Division MeetingDivision of Student Affairs

and Academic Support

January 31, 2014

Dr. Meg Jay, Author of The Defining Decade

• Tuesday, March 4• 10:00-11:30am• Russell House Ballroom• Lecture and Q&A

• Open to all University faculty, staff, & students

• http://vimeo.com/85381391

• Wednesday, May 14• Russell House• Proposals due is March 7

Keynote Address from Dr. Eileen HulmeProfessor of Higher Education

Azusa Pacific University

Developing the Habits of Highly Effective Student Affairs Professionals

What’s Dennis Reading Breakfasts

• Friday, February 28th

• Friday, April 11th

8:00-9:00 AM at College Grounds Cafe

GEMS January Drawing Winners Jarod Holt – Student Life Terrie Morrison – University Housing Ashleigh Speaks – Financial Aid Matt Joy – Career CenterRandy Borawski – University HousingTecola Jones – Student LifeBarry Meyers – USC Postal Service Elise Porter – University 101 Erin Long – University Housing Jennifer Myers – Counseling and Human Development

Thanks to all who served our

campus community January 28

&29

We Appreciate

You!

Mission: Collaborate with campus and external constituents to provide access, facilitate students’ progress and persistence, advance learning, and shape responsible citizens and future leaders.

Goals Manage the comprehensive and collaborative efforts of the university to meet student

enrollment goals, and provide essential programs and services to recruit and enroll new freshmen and transfer students and facilitate their successful transition to the university.

Improve student progress and persistence to degree completion by increasing student engagement in campus life and by providing and supporting essential programs, services, and educational activities that lead to student success and satisfaction.

Collaborate with campus and external constituents to provide essential programs and services that advance learning, at the university and in the higher education community.

Provide essential programs and services that shape responsible citizens and develop future leaders, in collaboration with university, community and external partners.

Create an Optimum Learning Environment (OLE)

• Workplace Readiness• Civic-Service Competencies• Life Management Proficiencies• Life-Long Learner• Four Year College Completion

Assessment for Improvement:

Astin’s I-E-O Model

INPUT

ENVIRONMENT

OUTCOMES

Astin’s I-E-O Model - SAAS

INPUT

ENVIRONMENT

OUTCOMES Meet target enrollment numbers

(recruitment, enrollment, transition) Improve progress and persistence Advance learning Advance civic engagement and

leadership development

• Enrollment Management

• Student Life

• Student Development & Housing

• University 101 Programs

• Market of high school graduates

• 25,000 undergraduates

• Increase of x% over 10 years

• SAT scores / HS GPA

The New Normal

Crumbling Paradigms

“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)

Drivers for Change

• State and federal funding challenges– Pressure for prioritization of

resources

• Public’s demand for access, affordability and accountability

….the challenges• Fiscal support is decreasing• Costs are rising• Family incomes are flat or falling• Demographics are changing• The admissions arms race is

escalating• Expectations for demonstrating our

value are growing

- Whiteside and Verzyl (2012)

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Higher Education “New Normal”Traditional public higher education model unsustainable

• Increased competition for enrollment• Essential net tuition revenue• Performance funding metrics• Resource allocation priorities and efficiencies• Program necessity

Limits on tuition price increase• Political and market forces

Demand remains strong but with limits• Quality and price

Comprehensive universities in small markets with limited drawing power are under the greatest stress

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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

Performance Funding Metrics

Input to Output

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

What is a Dashboard?A set of metrics that allows us to:•Document and monitor progress• Compare and contrast with other institutions• Set targets for the future• Develop strategies to achieve these targets• Allocate resources to support these strategies

Dashboard Parameters• Students

– Total undergraduate enrollment– Average SAT score– Freshman-sophomore retention rate– 6-year graduation rate

• Faculty– Student-to-faculty ratio– Research expenditures– Faculty scholarly productivity– Doctoral degrees

Creating an OLE: Integrated Learning in the Classroom

(ITC) and Beyond the Classroom (BTC)

Personalized Learning SystemsIntegrated ITC with BTCManage Self-Destructive BehaviorsComply with State and Federal LawsUtilize Best Business and Educational

Practices

Randy Bass, 2014http://www.educause.edu/ero/article/disrupting-ourselves-problem-learning-higher-education

Focus on Assessment, Strategic Planning, Analysis and Innovation

To drive evidence (data) based decisions• Core Services and programs:

continually good/continually better• Relentless focus on student success

Continual Investments in

Current Divisional and Institutional

Initiatives

What Role Do YOU Play in the Advancement of These

Initiatives?Recruitment and retentionTitle IX complianceUSC Connect/GWLDOn-Your-Time (OYT)Social media strategy

Calendar ProjectOne Carolina/Secure CarolinaFirst-year transition (welcome week, orientation, University101)

New Institutional InitiativesWhat role will YOU play? BTC Matters Tuition Time-out Educational Advisory Board

Student Success Collaborative White House Access Initiative Employability and Work Place

Readiness

And We Can’t Forget…

What is Carolina’s

Definition of a Successful Graduate?

