Transcript Student Affairs Staff Orientation

Student Affairs Staff
Orientation
Tuesday, December 16
Wednesday, December 17
Agenda
Tuesday Morning
8:30 a.m.
 9:00 a.m.
 10:00
 10:15 a.m.
 10:45 a.m.
 Noon
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Introductions
Transitions
break
History
Campus Ecology
Lunch-Make Yourself Known
Agenda
Tuesday Afternoon
12:45 p.m.
 1:45 p.m.
 2:45 p.m.
 3:00 p.m.
 4:30 p.m.

Tour
Theory Anyone?
break
Social Contract
Principles of Good Practice
Agenda
Wednesday
10:30 a.m.
 11:30 a.m.
 Noon
 12:45 p.m.
 1:30 p.m.
 2:15 p.m.
 2:30 p.m.
 3:30 p.m.

Words of Wisdom
Ethics
Lunch – Our Students
Ethics
Multicultural Competence
break
Principles of Good Practice
Closure
Introductions
Name
 Department
 Favorite Food
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Learning Outcomes
Increase understanding of the field of
Student Affairs
 Increase understanding of engaging in
Student Affairs work at Evergreen
 Enhance capacity to effectively serve
students
 Increase familiarity with colleagues
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Ground Rules
Take some risks
 Respect confidences shared
 If you need clarification, ask
 Have fun
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Transitions Theory
William Bridges (1980)
Transitions: Making Sense of Life’s
Changes
 William Bridges & Associates
wmbridges.com/index.html
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Transitions
Integrates and builds on a number of
theorists who studied human
development, grieving, etc.
 “Rites of passage” found in ancient or
other cultures as studied by Van Gennep
(1960) are also frequently referenced.
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Rites of Passage
Transitions
Planned transitions
 Structured
 Understood transitions as the way to
personal growth
 Regardless of culture always include:
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Separation
Transition
Incorporation
Three Stages
Transitions
Ending
 Neutral Zone
 New Beginning
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Transition
Transition is different from change
 Transitions are impacted by life stage
 Often parallel milestones of same-sex
parent
 Transition begins when one lets go of what
s/he has been
 Often repeat patterns from childhood and
young adult experiences
 Not linear
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Ending
Transitions
“Almost everything is
easier to get into than
out of.”
-- Agnes Allen, American Writer
Ending
Transitions
Modern Western society handles endings
poorly
 Must be dealt with if we are to move on to
what comes next
 Termination process violates our belief
that development has nothing to do with
loss; only gain
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Ending
Transitions
Disengagement
 Disidentification
 Disenchantment
 Disorienation
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Neutral Zone
Transitions
“One doesn’t discover
new lands without
consenting to lose sight
of the shore for a very
long time.”
– Andre Gide
Neutral Zone
Transitions
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Loss of relatedness, purpose, reality, motivation
Empty, lost
Old weaknesses reemerge
Old reality looks transparent
Nothing feels solid; often get mixed signals
Tend to seek solitude and distance from
distractions
Fosters creativity and self-awareness
Can be traced in the great figures of our world
(e.g. Buddha, Muhammad, St. Paul, Dante, etc.)
New Beginning
Transitions
“The world fears a new experience
more than it fears anything.
Because a new experience displaces
so many old experiences. … The
world doesn’t fear a new idea. It can
pigeon-hole any idea. But it can’t
pigeon-hole a real new experience.”
-- D.H. Lawrence, British Novelist
New Beginning
Transitions
Come to the beginning only at the end
 Can be indirect and unimpressive
 We resist new beginnings; we fear real
change
 Genuine beginnings begin within us
 Accessible to everyone and everyone
struggles with them
 Can bring fear and conflict
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Top 10 Tips for Navigating Transitions
(according to Bridges)
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1. Expect and accept grieving
2. Define what’s over and what isn’t
3. Treat the past with respect
4. Seek support
5. Don’t act for the sake of action
6. Recognize why you are uncomfortable
7. Seek solitude
8. Persevere
9. Revisit the purpose for the new beginning
10. Begin to identify yourself with the final result
History
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QUIZ
History
1. The first college in the U.S. was Harvard
University founded in 1636.
2. The early colleges were founded to
educate white men to serve as clergy
and community leaders.
3. The original colleges in the United States
were run by faculty.
