomes Strategic changes in planning and reporting Signs of culture change

4 Learning Outcomes Participants will have the opportunity to: Recognize the process taken by the University of Memphis’ Division of Student Affairs to infuse learning and assessment into the culture Identify the role of a strategic, persistent leader in culture change Apply the process of culture change to their own division/department

5 The Paradigm Shift In the Beginning—Focus on student success. “Retention is Everybody’s Business.”

6 Books that made a difference in my Thinking Good Practice in Student Affairs: Principles to Foster Student Learning (Blimling, Whitt and Associates; Learning Reconsidered:… (NASPA/ACPA); What Matters In College (Light); Leaving College: Rethinking the Causes and Cures of Student Attrition (Tinto)

7 Student Learning Student Learning Through Engagement and Involvement vs Students Learning Through Engagement and Involvement

8 Consultants Hired Greg Blimling (past ACPA President) – who emphasized focus on learning not on counting Vince Tinto (MIMSAC Speaker) Darby Roberts (Assessment)

9 Planning New Vice President for Business and Finance emphasized planning before budget

10 Then Budget Our focus pointed toward 2 things; focus on learning and planning dictating budget

11 Measuring Learning Outcomes More consultation—Darby Roberts How would we measure learning? How would we know our programs, resources, services made a difference?

12 Staff Struggle Staff was still struggling with a) lack of understanding ; b) lack of commitment that change was real; c) comfort with the familiar; d) not much money. But we did further clarify Mission and Goals

13 U of M Mission University of Memphis Mission: The University of Memphis is a learner-centered metropolitan research university providing high quality educational experiences while pursuing new knowledge through research, artistic expression, and interdisciplinary and engaged scholarship.

14 Student Affairs Mission Student Affairs Mission Statement

15 Student Affairs Goals Goals to increase student success, retention and graduation rates: Deliver high quality cutting-edge programs and services that promote and enhance student learning Recruit and retain high quality staff Provide physical facilities conducive to learning and discovery Develop partnerships and collaborations with various constituencies that augment student learning Develop communities that increase students’ sense of belonging and enjoyment of the university experience

16 Planning Before Budget Instituted Planning Meetings Focused on Learning Objectives (to aid in culture change) Prioritized Budget Needs

17 New Hire Opportunity to Hire a Director of Student Learning and Assessment

18 EMBODYING THE CHANGE Phase 2:

19 A New Normal Easing anxiety Building Relationships Skill building The Assessment Group (TAG) On-line tutorials Individualized meetings Just-in-time information sessions Collaborative process

20 A Vision for Students Facilitated discussions on division- wide learning outcomes with all Deans & Directors and small task force Allowed us to struggle with our common and unique contributions to student learning Linked Planning to these Student Learning Objectives

21 A Vision for Students Understanding and Managing Self Engaging Others in a Diverse World Succeeding as a Professional Develop and apply knowledge of self, including personality, values, interests and aptitudes Establish a connection to the University of Memphis Apply academic and co- curricular content to real- world contexts through experiential learning Develop integrity and make ethical decisions Develop an inclusive and interactive community focusing on understanding and respect of individual and group differences Identify, develop and articulate competencies necessary to succeed in one’s chosen field Demonstrate autonomy and personal responsibility Become engaged citizens locally and globally Understand the importance of life-long learning Enhance physical, psychological, interpersonal and spiritual well-being Develop effective social change skills Demonstrate effective leadership skills Possess appropriate self- efficacy Demonstrate civilityUnderstand the concept of professional identity and develop appropriate professional behaviors

22 Planning Document Divisional Goal Department GOAL(S) in support of Divisional Goal STRATEGIES STUDENT LEARNING OBJECTIVE(S) OTHER OBJECTIVES ASSESSMENT HOW ALIGNS WITH STUDENT AFFAIRS VISION FOR STUDENTS ADDITIONAL RESOURCES NEEDED Increase the number of students participating in key* co- curricular activities and programs *Be sure to note which activity/prog ram will be affected 1.Create a student volunteer on- call program to increase the number of students participating in community service 1a. Register students interested in being notified about community service opportunities 1b. Forward information about community opportunities to student list as they are sent by local agencies Students will articulate how their participation in community service has made a difference in their lives and the lives of others 1a. Increase interest and involvement in community service programs 1b. Enhance ties between the university and the community 1a. Track number of students that register and participate in program 1b. Feedback from participating agencies 1c. Student survey that includes open- ended response capturing student learning outcome Engaging with Others in a Diverse World: Become engaged citizens and understand her/his place in the world as a world citizen; Have a commitment to community service None

23 Planning Learning Reconsidered (p. 28): Scope & Sequence charts “instills a sense of shared ownership and spirit of collaboration among educators [and] provides a reference tool that orients veteran and novice faculty and staff to a common structure.”

