leadership in 21st century higher education: becoming a diamond university

Leadership in 21st Century Leadership in 21st Century Higher Education: Becoming Higher Education: Becoming a Diamond Universitya Diamond University

John StewartMarch 2011

2121stst Century Higher Education Century Higher Education Realities—“Iron laws of Realities—“Iron laws of Demographics”Demographics”◦ACT says 80% of all U.S. students are academically under-

prepared◦Lumina says by 2020, Euro-Amer. Student pop. will drop by 6.6m,

Latino will grow by 5.5m, & African-American will grow by 2m.◦45% of under-represented student population is Pell Grant eligible

(Lumina)◦Even high ACT/SAT students have family, finance, etc. challenges◦Most students work 35-40 hours a week

◦Many students have significant family responsibilities◦Media multitasking has cognitively shaped many away from

critical thinking & imagination (Stanford research)◦Many do not enjoy reading◦Most will have 3-5 different careers over their work life◦Conclusion: most students need intentionally intrusive, holistic

programming in order to succeed Holistic = including all opportunities for learning Intrusive = We care too much about you to leave you alone

We do operate in loco parentis

2121stst Century Higher Education Century Higher Education Realities—“Iron laws of Realities—“Iron laws of Demographics”Demographics”

UD Positioned for LeadershipUD Positioned for Leadership

Outsiders—e.g., Moody’s & Dean of Student Life at Ohio State—tell us UD is one of the few institutions that “gets” these realities.

◦ UD Enrollment Management recruits for diversity, & assesses holistically

◦ UD Cares team intervenes in student lives◦ UD Academic Affairs & Student Life collaborate◦ UD Academic Success Center programming is

intrusive & holistic


Our Reformed Christian commitments acknowledge these demographic realities

Example Reformed Christian (RC) themes:

◦ Humans owe our lives to the Grace of God◦ Vocation means being called by God to activities &

professions that empower us to serve others and glorify God

◦ Education must be available to all, expansively focused on all God’s creation, appropriately humble, and involved in shaping and ameliorating civil societies.

◦ *http://www.reformedtheology.org/SiteFiles/WhatIsRT.html


Partly in response to these realities, UD is becoming a Learning Paradigm College*

Instruction vs. Learning paradigm Inputs vs. outcomes Atomistic vs. holistic Requiring vs. modeling Surface vs. deep learning

*John Tagg, The Learning Paradigm College, 2003


UD’s Mission affirms these realities We are “A Private, Presbyterian, Professional

University With a focus and Foundation in the Liberal Arts”

◦ Mission: “By the year 2015 UD will be acknowledged as one of the best small, private Christian colleges and universities.”

◦ “Best” = Top Tier in US News rankings? Most National Merit Scholars? Phi Beta Kappa chapter? Not necessarily!

◦ Best = Most seamlessly working as administration, faculty, and staff to most effectively implement Reformed Christian, learning-focused ways to serve the 21st century needs of our students and families.


Best = Most seamlessly working as administration, faculty, and staff to most effectively implement Reformed Christian, Learning-focused ways to serve the 21st century needs of our students and families.

◦Diamond thinking extends the transformation to every part of UD.

◦As UD becomes fully transformed, outcome measures of retention, graduation, character development, employee satisfaction, alumni giving, etc. will continue to improve.

• “Old”

◦In 1998, UD attracted many underprepared & first generation students

◦This population predictably created retention & graduation problems

◦Programs like TC Rise! and The Jeremiah Project offered a promising, holistic approach

◦“Diamond” initially was a label for holistic (4-sided), intentionally-intrusive programming--academic, vocational, community, stewardship—to improve retention.

““Old” vs. “New” Diamond Old” vs. “New” Diamond thinkingthinking

““Old” vs. “New” Diamond thinkingOld” vs. “New” Diamond thinking

• “New”

◦Now, “Iron laws of demographics” tell us that even academically prepared students need elements of holistic programming

◦As a result, “Diamond thinking” now applies to everything we do.

◦There is no separate “Diamond Program”

STEWARDSHIP

A Diamond UniversityA Diamond University

INTENTIONALLY INTRUSIVE

VOCATION-ORIENTED:

LEARNING FOCUSED:.