4. The original colleges in the United States
followed a model of college-student
interaction inherited from England.
History
5. In the early 1890s the first deans of
men/women were appointed.
6. Enhanced access to higher education in
the U.S. occurred after the Civil War
and again after WWII.
7. In the 1960s and 1970s colleges in the
U.S. shifted away from in loco parentis.
8. The first gathering of student affairs
professionals occurred in 1903.
History
9. Art Costantino is Vice President of the
regional part of the National Association
of Student Personnel Administrators
(NASPA).
10. The first senior student affairs position
at Evergreen filled by John C. Finley in
1970 was titled Dean of Developmental
Services.
Campus Ecology
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Dynamic interaction of persons with the
physical and natural factors and
dimensions of the campus environment
Ecological Perspective
Concern for individual change
 Incorporates systemic import of
environment
 Focus on the transactional relationship
between students and their environment
 Assumes environmental change as well as
individual change
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What conceptual tools do we use?
Campus Ecology
Behavior=
f (S
X
E)
Cognitive
development
Sex
Physical
Aesthetic
development
Race
Social
Identity formation
Age
Climate
Physical health
Intelligence
Residence
Moral reasoning
Aptitude
Opportunities
Interpersonal
development
Interest
Incentives
Etc.
Etc.
Supports
Assumptions
Campus Ecology
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Campus environment consists of all the stimuli that impinge
upon the students’ sensory modalities and includes
physical, chemical, biological, and social stimuli
Students shape the environment and are shaped by it.
Every student possess capacity for a wide spectrum of
possible behaviors. A given campus may facilitate or inhibit
any one or more of these behaviors.
The campus should be intentionally designed to offer
opportunities, incentives and reinforcements for growth and
development.
For purposes of environmental design, the shaping
properties of the campus environment are focused upon;
however, the students are still viewed as active, choice
making agents who may resist, transform, or nullify
environmental influences.
Kaiser, L.R. (1975). Designing campus environments. NASPA Journal, 13, 33-39.
Key Components of
Human Environments
Physical features
 Aggregate characteristics of their
inhabitants
 Organizational designs
 Perceptions or constructions of those who
participate in the environment
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Strange & Banning
Steps
Campus Ecology
The ecosystem design process is the design or engineering component of the
campus ecology perspective. There are seven basic ecosystem design
processes. These are as follows:
 Step 1.
Designers, in conjunction with community members, select
values.
 Step 2.
Values are then translated into specific goals.
 Step 3.
Environments are designed which contain mechanisms to
reach the stated goals.
 Step 4.
Environments are fitted to the participants in the
environment.
 Step 5.
Participant perceptions of the environment are measured.
 Step 6.
Participant behavior resulting from environmental
perceptions is monitored.
 Step 7.
Data on the environmental designs’ success and failures, as
indicated by the participant perception and behavior, is fed
back to the designers in order that they may continue to
learn about person/environment fit and design better
environments.
Aulepp, L., & Delworth, U. (1976). Training manual for an ecosystem model: Assessing and designing campus
environments. Boulder, CO: Western Interstate Commission for Higher Education.
References
Campus Ecology
Aulepp, L., & Delworth, U. (1976). Training manual for an ecosystem model: Assessing and designing
campus environments. Boulder, CO: Western Interstate Commission for Higher Education.
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Astin, A.W. (1993). An Empirical typology of college students. Journal of College Student
Development, 34, 36-46.
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Astin, A.W., & Holland, J.L. (1961). The environmental assessment technique: A way to measure
college environments. Journal of Educational Psychology, 52, 308-316.
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Banning, J.H. (Ed.). (1978). Campus ecology: A perspective for student affairs. Cincinnati, OH:
NASPA Monograph.
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Banning, J.H., & Kaiser, L. (1974). An ecological perspective and model for campus design. Personnel
and Guidance Journal, 52(6), 370-375.
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Clark, B., & Trow, M. (1966). The organizational context. In T. Newcomb & E. Wilson (Eds.), College
peer groups: Problems and prospects for research (pp. 17-70). Chicago: Aldine.
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Costantino, A.A., & Nemeth, D.J. (1993). Enhancing the Built Environment to Promote Multiculturalism: A Collaborative Project.
Journal of College Student Development, 34, 310-311.
