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February 18, 2020 Directors Meeting
This document summarizes the minutes from a SAAS Directors meeting on February 18, 2020. It discusses updates on the university's Quality Enhancement Plan (QEP) from the Director of the QEP. It outlines the QEP and reaccreditation process, outcomes from the previous QEP focusing on integrative learning, and the direction for the new QEP. It also describes the formation of subcommittees to develop the new QEP proposal and gather input on ideas. The meeting concluded with a discussion of what has been learned so far about student and faculty perspectives.
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February 18, 2020 Directors Meeting
- 1. SAAS DIRECTORS MEETING February18, 2020
- 2. CREEDX Alisa Liggett Executive Directorof Student Conduct and Academic Integrity
- 4. QUALITY ENHANCEMENT PLAN (QEP)UPDATES Amber Fallucca Director of the QEP, Associate Director of CIEL (formerly USC Connect)
- 5. QEP AND THESACSCOC REVIEW PROCESS • Leadership Orientation by SACSCOC Staff (December 2018) • Compliance Certification Report (September 2020) • Off-Site Committee Review and Report (November 2020) • Quality Enhancement Plan (4 to 6 weeks prior to on-site) • Institutional Focused Report (optional) • On-Site Committee Visit and Report (March 2021) • Institutional Response Report and revised QEP • Review and Action by the SACSCOC Board of Trustees (Dec. 2021)
- 6. OUTCOMES OF USCCONNECT (FIRST QEP) • Graduation with Leadership Distinction in: Community Service, Diversity & Social Advocacy, Global Learning, Professional & Civic Engagement, Research • All pathways include a core experience, 3 enhancement experiences, related coursework (6 hours), presentation and culminate with an ePortfolio where students must demonstrate integrative learning across their activities inside and outside the classroom.
- 7. DIRECTION OF THENEW QEP • SACSCOC allows universities to either start something entirely new for the QEP or extend and deepen the former QEP such that it is distinct but related. • QEP Executive sponsors are Sandra J. Kelly (Vice Provost) and Dennis Pruitt (Vice President for Student Affairs and Vice Provost) • Director of QEP: Amber Fallucca, Associate Director of USC Connect (now Center for Integrative and Experiential Learning) • Preliminary discussions have led to the broad idea of an extension and deepening of the previous USC Connect focus on integrative learning. Thus, the USC Connect Council (of faculty and staff) is serving in the capacity of the QEP Development Committee going forward.
- 8. SACSCOC STANDARD 7.2 QUALITYENHANCEMENT PLAN A. The university has identified a topic through its ongoing, comprehensive planning and evaluation processes. B. The QEP has broad-based support of institutional constituencies. C. The QEP focuses on improving specific student learning outcomes and/or student success. D. The university has commited resources to initiate, implement and complete the QEP. E. There is a plan to assess achievement in the proposed QEP.
