Transcript Sunnyvale University “Where students are empowered to excel in a global and diverse learning community through a commitment to inclusive excellence, intellectual development, and overall student.

Sunnyvale
University
“Where students are empowered to excel
in a global and diverse learning community
through a commitment to inclusive
excellence, intellectual development, and
overall student success."
Report presented by the
Sunnyvale and Community Joint
Review Board:
Katherine Beggs
Lauren Healey
Sadie Molinet
University of South Carolina
Welcome
Thank you for coming today!
This presentation will inform you of recommendations,
as proposed by the Sunnyvale and Community Joint Review Board,
to improve town-gown relations between the community and
Sunnyvale University!
Our agenda will discuss the following:
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Purpose of our review
Benefits of improved relations
Immediate Response (Implementation of a Town CouncilUniversity Advisory Board, Social Media Campaign, Communitybased Festival, and University Orientation workshops)
Long-term Plan (1 year, 3 year, 5 year plan)
Theory-based Support
We look forward to your continued support of this initiative!
Purpose
The International Town-Gown Association
describes the town-gown relationship as:
The Sunnyvale and Community Joint Review
Board recognizes the breadth of the issue
that brought us here today. A multitude of
"A collaborative relationship between the individuals and stakeholders are affected by
community (town) and the local college or the current strained town-gown relations.
university (gown) contributes to an overall These constituents may include:
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The University
quality of life for everyone involved.
However, issues such as local budget cuts,
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Students
off-campus student conduct, and campus
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Faculty
expansions too often cause strained
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Staff
relations between town and gown (Griffo,
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Alumni
2013)"
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The Town
In the case of Sunnyvale, campus
expansions and off-campus student
conduct have strained relations between
town and gown. Therefore, the Board has
been created to initiate dialogue between
the campus and its neighbors. The goal is to
develop and nurture a positive relationship
based on a shared understanding of the
roles of the town and university ,
respectively, to promote a healthy and
flourishing community.
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Residents
Landlords
Business Owners
The County
The State
Benefits
By reversing the current trend, all stakeholders have much to gain. Through increased
collaboration and strengthened relationships between the University and Town, we stand
to improve:
Community Involvement
Student Involvement
Student Safety
Marketing (through joint town/ university initiatives)
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Collaboration will foster mutually beneficial partnerships for both the present and future in
the areas of:
Sustainability
Campus Planning
Neighborhood Relations
Emergency Management
Government Relations
Transit Services
The Arts
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Additionally, we will be able to share the cost of services and develop an intellectual
pipeline between the community and University.
“The team exists to
accomplish a result. The
community exists to support
its members while they fulfill
their purpose. . . . When
partnerships, management
teams, and organizations
build communities, they tap
into a greater and deeper
reservoir of courage,
wisdom, and productivity.”
—Peter Gibb
Immediate Response
The severity of the current town-gown issue will be addressed
through the creation of the following:
1.
A Town Council-University Advisory Board
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This board would include the Mayor, prominent community members, the
University President, University faculty, staff, student leaders, and the Student
Body President.
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The University President in conjunction with
the Mayor will appoint the Board annually.
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The Board will meet monthly to discuss issues
of concern, recommendations, and generate
new ideas to continue strengthening relations
between the community and university.
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Town Hall meetings will be held quarterly to
include community and university members
at large. Members of the community and
university will have the opportunity to share
their opinions, concerns, and provide
feedback to the Board.
Immediate Response (continued)
2.
Social Media Campaign
To engage members of our community and university, the Board will
launch an aggressive social media campaign. We will utilize the
following social media avenues to reach out to the community and
members of the university to encourage their participation:
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“Join our Facebook page!” Prizes including food vouchers for the Annual Food Truck Festival will
be given to 10 lucky people randomly selected from the next 100 people to "Like" our page!
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“Follow us on Twitter!” The 100th person to re-tweet us gets a prize!
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“Follow us on Instagram!” Post your best picture engaging in the university and/or community!
Each week the best photo submission will receive a meal voucher from a local restaurant!
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We will utilize Hootsuite as a way to help organize our social media campaign! (Hootsuite sends
pre-arranged Facebook and Twitter posts from our sites at specified times!)
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Make sure to check in on 4square to all of the local businesses you visit! Let's show them our
support!