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Heilweill, M. (1973). The influence of dormitory architecture on resident behavior. Environment and
Behavior, 5, 337-412.
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Huebner, L.A., & Lawson, J.M. (1990). Understanding and assessing college environments. In D.G.
Creamer & Associates (Eds.), College student development: Theory and practice for the 1990s
(pp. 127-151). Alexandria, VA: American College Personnel Association.
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Kaiser, L.R. (1975). Designing campus environments. NASPA Journal, 13, 33-39.
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Moos, R.H., & Gerst, M. (1988). The university residence environment scale manual (2nd ed.). Palo
Alto, CA: Consulting Psychologists Press.
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Pascarella, E.T. (1985). College environmental influences on learning cognitive development: A
critical review and synthesis. In J.C. Smart (Ed.), Higher Education: Vol. 1. Handbook of
theory and research (pp. 1-61). New York: Agathon Press.
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Rodgers, R.F. (1990a). An integration of campus ecology and student development: The Olentangy
project. In D.G. Creamer & Associates (Eds.), College student development: Theory and
practice for the 1990s (pp. 155-180). Alexandria, VA: American College Personnel Association.
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Strange, C.C., & Banning, J.H. (2001). Educating by Design: Creating Campus Environments that
Work. San Francisco, CA: Jossey-Bass.
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Walsh, W.B. (1973). Theories of person-environment interaction: Implications for the college student.
Iowa City, IA: American College Testing Program.
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Lunch
Make Yourself Known
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Round 1
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Round 2
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Make Yourself Known
Omit any reference to yourself professionally
(e.g. where you work, what your job title is,
what you like/dislike about your job)
Round 3
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Omit any mention of your social history (e.g.
where you are from, single/partnered, family,
friends)
Tour
20 minute tour
 Mission of Student Affairs
 Student Affairs Organization Chart
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Student Affairs’ Mission
The Student Affairs division of The Evergreen State College supports the institution’s
mission by providing programs and services that assist students in achieving
important learning outcomes. We do so by:
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Helping students to become critical thinkers who are aware of what they know,
how they learn and how to apply what they know. We support students as they
learn to work in an environment that is collaborative and interdisciplinary.
Providing efficient student-centered delivery of services.
Creating and maintaining a secure campus environment which offers a rich array
of intellectual, cultural, social and recreational activities.
Encouraging healthy behaviors and the development of interpersonal skills.
Increasing student appreciation for human diversity including consideration of
ethnicity, culture, gender, age, sexual orientation, disability, nation of origin,
economic and social background.
Promoting responsible citizenship within the Evergreen community and in our
global society.
Serving as an advocate for student needs and concerns and helping ensure that
students have input into decisions that directly affect their lives. In addition, we
share our knowledge of students gained through contacts, research and
assessment.
Student Affairs Organization Chart
Vice President for Student Affairs
Art Costantino
Executive Associate
Wendy Endress
Dean, SASS
Phyllis Lane
Academic Advising
Access Services
Career Development
First Peoples
Health & Counseling
Student Activities
GEAR UP
Upward Bound
KEY & WATEP
Administrative Secretary
Tracey Johnson
Assistant for
Student Conduct
Andrea Seabert Olsen
AVP for Enrollment Services
Steve Hunter
Director of
Director,
Admissions
Recreation
& Athletics
Residential & Dining Services
Financial Aid
Dave
Weber
Sharon Goodman
Registration & Records
Student Employment
Director of
Police Services & Parking
Ed Sorger
Telephone Operations
Theory Anyone?
Theory is a hypothesis which explains
behavior or relationships. It suggests
how, why and when something happens.
 Student development theories include
suppositions from a variety of disciplines
which offer models for how students
grown and learn, what prompts them to
change, and when it is likely to happen.
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Self-awareness
Theory Anyone?
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In order to understand and use theories student
affairs professionals must examine who we are
and what we believe.
Identify an experience you had in junior or senior
high school that you think helped define you as
an adult. What was it? What happened? What’s
your informal theory about it?
Identify a recent experience in which a student or
colleagues did something you did not expect.
How did you come to understand it or explain it
to yourself?
Why use theory?
