College of NursingSpring Retreat

May 11, 2015

Thoughts for Reflection• What will a future graduate of Carolina

look like?• What am I doing in my work area to

contribute to achieving our university’s mission?

• What am I doing to learn more about and understand our students and their college environment?

• How am I participating in “learning organizations” to learn about and utilize best educational and business practices?

A learning organization is an organization skilled at creating, acquiring, and transferring knowledge, and at modifying its behavior to reflect new knowledge and insights.

 

-Garvin (1993)

Thoughts for Reflection

• In what ways am I engaged in my own professional and personal development that add value to my contributions to my work, my family, and my community?

• In what ways do I model behavior for our students?

The World We Live in is Consumed by:

• Chaos- requires order and nimbleness • Disruption- requires adaptability• Perpetual Change- requires continuous

learning• Volatility, Uncertainty, Complexity,

Ambiguity (or VUCA)- requires new ways of strategic thinking and evidence based actions

Crumbling Paradigm

“A ‘crumbling paradigm’ is a condition in which an institution or industry has outlasted its operating assumptions. The condition is detected when the business or the mission results of an industry or a company within an industry are flat or declining while more and more resources are consumed. When this happens, the institution or industry goes into an irreversible decline until a new operating model takes its place.”

- Lopez (2013)

Funding Sources andOur Crumbling Paradigm

• State Funding• Tuition and Fees• Federal Research Grants• Auxiliary Services• Gifts and Donations• Federal and State Financial Aid

*Enrollment capacity and tuition caps.

The Mood on College Campus

• Some despair; “some” public dissatisfaction

• Accountability and cost• Doing more with LESS: narrowing the

mission• Realizing the power of technology: new

LOE• New emphasis on teaching: professors of

practice• New emphasis on workplace readiness for

graduates (employability) • A growing receptivity and enthusiasm for

change.

Changes

• Is college doomed?• Are we expected to cure “all of societies

ills?”• Freedom to travel, phone fixes, cameras

and transparency• Creating the magic: an optimal learning

environment

INPUT (I)

ENVIRONMENT (E)

OUTCOMES (O)

• 6 year graduation rate

• Students’ learning achievements

• Graduates’ employment status

• Admissions to graduate school

• Total undergraduate enrollment

• Cost- tuition, fees

• Availability of financial aid, scholarships

• Curriculum- learning expectations

• Availability and quality of support services

• Quality of advising

• Student-faculty ratio

• Availability and quality of BTC experiences

• Technology resources

• Average freshmen SAT scores

• Motivation to attend USC

• Scholarship skills / habits

• Financial status

• Life goals

- Astin (1993)

Astin’s Input – Environment

Outcomes Model

FR

SO

JR

SR

Leadership

Occupational

PhysicalInternship

E N V I R O N M E N T

Student VariablesStudent Variables• HS GPA• Transfer

GPA• SAT / ACT• Gender• Race• Age• Residence

Intended OutcomesDegree / Carolina Core:• Knowledge• Skills• DispositionsAll:• Retention• Graduation• Employability

Beyond the Classroom programs provide support and/or enrichment opportunities for each unique, individual student(all majors, all levels of preparation)

• Intellectual skills• Career development• Physical well being• Social development• Emotional well being• Spiritual development

USC Undergraduate

Education System

Purposes:- Improvement- Accountability- Transparency

www.novamind.com/planning/strategic-planning.php

Blueprints for Excellence

New Performance Criteria

• Inputs to Outputs• Measurable Outcomes• Transparency and Comparisons

New Performance Criteria• Freshman to

sophomore retention rates

• Sophomore to senior persistence rates

• Graduation rates• Length of time to

degree• Placement• Gainful employment• Manageable debt

• Institutional default rates

• Value added• Life-long learner• # of Pell Grant

recipients

NEXT: Transferability

Key Questions for Improvement

• Doing the right things? (strategy)• Doing things the right way (architecture)• Doing them well? (delivery)• Getting the benefits? (value)

8 Simple Rules1. Teach the students you have, not the ones you think you should have.2.The university can make you the instructor of record for

a given course, but it cannot make you any student’s teacher. Only the student can make you her teacher, by accepting you in that role.3.Never say you teach the subject matter, not the

students. The subject matter has nothing to learn

from you.4. The work you do for a course is less important than the work your students do. They learn less from it. 

