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SC R Student-Centric Recruitment O O verview : Know Them Meet Them Welcome Them.

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Presentation on theme: "SC R Student-Centric Recruitment O O verview : Know Them Meet Them Welcome Them."— Presentation transcript:

1 SC R Student-Centric Recruitment O O verview : Know Them Meet Them Welcome Them

2 Get out of town! After the challenge of Enrollment Management - Recruitment Means Travel Searching Digging Begging Challenging All because you need to Find the Students so you can: Know Them Read Apps & Essays / No To Creative! Invite / Interact

3 YOU have to invite them to campus Meet Them / Dig Deeper Ask, Listen, Talk What is “custom-designed?” Focus on Career Focus on Career from the beginning Expect a lot / Give a lot

4 We like to play… with Polling Technology! I am a: 1.Student 2.Parent

5 What I want out of college is… 1.Knowledge, Learning, Classes! 2.Networking, Getting Work, Meeting Professionals 3.WooHoo! Parties! Social Life at last!!!! 4.This is a compromise I am making with kid/parent so hopefully I wont starve someday.

6 My primary field of interest is... 1.Music 2.Dance 3.Theater 4.Visual Arts 5.Movies/TV 6.Digital Media 7.Sports Entertainment 8.Other/Undecided

7 My primary focus is… 1.Creative 2.Business 3.Both 4.Undecided

8 Meet and Talk about Career Welcome Them Make them feel at home Make them eager to get there. Make clear – expect a lot! It’s about PROGRAMS It’s about PEOPLE It’s about REAL know guidecareer Communicate you want to know each of them – to guide each of them – to a career.

9 Follow It Up Add each to email newsletter. More than one edition. What’s going on now? What’s coming up? Most importantly, what are alumni doing?

10 NEWSletter

11 ALUMNI NEWS (So much going on, just the latest…) and signed Cheers Elephant Andrew Leib (’12): “I’m thrilled to announce that I have officially joined Red Light Management's LA office and signed Cheers Elephant who will be under the management of Mark DiDia and myself. I will also be assisting Mark in day‐to‐day operations for his artists Counting Crows, Corinne Bailey Rae, 3 Doors Down, Pia Toscano, and Von Grey. Emily Marcouiller( ’12), moved to LA last fall: “ I'm working as an assistant to a head technical engineer (technical director) on live entertainment television‐ award shows, as I'm sure you saw me talk about on Facebook. I'm going to be working on the OSCARS! As a PA, per the reference of the Line Producer whom I also met working on Miss America. A show, by the way, I wouldn't have worked on if I didn‘t meet the Field Manager on The Bachelorette, which is an opportunity I had because of fellow EAM alumn Brittani West. Ben Giller (’13): “ I have switched jobs just recently and am now currently working as an Operations Coordinator for Live Nation Philadelphia. I do production for the Tower Theater in the winter and the outdoor venues and festivals in the summer time.” COMING UP with EAM @Drexel! Pulitzer Prize and Tony Award‐Winning playwright Doug Wright will be on campus with EAM for a minresidency this May (May 6‐8, 2014). Doug received the Pulitzer Prize, a Tony Award, the Drama Desk Award, a GLAAD Media Award, an Outer Critics Circle Award, a Drama League Award and a Lucille Lortel Award for I Am My Own Wife, which premiered at

12 thank you “We have a lot going on…” thank you

13 Student-Centric Curriculum Designing Arts Management Programs for the Success of Young/Inexperienced Students Maria Guralnik, Arts Management BOS Coordinator Purchase College

14 Student-Centric Strategy: B.A. in AMG at Public Institution Student Preparedness and Expectations Environmental Analysis External (Field and Institutional) Internal (Program) Program and Curricular Goals Game Plan: Strategies, Tactics, Tools Assessment and Evaluation Revise and Repeat

15 WHOM DO WE SERVE? EXPERIENCE Academic Arts Business EXPECTATIONS College degree Skill/Knowledge Job preparation Advanced study MOTIVATION??