To understand what we are really hearing
from students
 It provides a framework for understanding
students’ concerns, attitudes, and thought
processes
 It suggests questions to ask, avenues to
explore, and hypotheses to test
 It provides direction in contributing to
student learning, advocating on students’
behalf, or providing appropriate support
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Student Development
About becoming a more complex
individual
 Increasing the differentiation and
integration of the self
 Qualitative enhancement of the self
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Types of Theory
Human development
 Psycho-social
 Identity (race, gender, ethnicity)
 Cognitive
 Typological
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Challenge and Support
Theory Anyone?
Nevitt Sanford (1966)
 Built on Erikson (1959) … a new stage
occurs when there is a developmental
crisis or turning point
 A balance of challenge and support must
be present for development to occur.
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Social Contract
Andrea Seabert Olsen
Principles of Good Practice
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Engages students in active learning.
Helps students develop coherent values and
ethical standards.
Sets and communicates high expectations for
student learning.
Uses systematic inquiry to improve student and
institutional performance.
Uses resources effectively to achieve
institutional missions and goals.
Forges educational partnerships that advance
student learning.
Builds supportive and inclusive communities.
Review
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Introductions
Transitions
History
Campus Ecology
Tour
Theory Anyone?
Social Contract
Principles of Good Practice
Agenda
Wednesday
10:30 a.m.
 11:30 a.m.
 Noon
 12:45 p.m.
 1:30 p.m.
 2:15 p.m.
 2:30 p.m.
 3:30 p.m.
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Words of Wisdom
An Ethic for the Profession
Lunch – Our Students
An Ethic for the Profession
Multicultural Identity
break
Principles of Good Practice
Closure
Words of Wisdom
“Hidden Rules of the Workplace”
Andrea Coker-Anderson, Registration &
Records
 Andy Corn, Student Activities
 Mary Craven, Student Activities
 Terry Ford, Faculty
 Wendy Freeman, Career Development
 Steve Hunter, Enrollment Services
 Sabine Riggins, Police Services
 Julie Slone, Provost’s Office
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An Ethic for the Profession
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Ethic is the ultimate values or principles
that one holds.
…it defines an individual’s character.
…revealed in a person’s decisions,
actions, and behaviors.
An Ethic for the Profession
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Contexts contribute to professional ethic
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Personal
Institutional
Professional
Legal
An Ethic for the Profession
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Be informed
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Maintain integrity
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Self-knowledge
Institutional knowledge
Respect individuality of students
Honesty and truthfulness
Confidentiality and trustworthiness
Discretion
Practice justice
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Equity and impartiality
An Ethic for the Profession
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ACPA Statement of Ethical Principals &
Standards
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Dedicated to enhancing the worth, dignity,
potential, and uniqueness of each individual
within post-secondary educational institutions
and, thus to the service of society.
Committed to contributing to the
comprehensive education of students,
protecting human rights, advancing knowledge
of student grown and development, and
promoting the effectiveness of institutional
programs, services, and organizational units.
An Ethic for the Profession
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ACPA Statement of Ethical Principals &
Standards
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Professional Responsibility and Competence
Student Learning and Development
Responsibility to the Institution
Responsibility to Society
An Ethic for the Profession
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Ethical Foundations
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Act to benefit others
Promote justice
Respect autonomy
Be faithful
Do no harm
An Ethic for the Profession
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Nash’s 12 Questions
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Have you defined the problem accurately?
How would you define the problem if you stood on the other side of
the fence?
How did the situation occur in the first place?
To whom and to what do you give your loyalties as a person or group
and as a member of the organization?
What is your intention in making this decision?
How does our intention compare with the likely results?
Whom could your decision or action injure?
Can you engage the affected parties in a discussion of the problem
before you make your decision?
Are you confident that your position will be as valid for a long period
as it seems now?
Could you disclose without qualm your decision or action to your boss,
the college president, the board of trustees, your family, or the CPJ?
What is the symbolic potential of your action if understood?
Misunderstood?
Under what conditions would you allow exceptions to your stand?
Evergreen Students
Lunch
1.
2.
3.
4.
5.
4,586 students enrolled in Fall 2007
89% of undergraduate students are fulltime
304 graduate students were enrolled in
Fall 2007
77% of undergraduate students are
Washington residents
18% of students are students of color
Evergreen Students
Lunch
6. 42% of transfer students identify as
first-generation
7. The undergraduate retention rate is 78%
8. 1,233 students received degrees from
Evergreen in 2006-07
9. The median age of all students is 22
10. 7% percent of undergraduate students
have a disability
Multicultural Identity
Art Costantino
Principles of Good Practice
Means to conducting learning-oriented
student affairs work, based on extensive
research about the impact of college on
educational outcomes.