ACADEMICS

COMMUNITY VOCATION

UD achieves “Diamond” status to the degree that we consistently & effectively◦ 1. Take students & families individually as we find them

(We’re “best” at ‘getting’ 21st c. demographic realities and being Learning- rather than Instructional-focused)

◦ 2. Serve students & families with holistic, assessed, Learning-focused, RC-informed programming (We’re “best” at providing quality support & services to all students)

◦ 3. Build a seamless, interculturally-competent organization to accomplish this programming (We’re “best” organized and informed as an institution to accomplish (1) & (2))

3 Metrics for “Diamond/Best”:3 Metrics for “Diamond/Best”:

Metric 1. Taking students as we find Metric 1. Taking students as we find themthem

“Meeting students where we think they should be or where we assume them to be is easy to do, which is probably why we all default to that. As we work to be positively invasive in students’ lives to discover where they’re at, we discover strengths, weaknesses, motivations, struggles, joys, and so much more. This is much messier than dealing with students where we think they should be. It takes more time. But it also forces collaboration to be a natural reaction. We encounter things that are not our expertise and must refer to the expertise of others to help serve the student’s needs. Serving students’ needs and being intentionally holistic in approach become just natural follow-throughs of accomplishing meeting students where they are.” ( Lindsey Konken, UD Student Life Director, 12/10)

◦ SLP = 21st century Honors Program (holistic, learning-focused, & inclusive)

◦ SLP is open to all who commit to its demanding standards

◦ Beyond just GPA, SLP students earn “honors” via motivation + accomplishment across 7 areas. Scholar-leaders required to develop competencies

in communication (x2), servant leadership, critical thinking, globalization.

SLP courses & capstone project round out scholar-leader challenges.

SLP demands more than traditional honors programs.

Taking highly motivated students as Taking highly motivated students as we find them: the Scholar-Leader we find them: the Scholar-Leader ProgramProgram

◦ Bridge program brings 100+ students to campus before fall term to prepare them for success Students get enhanced orientation, study skills labs,

individual tutoring & peer mentoring, etc. 2010 Outcomes include 82/% retention, 2.55 mean

gpa, only 15% on probation, high praise from participants

BRIDGE continues spring term 2011 for 94 students◦ TRIO program serves 140 students who are1st gen.,

low income, and/or have documented disabilities Study skills, intrusive advising, seminars /workshops,

etc. 1st sem. 4000+ ASC visits by TRIO students 1st. Sem--7 earned 4.0 gpa; 66 >3.0 gpa, only 2 on

probation

Taking under-prepared students as Taking under-prepared students as we find them: Bridge & TRIO we find them: Bridge & TRIO programsprograms

◦Two umbrella concepts for students, faculty, & staff:◦#1:Personal Empowerment (Voices & Values), the

abilities to ◦make decisions about personal/collective

circumstances ◦access information and resources for decision-

making ◦consider a range of options from which to choose

(not just yes/no, either/or.) ◦ inform others’ perceptions though exchange,

education and engagement. ◦overcome stigma* *From TC Rise!Outcome = Move from external to internal locus of

control

Metric 2. Serve students & families Metric 2. Serve students & families with holistic, assessed, learning-with holistic, assessed, learning-focused, RC-informed programmingfocused, RC-informed programming

#2: Servant Leadership for students, faculty, & staff: “The highest type of ruler is one of whose

existence the people are barely aware. . . . When his task is accomplished. . . All the people say, ‘We ourselves have achieved it!’” Lao Tzu

In place of top-down hierarchy, the servant leader emphasizes collaboration, trust, empathy, and the ethical use of power.