- 9. FIVE QEP PROPOSALSUB-COMMITTEES INVOLVING OVER 30 FACULTY AND STAFF PARTICIPANTS 1. Engagements: Identify current and emerging experiences (credit and non- credit), identify barrier to participation for different student populations, identify risks 2. Technology and Assessment: Recommend assessments of student experience, identify systems to assess student work, coordinate across existing systems 3. Marketing: create a plan for messaging for various audiences (faculty, staff, students, external entities) 4. Professional Development: Identify current levels of faculty and staff knowledge, skills and dispositions towards integrative learning, create a plan for professional development 5. Pilot Project: Develop a pilot project to demonstrate proof of concept for new QEP, document processes and lessons learned for QEP
- 10. Quality Enhancement PlanProposal Subcommittees 2019-2020 Engagements Technology and Assessment Marketing Professional Development Pilot Chair(s) Shelley Dempsey, On Your Time Anna Edwards, Student Affairs Christine DiStefano, Education Amber Fallucca, USC Connect Shirley Carter, CIC Dan Friedman, UNIV101 Christy Friend, CAS Claire Robinson, UAC Lara Ducate, USC Connect Julie Morris, OUR Members Rebecca Nagel, Music Pam Bowers, Student Affairs Sabrina Andrews, OIRAA Aaron Marterer, Registrar Orgul Ozturk, Economics -Eric Patterson (UTS/IBM) serving in consultant role as needed Maegan Gudridge, Student Affairs Keisa Gunby, Provost’s Office Shannon Bowen, SJMC Bethany Naser, Orientation Marius Valdes, Studio Art Nina Jackson, Communications Nate Carnes, CTE Elise Lewis, Library Sciences Doug Meade, Mathematics Maria Hickman, Athletics Denise Wellman, Student Affairs Althea Counts, TRIO Programs Karen Edwards, HRSM Brian Hann, Environment Health and Safety Helen Powers, Career Center -Representatives from pilot group(s) Charge Identify current and emerging beyond-the- classroom (BTC) experiences (credit and non-credit) meeting criteria for quality. Identify barriers/challenges to BTC engagements by target student populations. Identify needs for managing risk that could develop during students’ time in experiential learning opportunities (e.g., internship site closures, access to locations/ populations). Recommend assessments of student engagement, reflection, integrative learning and experiential learning. Identify systems to identify/collect artifacts (within and beyond the classroom) with the ability to assess student work. Identify methods of coordinating efforts across existing systems to support QEP goals. Identify a plan for messaging beyond the classroom engagement opportunities with considerations for various audiences (faculty, staff, external entities, students). Make recommendations for messaging to targeted student populations, including identifying methods of support. Identify current levels of faculty and staff knowledge, skills, and dispositions related to integrative learning, experiential learning, beyond the classroom engagement, etc. Draft a plan for professional development to increase faculty and staff knowledge, skills, and dispositions related to providing and assessing beyond the classroom experiences, experiential learning, integrative learning, and reflection. Oversee implementation of pilot phase of QEP Document processes and lessons learned Collect/analyze data to include as part of QEP report
- 11. QEP STAGE OFGATHERING INPUT • Prior to Fall 2019: 12 Presentations on a combination of Experiential Learning and/or the QEP to various groups including an open forum and twice to Faculty Senate • Fall 2019 • Open Forum in Russell House (Sept. 25, 2019) • Six student focus groups • College of Arts and Sciences Chairs/Directors • Council of Academic Deans • Assistant and Associate Deans Council • Spring 2020 • Continued efforts across all constituent groups
- 12. OPEN FORUM TUESDAY, MARCH3, 3:OO - 4:30 PM RUSSELL HOUSE THEATER
- 13. Extending • Extending integrativeand experiential learning initiatives to graduate students Enhancing • Enhancing participation in integrative learning to students in groups that are showing achievement gaps in graduation rates (including low income students, males, transfer students and under-represented minorities) Developing • Developing a sequence of different types of integrative learning across all four years of undergraduate education Requiring • Requiring experiential learning of all undergraduate students Ideas for the new QEP
- 14. Ideas for thenew QEP Requiring • Requiring a capstone course that includes integrative learning for all majors Extending • Extending experiential learning to large enrollment and on-line courses Developing • Developing and teaching interdisciplinary courses and overcoming institutional barriers to this type of course Enhancing • Developing and teaching a preparation course and a reflection course to enhance the impact of experiential learning across disciplines
- 15. WHAT HAS BEENLEARNED SO FAR? • From the Students: • Experiential and integrative learning resonates with the students • Discussion of barriers to engagement including financial limitations, too much information about opportunities, some dysfunction in university processes • From the Faculty, Staff and Administrators • Concerns about capacity and support for all constituents • How to weave QEP efforts such that it does not feel like an “add- on”
- 16. WHAT HAS BEENLEARNED SO FAR? • Student learning focus: Potential for Reflection • Critical reflection, temporal reflection • Student success metrics: Engagement as intervention • Start with target student populations, consider scaling • Careful consideration for how to frame “Engagement”
- 17.