 Should be incorporated into everyday
tasks and interactions.
 Shape how we think about our
responsibilities, communicate our
purposes to others, and engage students.
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Principles of Good Practice
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5.
6.
7.
Engages students in active learning.
Helps students develop coherent values and
ethical standards.
Sets and communicates high expectations for
student learning.
Uses systematic inquiry to improve student and
institutional performance.
Uses resources effectively to achieve
institutional missions and goals.
Forges educational partnerships that advance
student learning.
Builds supportive and inclusive communities.
Additional Resources
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National Association of Student Personnel Administrators (naspa.org)
American College Counseling Association (collegecounseling.org)
American College Health Association (acha.org)
American Association of Collegiate Registrars and Admissions Officers (aacrao.org)
Association of College & University Housing Officers-International (acuho-i.org)
International Association of Chiefs of Police –University/College Police Section
(theiacp.org)
Association of College Unions International (acui.org)
National Academic Advising Association (nacada.ksu.edu)
National Association for College Admission Counseling (nacacnet.org)
National Campus and Community Radio Association (ncra.ca)
National Career Development Association (ncda.org)
National Association of Student Financial Aid Administrators (nasfaa.org)
National Coalition for Campus Children’s Centers (campuschildren.org)
National Intramural-Recreational Sports Association (nirsa.org)
National Orientation Directors Association (nodaweb.org)
Northwest Parking Association (nwparking.org)
12 Questions that Count
Closure
1. Do I know what is expected of me at work?
2. Do I have the materials and equipment I need to
do my work properly?
3. At work do I have the opportunity to do what I
do best every day?
4. In the last seven days have I received
recognition or praise for good work?
5. Does my supervisor or someone at work seem to
care about me as a person?
6. Is there someone at work who encourages my
development?
12 Questions that Count
Closure
7. At work do my opinions seem to count?
8. Does the mission of my organization
make me feel like my work is important?
9. Are my coworkers committed to doing
quality work?
10. Do I have a best friend at work?
11. In the last six months have I talked with
someone about my progress?
12. This last year have I had opportunities
at work to learn and grow?
Closure
What tools do you have in your toolbox
that you didn’t have on Monday?
 What does it mean to be a member of the
Student Affairs division? What’s the link to
your job responsibilities?
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Evaluation
Closure
Evaluation
Participants
Fall 2008
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Courtney Bailey, Student Activities
Alyise Bernardino, RAD
Casey Birdsall, Children’s Center
Mindi Bliss, Children’s Center
Talcott Broadhead, OSAP
Ruth Brownstein, KAOS
Sarah Carlyle, Admissions
Anne Carpenter, Access Services
M’Liss DeWald, RAD
Amber Evans, Athletics
Katherine Fehnsenfeld, Health Center
Tyson Forrest, Police Services
Jessie Fries-Kraemer, Admissions
Julian Genette, Admissions
Trina Griffiths, Financial Aid
Linda Horn, Police Services
Olga Inglebritzen, Tacoma Program
Tami Johnson, Financial Aid
Kitty Jones, Academic Advising
Abby Kelso, Admissions
Nashira Knight, First Peoples/Career Development
Participants
Fall 2008
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Rashida Love, Academic Advising
Tim Marron, Police Services
Katherine McGee, Academic Advising
April Meyers, Police Services
Dwight Monohon, Police Services
Arvin Mosley, KEY/WATEP
Dalya Perez, Academic Advising
John Purtteman, Athletics
JeNais Radabaugh, Registration
Liza Rendon, RAD
Maxime Rene, Admissions
Helen Ross, Financial Aid
Avis Russell, Children’s Center
Kristi Rychener, Children’s Center
Sally Schwartz, Admissions
Michael Sledge, RAD
Leonard Treanton, Upward Bound
Tara Trimmell, Registration
Melissa Turkington, RAD
Sandra Warren, Financial Aid
Facilitators
Art Costantino
Vice President for Student Affairs
 Wendy Endress
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Executive Associate to the VPSA
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Andrea Seabert Olsen
Assistant to the VPSA for Student Conduct
Library 3009 360.867.6296