Qualities of the servant leader: listening, empathy, healing, awareness, persuasion, foresight, stewardship, growth, building community. R. Greenleaf

See Isaiah 42: 1-4; Mark 9: 34-37; Philippians 2: 4-16

Outcome = learning and successful application by students and faculty-staff individuals & teams

Metric 2. Serve students & families Metric 2. Serve students & families with holistic, assessed, learning-with holistic, assessed, learning-focused, rc-informed programmingfocused, rc-informed programming

Grounded in empowerment and servant leadership, Diamond programming focuses on 4 “sides” of university life for students, faculty, & staff:

Academic

Community

Vocation

Stewardship


◦ Academic programming to achieve Diamond quality: Writing skills—ASC Writing Center Math skills—ASC Math programming Study skills—Bridge labs, TRIO labs Critical thinking—Core Curriculum, SLP. Resources necessary for academic success—New

Student Orientation, Bridge, TRIO, etc. Seven excellence challenges for all students who

commit to achieving them (SLP) etc. Staff professional development opportunities.


◦ Community elements of becoming Diamond: Personal empowerment—grounded in Voices & Values

(vocation theme). Civility—Campus-wide Wendt programming, Residence

Life, Student Handbook values focus, civil discourse co-curriculum, ROTC integrity programming, etc.

Teamwork—Interdepartmental staff collaboration, Nursing & Business emphases, Wendt programming, intramural sports

Service Learning—WVS I & II, Student Life office, etc. Servant Leadership—Wendt workshops & applications,

SLP leadership weekend, etc.


◦ Vocation identifies life calling and purpose—why each of us was created—to enrich every UD person’s understanding of “job” and “work.” Understanding work as calling implicates Reformed

Christian foundation. Students, faculty, & staff develop a vocational

understanding for the several jobs they’ll have (a 21st c. demographic

reality) Servant Leadership operationalizes vocation Programming includes practical elements—resume

construction, internships, interview skills, etc.


◦ Stewardship programming to achieve Diamond status: Stewardship of God’s creation—environmental

awareness & actions E.g., Core Stewardship of self—Personal Empowerment

+Wellness Physical, Emotional, Occupational, Social, Intellectual,

Spiritual Stewardship of time— E.g., time management Stewardship of finances— E.g., TRIO

workshops.


o SEAMLESS/HOLISTIC: Faculty contribute to Student Life, ASC, athletics, etc. Staff teach, e.g., from Student Life, Finance, Library, etc. ASC staff perform Student Life, etc. functions Finance staff serve many stakeholders beyond bondholders,

bankers, & accountants Security staff implement mission, exploit teachable

moments. Advancement staff serve needs of 21st century alumni, ETC Goal: No UD employee ever uses the excuse, “That isn’t

part of my job.”

Metric 3. Build a seamless, inter-Metric 3. Build a seamless, inter-culturally competent organization to culturally competent organization to accomplish this programmingaccomplish this programming

◦ “Holistic” does not mean “being all things to all people”

◦ “Holistic” means each UD employee Continuously gathers data for problem-solving

from varied sources—360-degree perspective Initiates collaboration whenever it serves

students & families Responds positively to requests for collaboration


INTERCULTURAL COMPETENCE Organizations with high intercultural competence

provide opportunities for all stakeholders to join in our shared cultural identity by, e.g.,◦ Clearly articulating our own cultural commitments◦ Recruiting a diverse student body◦ Employing and empowering a diverse workforce◦ Providing opportunities for all to work with people different from

themselves◦ Intentionally drawing diverse groups together into communities

of culturally-distinct individuals◦ Welcoming diverse cultural practices, e.g., holidays, menus,

priorities.


◦ Outcomes with the constituents the unit directly serves (for faculty = students; for staff = students & faculty or other staff)

◦ Outcomes with those who help serve constituents(for faculty = colleagues; for staff = colleagues)

◦ Outcomes with those who make it possible to serve constituents (for faculty & staff = adm. & trustees)

““Diamond” thinking clarifies that Diamond” thinking clarifies that every unit at UD has three “bottom every unit at UD has three “bottom lines” to assess:lines” to assess:

““Outcomes” points to ASSESSMENTOutcomes” points to ASSESSMENT

◦ The Diamond facilitator & Assessment Director partner with each unit to gather data on each “bottom line” and feed results back into the unit’s processes in order to improve them.