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The local city events page will be redesigned to reflect the integration of the town-gown relations
between the community and university and will serve as the major conduit of information about
events, programs, and services offered jointly through the Advisory Board. The University and
Chamber of Commerce for the city will link to this website and advertise events through their
respective websites.
All members of the university community and city will be encouraged
to participate and will be eligible for University swag and prizes from
local businesses!
Immediate Response (continued)
3. Food Truck Festival
The Annual Food Truck Festival will be
planned for March to kick-off the spring!
This annual event will:
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Be open to people of all ages and will
serve as a way to connect the
community and university in a joint
celebration of our city!
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Feature entertainment from the University including the All-Male Sunny Acapella Group, the
Rays of Light Dance Team, and student performers from various other student organizations
on campus!
Be a great way to support local businesses, enjoy some great food, and have fun!
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Additionally, a Community Recognition Ceremony will be held to honor those local
businesses in the community that have greatly impacted city-university relations! For
the inaugural awards, the Town Council-University Advisory Board will select the
honorees based on suggestions from the University President and City Mayor. On
the student side, Community Footprint Awards will be awarded to students who
have given significant contributions back to the community whether through civic
engagement, work, and/or internship experiences.
Immediate Response (continued)
4.
It's Always Sunny...at Orientation!
Orientation, hosted through the Office of New Student and Family Programs, will
offer informative sessions about how the town and university co-exist. It will serve
as a forum for the Town Council-University Advisory Board to promote joint
events for the community and university and foster relations between the
students and the community as students become engaged in the community.
This session will be offered during every first-year student and transition
orientation session.
Aside from promoting events and programs happening in the town, this session
will work to foster connections between community members and students,
encouraging students to be engaged in the community through internships,
externships, and service to the community!
Long-term plan
Our long-term plan includes the implementation of a Town-Gown
Relation Office within the Division of Communications. This office
would be responsible for meeting the following 1-year, 3- year, and
5-year goals:
1- Year Goals
1.
Improve upon all of the initiatives outlined in the “Immediate Response”
section of this recommendation.
2.
Assist in the development of and partnership with a community-run
town-gown support office (to compliment the already implemented
Town Council-University Advisory Board).
3.
Formulate a comprehensive marketing campaign to increase
awareness and support. This will include:
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Expansion of the previously implemented Social Media campaign.
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Development of a slogan and promotional materials.
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Videos, posted each month, regarding the history of Sunnyvale.
Creation of a hotline to receive community and/or student complaints.
Long-term plan (continued)
3 Year Plan
1. Maintain a web based resource center. This will include:
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Information regarding the history, culture, and events of Sunnyvale
University and the town.
Creation of a practical guide for “living away from home” for students.
Documents containing information regarding tenants rights, good
neighbor etiquette, and appropriate student behavior.
2. Events
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Annual Community Service Week, where students and community
members gather together to serve the larger community.
A 5k, in the Fall, to support the annual community scholarship fund.
Children of community members will receive priority consideration for
receipt of scholarship funds.
Symposiums, where prominent community leaders speak and perform for
the benefit of their peers, students, and community members.
Assessment
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All of our efforts should be assessed for success and shortcomings. By
creating a continuous culture of assessment we are able to adequately
address the needs of both the town and gown.
Long-term plan (continued)
5 Year Plan
1. Effective implementation of the following educational programs:
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A certificate program in Town-Gown Relations (Expand)
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An optional Senior Capstone Course where seniors must connect a semester
long, community-centered, outside of the classroom experiences to their major
(Expand)
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A Lifelong Learning Program where people over 55 are able to attend classes
at the university for free (Expand)
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Co-curricular initiatives such as:
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Increased internship and externship opportunities in the city
Mentorship programs for incoming freshman
Shadowing programs where students can observe professionals in fields of potential
career interest
2. Fundraising initiatives to create a town-gown community center. This
event space would be rentable and available for performances and other
engagements.
Long-term plan (continued)
5 Year Plan
1. Effective implementation of the following educational programs:
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A certificate program in Town-Gown Relations
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An optional Senior Capstone Course where seniors must connect a semester
long, community-centered, outside of the classroom experiences to their major
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A Lifelong Learning Program where people over 55 are able to attend classes
at the university for free
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Co-curricular initiatives such as:
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Increased internship and externship opportunities in the city
Mentorship programs for incoming freshman
Shadowing programs where students can observe professionals in fields of potential
career interest
2. Fundraising initiatives to create a town-gown community center. This
event space would be rentable and available for performances and other
engagements.