- 18. STUDENT LIFE –FINDING OUR WHY Anna C. Edwards, Ph.D. Associate Vice President for Student Life [email protected]
- 20. IT’S BEEN QUITEA JOURNEY…
- 23. STUDENT LIFE MISSION& VISION Mission: Advance student success by serving as the catalyst for involvement through experiences, services and facilities that enhance leadership development, diversity and inclusion, community engagement and personal wellness. Vision: To provide opportunities for every student to define a unique involvement story that prepares them to lead and serve as an engaged global citizen.
- 24. STUDENT LIFE 5-YEARFOCUS AREAS Diversity, Equity & Inclusion: Foster a diverse, equitable and inclusive learning and working environment where individuals are understood, valued and respected. Student Engagement and Learning: Create forward- thinking student involvement initiatives that sustain a welcoming, vibrant campus life and result in student learning and development. Campus Environment: Provide spaces that sustain student engagement and learning. Operational Excellence: Strengthen operations to provide an exceptional experience for students and staff.
- 27. ACTIVITY Purpose: to setand discuss resolutions/goals for the year that will enhance personal wellbeing, team effectiveness and generally lift spirits.
- 28. SHARE IDEAS: What isa shared daily intention that each person in YOUR AREA could adopt that would help us carry out our work and brighten spirits in the workplace?
- 29. INTENTIONS FOR 2020: •Express gratitude to a fellow staff member once a day • Say hello when you walk by offices • Find ways to get to know other people across student life and learn more about the university • Make an effort to get away from your assigned area to interact with others once a day in the department • Engage with others, express generosity, kindness and share words of affirmation • Share quotes of encouragement in a spontaneous way • Show up consistently available to help • Focus on somebody else everyday • More professional development/articles/research shared department wide focused on trends in each unit
- 30. IT’S A CONSTANTPROCESS
- 31. ADMISSIONS & FINANCIALAID UPDATES Scott Verzyl Associate Vice President for Enrollment Management and Dean of Undergraduate Admissions
- 32. REMARKS Dennis Pruitt Vice Presidentfor Student Affairs
Editor's Notes
- #20 We had to establish the new focus for the department New leadership New energy, new vision
- #21 2017 Began in 2017 – Kim Pruitt visit with leadership team These efforts have improved our department by implementing: Connection between all units (breaking the silos) Common set of Values Common Set of Metrics Technological advances Data Analytics/Visualization Tools Scanners Communication: All-Staff Meetings/Take 5 Understanding of all units and the work within the department Unit Collaborations Finding duplication of efforts Shark Tank Stakeholders in this process: All staff in the department Core groups/committees: Student Life Leadership Team Assessment Team Meeting of the Minds Practicum Students Human Resources Professional Development Office Things that were happening on an on-going basis: Soliciting staff feedback 2018 2019
- #24 Blueprint process – what were the similarities across our department, why were we “organized” together under one department? Questions asked were around OUR purpose – what did we do really well, how would we define success
- #25 Process – didn’t happen immediately Required buy in and conversations throughout the organization Discussions among leadership team on our values and what was core to what STUDENT LIFE was for both employees and students Monthly staff meetings are designed to focus on updating our department around these focus areas Build community among our team Increase communication Build a culture of care for each other and the work being done in the department
- #28 Activity that was led by Janie at our Jan. staff meeting – See worksheet
- #29 Share worksheet
- #30 Being a better colleague – focus has been on the people How do we establish intentions/focus on who we are, what we do and how we do it Role model for students Understanding roles, responsibilities, expertise and how each person in the department brings important skills to the team Most of these have to do with human interaction Importance of creating a culture that cares for one another and that we take the time for the simple gestures. Staff agreement to work on these for the year