◦ There is no “Diamond Program”◦ Diamond thinking & achievement are

guided by a “Facilitator of Bestness” who: Helps develop institution-wide understanding of

what “best” means (training & communication) Facilitates and coordinates interdepartmental

programs that support students & families, e.g., Bridge, Orientation, SLP, TRIO, etc. (managing)

Teams with UD Assessment Director to facilitate every unit’s application of Diamond metrics to assess unit outcomes (assessment)

Implications of the shift to Implications of the shift to “Diamond” as UD’s excellence “Diamond” as UD’s excellence initiativeinitiative


INTENTIONALLY INTRUSIVE VOCATION-ORIENTED: Humble sense of being called Enthusiastic cultural engagement Enhancing ethics & characterLEARNING FOCUSED: Take students & families as we find them. Serve with programming informed by faith, holistic, & assessed. Seamless interculturally-competent organization.

AcademicsWriting

Math

Study Skills

Critical Thinking

7 SLP Tasks

StewardshipOf God’s Creation

Of Self—Wellness

Of Time

Of Finances

CommunityCivility

Personal Empowerment

Teamwork

Service Learning

VocationPersonal Calling

Career Flexibility

Career Search Skills

OUTCOMES: OUTCOMES: Graduate #1, Graduate #1, BBABBAFirst generation, lower-middle

class Business major from rural Iowa◦ Academic: Mastery of Business content, ethics &

integrity, strong communication skills, applied competencies, manages via servant leadership

◦ Stewardship: Sustainability focus, healthy lifestyle, financial health

◦ Community: Personally empowered, civil discourse, teamwork, gives back to community

◦ Vocation: Pursues calling, skilled at job search, interviews for vocation, career flexibility, never says, “That isn’t part of my job.”

OUTCOMES: OUTCOMES: Graduate #2, Graduate #2, BABAUpper middle-class English major

from educated, Plymouth, MN family◦ Academic: Undergraduate mastery of composition &

literature content, strong writer, connects literature to ethics & character.

◦ Stewardship: Knows environmental literature, recycles, healthy lifestyle, financial health

◦ Community: Personally empowered, civil discourse, teamwork, servant leadership

◦ Vocation: Pursues calling, skilled at job search, invites others into vocation, never says, “That isn’t part of my job.”

OUTCOMES: OUTCOMES: Employee #1Employee #146 year old Security officer

formerly of Manchester, IA police◦ Academic: Mastery of applicable laws, campus rules,

security procedures, first-aid, conflict management◦ Stewardship: Husbands campus environment,

wellness lifestyle, financial health◦ Community: Personally empowered, interculturally-

competent, team worker, civil discourse, exploits teachable moments with students, community volunteer

◦ Vocation: Called to serve, encourages her children to plan vocationally, never says, “That isn’t part of my job.”

OUTCOMES: OUTCOMES: Employee #2Employee #2Vice President for Student Affairs

with 20+ years experience in Christian higher education.◦ Academic: Doctorate in Student Life content, firm

grasp of UD cultural identity, practical skills + common sense, professional involvement, Learning-focused

◦ Stewardship: Sustainability focus, healthy lifestyle, financial health

◦ Community: Personally empowered, Servant leader, interculturally-competent, collaborative

◦ Vocation: Pursues professional calling, invites subordinates & students to discern calling, never says, “That isn’t part of my job.”

When you treat “Diamond” as a way of thinking about everything you do,

◦How do the Diamond metrics apply to your program & how can they be measured? METRICS:

Taking students & families as we find them Serving students & families with holistic, assessed, learning-focused, RC-informed programming

Building a seamless, interculturally-competent organization to accomplish this holistic programming

◦When you treat “Diamond” as a way of thinking about everything you do,

◦What do you and the unit you’re in need to keep doing and do more of?

◦What do you and the unit you’re in need to do differently?


INTENTIONALLY INTRUSIVE VOCATION-ORIENTED: Humble sense of being called Enthusiastic cultural engagement Enhancing ethics & characterLEARNING FOCUSED: Take students & families as we find them. Serve with programming informed by faith, holistic, & assessed. Seamless interculturally-competent organization.

AcademicsWriting

Math

Study Skills

Critical Thinking

7 SLP Tasks

StewardshipOf God’s Creation

Of Self—Wellness

Of Time

Of Finances

CommunityCivility

Personal Empowerment

Teamwork

Service Learning

VocationPersonal Calling

Career Flexibility

Career Search Skills

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