Support
To understand our students and factors influencing their actions, we have included
multiple student development theories. These student development theories include:
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Chickering’s Theory of Identity Development
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Programs and initiatives listed above may help students move through the various vectors,
such as assist them in Developing Mature Interpersonal Relationships.
Kohlberg’s Stages of Moral Reasoning
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Many of the Sunneyvale students may be “preconventional” in their development. Until the
reach stage 2, they may struggle to identify with the rules and expectations of their fellow
community members.
Schlossberg’s Transition Theory
• As students transition and grow their identities and ways of making meaning change. We
must recognize that each student may be coping with transition differently. We can use
Schlossberg's Transition Theory in understanding the needs of our populations and the
benefits of community support.
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The Interactionist Perspective
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The environment, coupled with a student's personal beliefs, values, and upbringing affect
their behavior. Therefore, we must positively change the student's environment is we are to
affect their behavior.
Support
Chickering’s Theory of Identity Development
Vectors of development each have a magnitude (amount/value) and direction (any direction). We must remember that students move
through vectors at different rates. The students at Sunnyvale reside within various vectors as they transition to collegiate life.
Vectors:
Developing Competence-- a sense of confidence that one can achieve goals and handle issues that they may face;
intellectual (grades), physical/manual skills (activities), and interpersonal (social interactions)
Managing Emotions-- recognizing and accepting emotions while appropriately expressing and controlling them
Moving Through Autonomy Toward Interdependence-- Instrumental (problem-solving ability, self-direction and mobility)and
emotional independence; recognize the importance of relationships
Developing Mature Interpersonal Relationships-- development of intercultural and interpersonal tolerance, appreciation of
differences and ability to create lasting and intimate relationships
Establishing Identity-- builds on the vectors which come before it-- becoming comfortable with who you are (body, social,
self-esteem)
Developing Purpose-- career goals, commitments to personal interests and activities and commitments to relationships and
make these decisions with personal confidence sometimes going against the grain
Developing Integrity-- 3 sequential but overlapping stages: humanizing values, personalizing values and developing
congruences
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We must also consider the effects of Admonitions and Environmental Influences.
Admonitions:
Integration of work and learning – since most students work as well as take classes, collaborative relationships are needed that
will maximize the developmental potential of work and volunteer experiences (may also relate to the importance of
academic affairs and student affairs collaboration)
Recognition and Respect for Individual Differences – educators must be cognizant of the different backgrounds and needs of
their students and adjust their interactions and interventions to address these differences
Acknowledgement of the Cyclical Nature of Learning and Development – learning involves periods of differentiation and
integration, equilibrium and disequilibrium
Environmental Influences: Institutional Objectives, Institutional Size, Student-Faculty Relationships, Curriculum, Teaching, Friendships
and Student Communities, Student Development Programs and Services
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Support
Support
Kohlberg’s Stages of Moral Reasoning
Three criteria frame Kohlberg's theory -- Structure criterion (most fundamental; at a given stage, individuals exhibit a similar reasoning
pattern regardless of the content of situation), Sequence criterion (stages appear in a specific order, regardless of setting or experience;
not all people advance through all stages or at same rate), and Hierarchy criterion (each successive stage is more highly developed than
the previous ones because it is all-encompassing).
Additionally, two factors contribute to moral stage development: Exposure to higher-stage thinking and disequilibrium (which occurs when
individuals are faced with situations arousing internal contradictions in their moral reasoning structures).
Stages:
Stage 1, Level 1- Heteronomous Morality: Right is defined as obeying rules to avoid punishment and refraining from physical
harm to others and property; Do not consider the rights or concerns of others.
Stage 2, Level 1 -Individualistic, Instrumental Morality: Follow rules as if it is in their interest to do so; Right is defined by what is fair
or an agreement.
Stage 3, Level 2 - Interpersonally Normative Morality: Right is defined as meeting the expectations of those to whom one is
close and carrying out appropriate, acceptable social roles; Want to be a good person image and gain others’ approval.
Stage 4, Level 2 - Social System Morality: View social system as made up of a consistent set of rules and procedures applying
equally to all people.
