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Dennis Pruitt presentation to College of Nursing | May 11, 2015
The document summarizes the agenda and themes of the College of Nursing's spring retreat in May 2015. It includes thoughts for reflection on the future of graduates, contributions to the university's mission, understanding students, and participating in learning organizations. It also discusses the changing environment in higher education, with increasing chaos, disruption, and change requiring adaptability. Input-environment-outcome models are presented to guide discussions on assessing and improving programs.
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Dennis Pruitt presentation to College of Nursing | May 11, 2015
- 1. College of Nursing SpringRetreat May 11, 2015
- 3. 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?
- 4. A learning organizationis an organization skilled at creating, acquiring, and transferring knowledge, and at modifying its behavior to reflect new knowledge and insights. -Garvin (1993)
- 5. 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?
- 6. The World WeLive 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
- 7. Crumbling Paradigm “A ‘crumblingparadigm’ 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)
- 8. Funding Sources and OurCrumbling Paradigm • State Funding • Tuition and Fees • Federal Research Grants • Auxiliary Services • Gifts and Donations • Federal and State Financial Aid *Enrollment capacity and tuition caps.
- 10. The Mood onCollege 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.
- 11. Changes • Is collegedoomed? • Are we expected to cure “all of societies ills?” • Freedom to travel, phone fixes, cameras and transparency • Creating the magic: an optimal learning environment
- 12. 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
- 13. FR SO JR SR Leadership Occupational Physical Internship E N VI R O N M E N T Student VariablesStudent Variables • HS GPA • Transfer GPA • SAT / ACT • Gender • Race • Age • Residence Intended Outcomes Degree / Carolina Core: • Knowledge • Skills • Dispositions All: • 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
- 14. Purposes: - Improvement - Accountability -Transparency www.novamind.com/planning/strategic-planning.php Blueprints for Excellence
- 15. New Performance Criteria •Inputs to Outputs • Measurable Outcomes • Transparency and Comparisons
- 16. 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
- 17. Key Questions for Improvement •Doing the right things? (strategy) • Doing things the right way (architecture) • Doing them well? (delivery) • Getting the benefits? (value)
- 18. 8 Simple Rules 1.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.
- 19. 8 Simple Rules 5.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)
- 20. Career Planning Student understands career development processand 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 & Understanding Student 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) Communicat e 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 Intelligence Student 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.)
- 21. Dr. Dennis Pruitt VicePresident for Student Affairs, Vice Provost and Dean of Students Office: Osborne Administration Building, Room 110 Telephone: 803-777-4172 Email: [email protected] Contact
- 22. • 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