Tackling Big Challenges for Big Results with Student Affairs and Academic Affairs Partnerships ~ NASPA 2017 Annual Conference Saturday, March 11,

Transcription

1 Tackling Big Challenges for Big Results with Student Affairs and Academic Affairs Partnerships ~ NASPA 2017 Annual Conference Saturday, March 11, :00PM 4:00PM Convention Center Room 225 D

2 Welcome Attendees! Member Type Institution Locations Professional Affiliate Faculty Affiliate Graduate Student Undisclosed Alaska California Canada Colorado Illinois Indiana Iowa Kazakhstan Minnesota Missouri Nebraska New Jersey North Carolina Ohio Singapore South Carolina Texas

3 Meet Your Presenters Karen D. Boyd, University of Tennessee Knoxville Tony Cawthon, Clemson University Jemilia S. Davis, NC State University Leah Howell, Bowling Green State University Kirk Robinson, Miami University (OH) Christina Wright Fields, Indiana University Bloomington

4 Today we will 1) recognize and understand one s own higher education subculture and the difference in the other s subculture 2) apply the knowledge gained through this program to better understand and improve collaborations between student affairs and academic affairs at their institutions 3) learn about stewards of collaborative efforts across Student Affairs & Academic Affairs 4) discuss innovative ideas that can enhance university-wide partnerships at their institutions

5 Initial Perceptions

6 Initial Perceptions 1. What are some perceptions of Student Affairs culture? Academic Affairs and faculty culture? 2. How did we come to know those perceptions? 3. How do we judge the validity of those perceptions? 4. What impact do these perceptions have?

7 Literature Review There has been a longstanding call for coordination between faculty, administrative staff, and students in higher education (American Council on Education, 1937; 1949) Among many benefits of partnerships is potential for seamless learning between curriculum/cocurriculum for students (Kuh, 1996) Empirical evidence of such learning from partnerships verified (Elkins Nesheim et al., 2007)

8 SAPAA Foundational Documents Themes in the scholarship Charge to Partner in Student Affairs DNA Types of SAPAAs - Shift from service to learningfocused in early 1990s (ex. LLCs) Evidence SAPAAs enhance student learning Sub-cultures are different and differences cause problems in partnership (culture-specific/emic) See Foundational Documents An Annotated Bibliography Project

9 SA and AAs A Cultural Lens Organizational, Workplace and Occupational cultures (Trice, 1993; Trice & Beyer 1993) Organizational culture and occupational sub-cultures in higher education (Kuh & Whitt, 1988) Scholarly - implication of difference (Barr & Fried, 1981) Qualitative - two distinct subcultures (Arcelus, 2008) Subtle sub-cultural differences and a shared higher education cultural of typological and learning preferences (Boyd, Robinson, and Cawthon, 2014)

10 Challenges in Cultural Differences Play different roles on campuses and values within different networks (Barr & Fried, 1981) Faculty and student affairs often do not fully understand or appreciate each other s different roles Faculty perceive student affairs work as lessening the prominence of academic work in the academy Student affairs perceive faculty as having little appreciation for the educational work of student affairs practitioners (Arcelus, 2008)

11 Think, Pair, & Share Activity

12 Intercultural Theory

13 Recommendations for Success Awareness of differences between cultures in SAPAAs (Barr & Freid, 1988) Begins with investigating and understanding one s own culture (Magolda, 2005) Creates foundation for working acrosscultures Intra/inter group dialogues as ways to understand faculty and student affairs practitioners roles, beliefs, concerns, and viewpoints on student learning (Arcelus, 2008)

14 Intercultural Learning Knowledge: cultural-specific/-general - Cultural self awareness - Knowledge of cultural worldview frameworks Skills - Empathy - Verbal and nonverbal communication Attitudes - Curiosity - Openness Intercultural Knowledge and Competence, AAC&U Value Rubric

15 Intercultural Maturity Dimensions Knowledge (Cognitive) - Cultural self awareness - Knowledge of cultural worldview frameworks Skills (Interpersonal) - Empathy - Verbal and nonverbal communication Attitudes (Intrapersonal) - Curiosity - Openness t (King and Baxter Magolda, 2005)

16 Cultural-General (Universal) Knowledge Hofstede (2010) Dimensions of Culture Power Distance Uncertainty Avoidance Individualism-collectivism Masculinity femininity Pragmatic Normative (Long-Term Orientation) Indulgence - Restraint An anthropological approach to cultural difference

17 Small Group Discussions Group #1: Power Distance Group #2: Uncertainty Avoidance Group #3: Individualism-collectivism Group #4: Masculinity femininity Group #5: Pragmatic Normative (Long-Term Orientation) Group #6: Indulgence - Restraint

18 Theory of Intercultural Sensitivity Ethnocentric Ethnorelativism Resource: A Self-Assessment (Bennet, 2004)

19 Break

20 Theory to Practice: Promising Practices in Action

21 Promising Practices in Action Elizabeth Boretz, Ph.D. Assistant Vice President for Student Success and Director of Academic Advisement California State University-Fullerton

22 Promising Practices in Action R. Gary Hartz Associate Dean, School of Technology and Student Services Guam Community College

23 Theory to Practice: Promising Practices in Action

24 Promising Practices in Action Dr. Mitchell Levy Vice President of Student Affairs and Dean Atlantic Cape Community College Cape May Campus

25 Theory to Practice: Promising Practices in Action

26 Action Plan Development 1. Create groups of 4 individuals outside of your institution 2. Individually develop a list of 3 programs or initiatives where Student Affairs and Academic Affairs collaborations would be instrumental to success 3. Answer the following questions for each: a) What challenges do or will you face in fostering this collaboration? b) What opportunities can or have not been explored to develop relationships? c) What is one action you can take to foster collaboration within a week of your return. 4. Choose 1 program/initiative and discuss with group. 5. Provide feedback to your group members and commit to holding each other accountable.

27 Thank You! Where do I go from here?

28 References Arcelus, V. J. (2008). In search of a break in the clouds: An ethnographic study of academic and student affairs cultures. (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses database. (UMI No ) Barr, M., & Fried, J. (1981). Facts, feelings, and academic credit. In J. Fried (Ed.), Education for student development, New Directions for Student Services No. 15, San Francisco, CA: Jossey Bass. Bennett, M. J. (2004). Becoming interculturally competent. In Wurzel, J. (Ed.), Toward multiculturalism: A reader in multicultural education (2nd ed., pp ). Newton, MA: Intercultural Resource Corporation. Boyd, K. D., Robinson, K. S., & Cawthon, T. W. (2014). The cultures of student affairs and academic affairs collaboration: An examination of typology in higher education subcultures. New York Journal of Student Affairs, 14(2), Kuh, G. D., Whitt, E. J. & ERIC Clearinghouse on Higher Education. (1988). The invisible tapestry culture in American colleges and universities. [Washington, DC]: ERIC Clearinghouse on Higher Education Gulley, N. Y. & Mullendore, R. H. (2014). Student affairs and academic affairs collaborations in the community college setting, Community College Journal of Research and Practice, DOI: / Magolda, P. M. (2005). Proceed with caution: Uncommon wisdom about academic and student affairs partnerships. About Campus, 9(6), Trice, H. M. (1993). Occupational subcultures in the workplace. H.R. Press: Ithaca, NY. Trice, H. M. & Beyer, J. M. (1993). The Cultures of work organizations, Englewood Cliffs, NJ: Prentice-Hall, Inc.