8 Simple Rules5. It is essential to challenge your students, but it isn’t enough. You must also believe in them, encourage them, and guide their efforts. 6. We all want to believe we have some share in our students’ successes. Their failures we tend to regard as their own. Rethink this.7. Do not defend yourself against students’ responses to your teaching. Seek out their perceptions and work to comprehend them. Boredom, anger, silence, helplessness, apathy, rudeness, and resentment are all messages waiting to be decoded.8. Make learning fun.

- Miller (2014)

Career Planning

Student understands career development

process and establishes and implements a structured plan for

active, self-driven participation in career

development activities to include self

assessment, workplace exploration and job search preparation.

Relationships

Student strategically establishes network by

developing relationships with

university faculty and staff, academic advisors, career coaches, alumni,

mentors and practitioners. Student

establishes appropriate online

presence and connections (i.e.

LinkedIn).

Academic Subject

Knowledge, Skills

& UnderstandingStudent demonstrates

mastery of both their academic program

(major/degree) requirements and the Carolina Core (general

education) requirements through successful

academic performance and

degree attainment.

Experience (Life & Work)

Student actively participates in high

impact, experiential practices such as part-

time employment, internships, co-operative education, study abroad,

service learning, and research in order to develop technical

knowledge related to various career paths.

Transferable Skills

(list below taken from NACE Job Outlook Spring

2015)Student is able to:

1) Work in team structure;

2) Make decisions & solve problems;

3) Communicate verbally;

4)Plan, organize & prioritize work;

5)Obtain & process information; 6) Analyze

quantitative data;7)Demonstrate technical knowledge related to job

8)Demonstrate proficiency w/ computer

software programs;9) Create/edit

written reports;

10) Influence others(leadership).

Emotional IntelligenceStudent develops

emotional literacy (the ability to monitor and

appropriately label both their own and other’s emotions and apply

emotional information to guide thinking and behavior), through

exposure to emotional intelligence theory and exercises.

University of South Carolina Employability Model

Adapted with permission from the CareerEDGE Model of Graduate Employability (Dacre Pool & Sewell, 2007)

Reflection, Integration& Evaluation

Self-efficacy:One’s belief in one’s own ability

to successfully perform the tasks

required to achieve specific

goals.

Self-confidence:One’s strength of belief in their

overall aptitude for success - a

general sense of self-assurance.

(Self-efficacy plays an important part

in determining self-confidence.)

Self-esteem:One’s sense of self worth.

Employability

“Employability is having a set of skills, knowledge, understanding and personal attributes that make a person more likely to choose, secure and retain occupations in which they can be satisfied and successful.”

~ Dacre Pool & Sewell 2007; 2012

Whether or not a student finds employment can be impacted by factors both inside and outside the model (i.e. a downturn in the market, selection of major/degree or the range and quality of experiences gained by the student.)

Dr. Dennis PruittVice President for Student Affairs,Vice Provost and Dean of Students

Office: Osborne Administration Building, Room 110Telephone: 803-777-4172Email: dpruitt@sc.edu

Contact

• Astin, A. (1993). Assessment for excellence: The philosophy and practice of assessment and evaluation in higher education. Phoenix, AZ: Oryx Press.

• Garvin, David. “Building a Learning Organization.” Harvard Business Review July 1993: 78-92.

• Lopez, Jorge. “How to Create Competitive Advantage by Evaluating Crumbling Paradigms.” Gartner.com, 29 Mar. 2013. Web.

• Miller, David. University of South Carolina Center for Digital Humanities and English Professor.

• Mintz, S. (2014, September 30). The Future of Higher Education. Inside Higher Ed. Retrieved from https://www.insidehighered.com/blogs/higher-ed-beta/future-higher-education.

References