24 Analyzing our Progress Scope & Sequence chart demonstrated how departments support each division-wide learning outcome Used Planning Documents to populate Imperfect process – not all strategies are created equal Reality check

25 Understanding and Managing SelfEngaging Others in a Diverse WorldSucceeding as a Professional Develop and apply knowledge of self, including personality, values, interests and aptitudes LEAD=10 SHS=26, SHS=27, SHS=28, SHS=29, SHS=30, SHS=31, SHS=32 SDS=41 SSS=52, SSS=53 11(5) Establish a connection to the U of M RSO=7 GREEK=23 SHS=26, SHS=29, SHS=30 ResL=36 SDS=42 MA=44 SSS=52, SSS=54 ACSS=55, ACSS=56, ACSS=57 CRIS=60, CRIS=61 JEP=65 16(10) Apply academic and co-curricular content to real-world contexts through experiential learning GREEK=24, GREEK=25 SHS=27, SHS=28 ResL=35 MA=46 CRIS=62 7(5) Develop integrity and make ethical decisions GREEK=22 SHS=27, SHS=28, SHS=29, SHS=30 ACSS=58 JEP=64, JEP=65, JEP=66 9(4) Develop an inclusive and interactive community focusing on understanding & respect of individual & group differences LEAD=14 GREEK=23 ResL=38 SDS=43 MA=46, MA=47 CPCC=67 7(6) Identify, develop and articulate competencies necessary to succeed in one’s chosen field LEAD=12 ResL=34 SDS=40, SDS=41 ESP=69 TEST = 70 6(5) Demonstrate autonomy and personal responsibility SEA=9 LEAD=10 GREEK=22 SHS=26, SHS=27, SHS=28, SHS=29 ResL=36, ResL=38 SDS=39, SDS=40 SSS=52, SSS=53, SSS=54 ACSS=55, ACSS=58 JEP=64 17(9) Become engaged citizens locally and globally LEAD=13, LEAD=14 ComSV=16 MA=46 ACSS=55 5(4) Understand the importance of life-long learning LEAD=11, LEAD=12 SHS=26, SHS=27, SHS=28 SDS=39 ACSS=58 7(4) Enhance physical, psychological, interpersonal and spiritual well-being SHS=26, SHS=27, SHS=28, SHS=29, SHS=30 MA=44 ACSS=55, ACSS=58 CRIS=59 CPCC=68 10(6) Develop effective social change skills LEAD=13 SDS=43 MA=47 3(3) Demonstrate effective leadership skills RSO=5 LEAD=11 SHS=29 MA=45, MA=46 SSS=54 6(5) Possess appropriate self-efficacy SHS=26, SHS=27, SHS=28, SHS=31, SHS=32 SDS=39, SDS=40 SSS=52, SSS=53, SSS=54 ACSS=55, ACSS=58 12(5) Demonstrate civility LEAD=14 GREEK=23 ResL=38 SDS=39, SDS=43 5(4) Understand professional identity; develop appropriate professional behaviors RSO=6, SEA=8, SEA=9 LEAD=12 SHS=28 SDS=39, SDS=40, SDS=41 MA=45 CRIS=63 10(6) Understand & Manag Self, unsp. UC=2, UC=4 SAC=19 CHILD=33 ResL=37, CS=48, CS=49 7(5) Engaging Others in a Diverse World, unsp. UC=2, UC=3, UC=4 ComSV=15, ComSV=17, ComSV=18 ResL=37 CS=51 8(4) Succeeding as a Professional, unsp. UC=1, UC=2 SAC=20, SAC=21 GREEK=22 CS=49, CS=50, CS=51 8(4)

26 A Vision for Ourselves Helped us realize we needed to articulate what was most important as a Division Lead to a definition of our values by the Deans & Directors

27 Student Affairs Values Learning Excellence Assessment Diversity Ethical Leadership Relationships Spirit

28 Mission And while we’re at it – our mission is really a motto Crafted a new mission Least popular decision!

29 Student Affairs Mission The Mission of Student Affairs is to foster student learning and promote student success through engagement and involvement in community, academics, diversity and leadership. Student Affairs Mission Statement:

30 LEARNING & ASSESSMENT 2.0 Phase 3

31 Maintenance and Advancement Increasing Confidence Examining Procedures and Processes Institutional Priorities Retention as funding focus Increased alignment to U of M Strategic Plan and DSA Strategic Plan Planning TracDat Consultation Provision of 26 Learning Outcomes Diversification of assessment methods Planning document feedback Campus Labs

32 YOU?

33 Learning Outcomes Participants will have the opportunity to: Recognize the process taken by the University of Memphis’ Division of Student Affairs to infuse learning and assessment into the culture Identify the role of a strategic, persistent leader in culture change Apply the process of culture change to their own division/department

34 For more information see /


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