16 SETTING STUDENT-CENTRIC GOALS FOR SUCCESS Self-discovery (vs. expertise and skill mastery) Job or advanced study readiness (vs. guaranteed career/entry) College retention and graduation vs. Degree in AMG (see self-discovery)

17 ENVIRONMENT FOR SERVICE S Diverse Faculty Increasing placement of alumni Located near cultural hub Arts-centric campus Low-cost degree (SUNY) W Poor faculty/student ratio B.A. limited to 42 credits; most courses 4 credits No involvement in acceptance decision Large class size, low-income – hard to arrange field trips, collaborative work O Arts-centric campus Good tech support Potential for cultivation of AMG- specific donors M.A. in Arts Entrepreneurship in development T Increased competition Zero money for additional lines; resources (State financial crisis)

18 Student-Centric Solutions for AMG B.A. ISSUES ISSUE #1 LACK OF ARTS/BUSINESS KNOWLEDGE Related: Not sure why I selected this major or what I want to do after I graduate (though I may have a better answer next year!) Strategies, Tools, Resources Require arts-history, arts practice prior to Foundation course and Foundation courses before UL courses Integrate RELEVANT field examples of the Art as well as business practices/theory throughout the curriculum Include recent, articulate working alumni among speakers Be flexible (within reason) Advising must often go beyond providing registration codes

19 Student-Centric Solutions for AMG B.A. ISSUES ISSUE #2 CURRICULUM DOES NOT COVER WHAT I (THINK I) NEED FOR MY FUTURE CAREER IN ARTS Related: Limited Faculty Expertise; only 40 credits in the B.A. (I took all the courses and there is nothing else I like!) Strategies, Tools, Resources Develop Core Competencies for creative sector management: collaboration, organization, planning, communication, decision-making, research/analysis Re-design your 40 credit B.A. to include complementary course credits outside the major (e.g. arts history; economics, etc) Assess specific interests/career goals early and often Get to know ALL of your colleagues, attend faculty meetings; troll new course offerings EVERY semester (and share) Encourage relevant independent study all internship credits for mature and working students Include recent, articulate working alumni among speakers

20 Student-Centric Solutions for AMG B.A. ISSUES ISSUE #3: INCONSISTENT STANDARDS, ACHIEVEMENT DIFFERENT CONTENT/STANDARDS ACROSS SECTIONS OF THE SAME COURSE; SENIOR PROJECTS ARE MANAGED AND EXECUTED INCONSISTENTLY Strategies, Tools, Resources All faculty are encouraged to meet, review, align course outcomes, specific topics, and share resources regularly; Sequencing must be enforced through digital tools and frequent/detailed communications and advisor mentoring; Junior seminar or other research/writing course helps ensure student preparation for senior capstone research/writing requirements; Detailed Guidelines for executing and evaluating senior projects disseminated to students and faculty; Apply Business world expectations throughout AMG coursework stressing importance of meeting deadlines, clean/professional grade work and appearance (cultivate pride and esteem as a by product!)

21 Creating Student- Centered Internships Rachel Shane University of Kentucky

22 Background Undergraduate students required to complete six credit hours (150 work hours) of internships for graduation Students range in age from 18-23 Majority have worked a job but most have never worked in arts organization

23 Former Structure Typically 15-25 students completing internship in a semester Students often left on their own to find opportunity Providers email program and ask for us to email opportunity to our students Few formalized relationships with arts organizations All internship course requirements completed at the end of internships

24 Challenges in Internships: Student Perspective “I couldn’t complete the required hours because the organization never had enough work for me to do.” “I felt like I had to do a lot of ‘busy work’ or activities that a volunteer without any arts admin background could do.” “I have never even had a ‘real job’ – How do I even figure out how to find an internship?”

25 Challenges in Internships: Providers Looking for “free labor” rather than providing educational experience Providers don’t necessarily know how to construct appropriate internship opportunities University/program relationships with providers are mostly informal

26 Finding Solutions 3-Party Contract Contract between program, provider and student. Student Preparation Added preparation activities to 100-level course and currently creating online resource guide. “Real-Time” Assessments Required assessment points during internships via in-person course meetings and online assignments.

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