Deliver on the PromiseEach student will graduate with: Strong identity capital Employable skills Sense of their life purpose and

mission in lifeLife-long learnerFour-year degreeWhat else?

Thank you for all you do to make Carolina a

better place to be!

Shout - outs

Employability Plenary Session: Gainful Employment

Provost Retreat, Spring 2014

Tom Halasz Director, Career Center

By the Numbers

• 44% of US bachelor’s degree holders under/unemployed

• 1.5 million bachelor’s degree holders under 25 under/unemployed

• $1.2 trillion total student loan debt

May 2013 USC Graduates

• 19% unemployed and actively seeking employment

• 48.7% were employed and 26.5% were admitted to Grad/Professional School

• 1,958 of 2,983 graduates (65.6%) responded to survey

Type of Position

Male Female TOTAL

Job is full-time 89.7% 87.5% 88.5%

Job is not full-time 10.3% 12.5% 11.5%

Of those employed, 88.5% employed full-time

4-Year Degree

N=915

Job requires a 4-year degree 624 68%

Job does not require a 4-year degree 291 32%

68% of respondents indicated that the job requires a 4-year degree

Employment Status of Graduates

2013 2012• Employed 48.7% 49.9%• Grad/Prof School 26.5% 22.9%• Seeking Job 19.0% 19.6%• Applying to Grad/ 3.7% 4.3% Prof School• Not seeking 1.3% 1.4%

Higher Education Act of 1965

• Requires all for-profit offerings …….and non-degree vocational programs at nonprofit institutions, to show that they prepare students for “gainful employment in a recognized occupation.”

• Final session of a negotiated rulemaking committee to draft regulations on gainful employment met on Dec.13, 2013

Anticipated Impact

• Estimated 11,735 programs subject to the draft gainful employment regulations, 1,496 programs would fail to meet requirements, making them ineligible for federal student aid.

• Negotiated rulemaking committee did not reach unanimous agreement, USDE to propose new regulations or revise the set of regulations considered by the committee.

USC Programs subject to HEA

• Examples include certificates in:– Advanced Practice Nursing – Higher Education Leadership – Counselor Education – Gerontology – Museum Management – Women and Gender Students

College Scorecard

• President Obama’s proposal to create a federal college rating system

• Scores 5 areas– Costs– Graduation Rate– Loan Default Rate– Median Borrowing– Employment (only area not yet defined)

• http://www.whitehouse.gov/issues/education/higher-education/college-score-card

Employment

• U.S. Department of Education is seeking additional input regarding its proposed college rating system as of December 2013.

• In January, the department will convene a group of experts to help it choose the system's metrics and their weights. A draft plan for the system is due in the spring.

Preparing Students to be Gainfully Employed

• Help students select majors based on understanding of interests, career paths, values and goals

• Make students aware of resume‐building opportunities available in first 2 years

• Introduce informational interviewing/job shadowing/externships

• Enable participation in multiple internships/co-ops

Preparing Students

• Begin job search or graduate/professional school application process much earlier

• Help students understand and acquire skills required by employers http://www.iftf.org/fileadmin/user_upload/images/whatwedo/IFTF_FutureWorkSkillsSummary.gif

• Build skills through complementary coursework

Conclusion

• Issues of unemployment & underemployment are significant

• USC students are employable and performing well in the job market

• Hundreds of our students are not prepared• Steps can be taken to address situation

Employability Plenary Session

Squirrels, Gamecocks and the Ivory Tower

Robert E. PloyhartDarla Moore School of Business

Provost’s RetreatJanuary 10, 2014

The Employability Gap is a Problem…

50

It turns out we’re to blame?

What is the Gap?

Employer Candidate

51

What is the Gap?

Employer

• Depth

• Specialization• Hard skills• Job experience

Candidate

• Breadth

• Generalization• Base knowledge• Varied experience

52

Can We Narrow the Gap?

• Focus on generalizable soft skills• Leadership• Written and oral communication• Public speaking/presentation skills• Teamwork/collaboration• Social skills/emotional intelligence• Cultural agility/flexibility• Problem solving/critical thinking• Self-management

• Others?• Personal finance?• Work ethic?• Initiative?• Technological skills?

53

Can We Narrow the Gap?• Identify key skill gaps (as appropriate)

• Discuss and emphasize skills in class (as appropriate)

• Set reasonable expectations for students

• Engage recent graduates or alumni to share experiences that reinforce skills

• Develop online communities

• Simulations and action learning

• “Whenever you can, count”54

Can We Narrow the Gap?

• O*NET (http://www.onetonline.org/)

55

Can We Narrow the Gap?

• Consider new employment models

56

The traditional employment model is a

funnel

The new employment model is a

cloud

Active & passive job candidates

We Can Narrow the Gap

57

Questions?

58