Post on 01-Jan-2016
U-Life Professional Development Day – June 2012Barbara GorkaDirectorPenn Abroad
Scott RomeikaDirector, Academic Affairs and AdvisingUndergraduate Division, The Wharton School
Sharon SmithDirector, Student Intervention ServicesVice Provost for University Life
Millennial Students Short view; expectation of immediate
results
Team oriented
Multi-tasking; (over)achieving
(Over)managed, (over)scheduled
Labeled as “special” and “unique”
Protected from harm, adversity, challenges
Risk aversion; uneven confidence
24/7 connection
Millennial Parents Activists as young adults; changed
the world (60’s and 70’s)
Invested in child’s success (literally, figuratively); “helicopter”
Seek lots of information from students, schools; “secretary”
Problem solving approach – “fix it now”
Maximizers / optimizers
Frequent connection to (but not necessarily better communication with) students
Different World (for students)Old World (high school)
• Child/minor
• Structured, passive learning environment
• Convergent thinking (get the right answer; 3 Rs)
• Success easier to define (concrete)
• Choices: “a la carte”
New World (college)
• Adult (young adult)
• Less structured, active learning environment
• Divergent thinking (complexity; creativity)
• Success harder to define (abstract)
• Choices: self-directed
Different World (for parents)Old World (high school)
• Active partner in education
• Some monitoring of learning environment
• More influence on self-perception, development
• Mistakes are more public (first to know)
New World (college)
• Limited/invited partnership
• Limited to no monitoring of learning environment
• Less influence on self-perception, development
• Mistakes are more private (last to know)
New Skills for the New World
Take charge of choices, decisions, success, challenges (pilots, not passengers)
Develop autonomy/responsibility
Explore and develop multiple identities/paths to success
Value process, integrity, and learning for the sake of learning (not just grades and other outcomes)
Learn from mistakes and challenges
Learn how to problem solve; identify supports and resources
Internal Limits: Penn’s PhilosophyPenn engages students in a solution-oriented
process that allows the student to be proactive and take responsibility for his/her actions
Penn offers tremendous freedom to individuals and expects that each member of the University community will carry his or her share of their responsibilities
The University does not take on a parental role in relation to its students but rather assumes that students can live as young adults who can make their own decisions and take basic responsibility for their own lives
Internal Limits: Parental Notification PolicyPenn reserves the right to notify parents in cases
involving serious injury or emergency situations
Parents are called whenever a student is in a health or safety crisis situation
Other than emergency situations, “a decision to notify parents or guardians about a student's activities will be made by the Office of the Vice Provost for University Life, or another senior student affairs officer, after consultation with the student's school office, if appropriate.”
Internal Limits: Factors that Guide Parental NotificationLevel of risk (to student, to Penn community)
Frequency
Other areas of concern (academic, residential life, etc.)
Willingness to engage in services and comply with University expectations
Student is informed ahead of time and empowered to initiate the contact instead
External LimitsFERPA
HIPAA
Clery Act
Student must give consent to release information (in most cases)
http://www.upenn.edu/privacy/index.htm
Am I in the right role to address the
issue?
Y: Am I being asked to share protected info?
Y: Do I have student’s consent?
Y: Should I share the requested
info?
Y: Share info, document
conversation
N: Affirm boundary; help where
you can
UNSURE: Consult
N: Affirm boundary; help where
you can
N; Share info, address
questions, refer
UNSURE: Consult
N: Make handoff or referral;
document
UNSURE: Consult
Troubleshooting Flow Chart
Consult with:- Supervisor- VPUL- General Counsel
Penn Support Network
Student
VPUL
College House
Faculty & TAs
Peers / Cohort
Resource
Centers
Advisors
Educate Yourself
• What is the office protocol?
• Be respectful, responsive, professional to parents
• Ask lots of questions; collect all the information you can
• Basics: parent name, student name, contact info, date/time of contact, issue presented
• Clarify the issues and ensure parents they’re being heard
• “Does your son/daughter know you’re calling?”
• Provide information – objective data; don’t speculate
• Knowledge (easiest to find on website, in publications, etc.)
• Process (less obvious)
• Empathize with parents’ concerns, anxieties, stressors
• Know when to hold ‘em (deal with the problem directly), know when to fold ‘em (when to involve others)
• But… make a good handoff (don’t just pass them around)
Educate / Empower Parents
• Establish limits and expectations (e.g. FERPA, response time to inquiries, etc.)
• Clarify the roles and responsibilities of individuals and offices within the university
• Clarify the role of the student in solving the problem
• Develop your own in-house resources (newsletters, data, etc.)
• Acknowledge the transition that parents are going through too
• Penn resources (http://www.upenn.edu/highlights/family.php)
Empower Students
• Involve students in the concern being raised
• Clarify student role and responsibilities
• Informed consent; process privacy preferences with students
• Encourage students to have proactive conversations with parents
Consent to share information
Grade disclosure
“What if” scenarios
ReferencesGalsky, A. and Shotick, J. (2012, January 5).
Managing Millennial Parents. Chronicle of Higher Education.
Howe, N. and Strauss, W. (2000). Millennials Rising: The Next Great Generation. Vintage Press.