Stage 5, Level 3 - Human Rights and Social Welfare Morality: laws and social systems are evaluated based on the extent to
which they promote fundamental rights and values; Moral obligations and social relationships are based on making and being
able to depend on agreements.
Stage 6, Level 3- Morality of Universalizable, Reversible, and Prescriptive General Ethical Principles: Morality involves equal
consideration of the points of view of all involved in a moral situation; Decisions are based on principles that can be
generalized to all.
Six stages sequenced and grouped into three levels. Each level represents a different relationship between the self and society’s
rules and expectations:
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Level 1: Preconventional – do not understand societal rules and expectations; perspective is concrete and individually
focused
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Level 2: Conventional – “member of society” perspective; individuals identify with the rules and expectations of others,
especially authority figures
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Level 3: Postconventional or Principled – “prior to society” perspective; individuals separate themselves from the rules and
expectations of others and base decisions on self-chosen principles
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Support
Schlossberg’s Transition Theory
Transition is “any event or non-event that results in changes relationships, routines, assumptions, or roles (Evans,
Forney & Guido, 2010)” The meaning, for the individual, is based on: type, context (relationship to transition and
the setting), and impact (alterations to daily life).
Types of transitions:
anticipated (occur predictably such as graduation)
unanticipated (not predictable or scheduled like divorce or death)
non-events (expected but do not occur, such as a failure to be admitted to college)
personal
ripple
resultant
delayed
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We must understand the four following S's in order to address a student in transition:
1. The Situation: trigger, timing, control, role change, duration, previous experience, concurrent stress,
assessment
2. The Self: personal characteristics, demographic characteristics
3. Support: types and function
4. Strategies: categories (Modify situation, control meaning, manage stress in aftermath), coping models
(information seeking, direct action, inhibition of action, intrapsychic behavior)
Support
Support
The Interactionist Perspective
A cornerstone on which an understanding of student development is based. B = f (P x E) where B is the
function of the interaction (x) of person (P) and environment (E). Essentially, not every person experiences an
environment in a similar way.
Environmental Factors Influencing Development:
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Challenge and Support
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As the levels of challenge and support both increase, so does the level of growth
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Three developmental conditions: readiness, challenge, and support
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Theory of Involvement
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Increased involvement leads to increased student growth
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Involvement = the amount of physical and psychological energy that the student devotes to
the academic experience
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Five postulates:
Involvement refers to the investment of physical and psychological energy in various
objects
Regardless of the object, involvement occurs along a continuum
Involvement has both quantitative and qualitative features
The amount of student learning and personal development associated with any
educational program is directly proportional to the quality and quantity of student
involvement in the program
The effectiveness of any educational policy or practice is directly related to the
capacity of that policy or practice to increase student involvement
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References
Disare, Monica. (2013). Town-gown thrives under partnership. Yale Daily News.
Retrieved from http://yaledailynews.com/blog/2013/01/30/town-gown-thrivesunder-partnership/
Evans, N. J., Forney, D. S., & Guido, F. M. (2010).Student development in college,
theory, research, and practice. (2nd ed.). San Francisco: Jossey-Bass Inc Pub.
Fitzgerald, J. (2012). Fitzgerald leads effort to improve town-gown relations. UVA
Today. Retrieved from http://news.virginia.edu/content/fitzgerald-leads-effortimprove-town-gown-relations
Griffo, K. (2013). The itga certificate program in town-gown relations. Retrieved from
http://www.itgau.org/certificateprogram
Herbst, S. (2013). What a university owes a town. Inside Higher Ed. Retrieved from
http://www.insidehighered.com/views/2013/01/02/wake-newtown-rethinkingwhat-university-owes-its-town-essay
Moyen, E. (2006). Town-Gown relations on trial. Inside Higher Ed. Retrieved from
http://www.insidehighered.com/views/2006/06/08/moyen
References
The ICMA-ITGA certificate program in town gown relations. (2013). Retrieved
from
http://icma.org/en/Page/100229/The_ICMAITGA_Certificate_Program_in_Tow
nGown_Relations
Town-Gown. (2012) West Chester Division of Student Affairs. Retrieved from
http://www.wcupa.edu/_services/stu/townGownPrograms.asp
Queen's university town-gown relations. (2010). Retrieved from
http://towngown.sa.queensu.ca/