student affairs staff orientation tuesday, december 16 wednesday, december 17
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Student Affairs Staff Orientation
Tuesday, December 16Wednesday, December 17
AgendaTuesday Morning 8:30 a.m. Introductions 9:00 a.m. Transitions 10:00 break 10:15 a.m. History 10:45 a.m. Campus Ecology Noon Lunch-Make Yourself
Known
AgendaTuesday Afternoon 12:45 p.m. Tour 1:45 p.m. Theory Anyone? 2:45 p.m. break 3:00 p.m. Social Contract 4:30 p.m. Principles of Good Practice
AgendaWednesday 10:30 a.m. Words of Wisdom 11:30 a.m. Ethics Noon Lunch – Our Students 12:45 p.m. Ethics 1:30 p.m. Multicultural Competence 2:15 p.m. break 2:30 p.m. Principles of Good Practice 3:30 p.m. Closure
Introductions Name Department Favorite Food
Learning Outcomes Increase understanding of the field of
Student Affairs Increase understanding of engaging in
Student Affairs work at Evergreen Enhance capacity to effectively serve
students Increase familiarity with colleagues
Ground Rules Take some risks Respect confidences shared If you need clarification, ask Have fun
Transitions TheoryWilliam Bridges (1980) Transitions: Making Sense of Life’s
Changes William Bridges & Associates
wmbridges.com/index.html
Transitions Integrates and builds on a number of
theorists who studied human development, grieving, etc.
“Rites of passage” found in ancient or other cultures as studied by Van Gennep (1960) are also frequently referenced.
Rites of PassageTransitions
Planned transitions Structured Understood transitions as the way to
personal growth Regardless of culture always include:
Separation Transition Incorporation
Three StagesTransitions
Ending Neutral Zone New Beginning
Transition Transition is different from change Transitions are impacted by life stage Often parallel milestones of same-sex
parent Transition begins when one lets go of what
s/he has been Often repeat patterns from childhood and
young adult experiences Not linear
EndingTransitions
“Almost everything is easier to get into than out of.”
-- Agnes Allen, American Writer
EndingTransitions
Modern Western society handles endings poorly
Must be dealt with if we are to move on to what comes next
Termination process violates our belief that development has nothing to do with loss; only gain
EndingTransitions
Disengagement Disidentification Disenchantment Disorienation
Neutral ZoneTransitions
“One doesn’t discover new lands without consenting to lose sight of the shore for a very long time.”
– Andre Gide
Neutral ZoneTransitions Loss of relatedness, purpose, reality, motivation Empty, lost Old weaknesses reemerge Old reality looks transparent Nothing feels solid; often get mixed signals Tend to seek solitude and distance from
distractions Fosters creativity and self-awareness Can be traced in the great figures of our world
(e.g. Buddha, Muhammad, St. Paul, Dante, etc.)
New BeginningTransitions
“The world fears a new experience more than it fears anything. Because a new experience displaces so many old experiences. … The world doesn’t fear a new idea. It can pigeon-hole any idea. But it can’t pigeon-hole a real new experience.”
-- D.H. Lawrence, British Novelist
New BeginningTransitions
Come to the beginning only at the end Can be indirect and unimpressive We resist new beginnings; we fear real
change Genuine beginnings begin within us Accessible to everyone and everyone
struggles with them Can bring fear and conflict
Top 10 Tips for Navigating Transitions (according to Bridges)
1. Expect and accept grieving 2. Define what’s over and what isn’t 3. Treat the past with respect 4. Seek support 5. Don’t act for the sake of action 6. Recognize why you are uncomfortable 7. Seek solitude 8. Persevere 9. Revisit the purpose for the new beginning 10. Begin to identify yourself with the final result
History QUIZ
History1. The first college in the U.S. was Harvard
University founded in 1636.2. The early colleges were founded to
educate white men to serve as clergy and community leaders.
3. The original colleges in the United States were run by faculty.
4. The original colleges in the United States followed a model of college-student interaction inherited from England.
History5. In the early 1890s the first deans of
men/women were appointed.6. Enhanced access to higher education in
the U.S. occurred after the Civil War and again after WWII.
7. In the 1960s and 1970s colleges in the U.S. shifted away from in loco parentis.
8. The first gathering of student affairs professionals occurred in 1903.
History9. Art Costantino is Vice President of the
regional part of the National Association of Student Personnel Administrators (NASPA).
10. The first senior student affairs position at Evergreen filled by John C. Finley in 1970 was titled Dean of Developmental Services.
Campus Ecology Dynamic interaction of persons with the
physical and natural factors and dimensions of the campus environment
Ecological Perspective Concern for individual change Incorporates systemic import of
environment Focus on the transactional relationship
between students and their environment Assumes environmental change as well as
individual change
What conceptual tools do we use?Campus Ecology
Behavior= f (S X E)
Cognitive development
Sex Physical
Aesthetic development
Race Social
Identity formation Age Climate
Physical health Intelligence Residence
Moral reasoning Aptitude Opportunities
Interpersonal development
Interest Incentives
Etc. Etc. Supports
AssumptionsCampus Ecology Campus environment consists of all the stimuli that impinge
upon the students’ sensory modalities and includes physical, chemical, biological, and social stimuli
Students shape the environment and are shaped by it. Every student possess capacity for a wide spectrum of
possible behaviors. A given campus may facilitate or inhibit any one or more of these behaviors.
The campus should be intentionally designed to offer opportunities, incentives and reinforcements for growth and development.
For purposes of environmental design, the shaping properties of the campus environment are focused upon; however, the students are still viewed as active, choice making agents who may resist, transform, or nullify environmental influences.
Kaiser, L.R. (1975). Designing campus environments. NASPA Journal, 13, 33-39.
Key Components of Human Environments Physical features Aggregate characteristics of their
inhabitants Organizational designs Perceptions or constructions of those who
participate in the environmentStrange & Banning
StepsCampus EcologyThe ecosystem design process is the design or engineering component of the
campus ecology perspective. There are seven basic ecosystem design processes. These are as follows:
Step 1. Designers, in conjunction with community members, select values.
Step 2. Values are then translated into specific goals. Step 3. Environments are designed which contain mechanisms to
reach the stated goals. Step 4. Environments are fitted to the participants in the
environment. Step 5. Participant perceptions of the environment are measured. Step 6. Participant behavior resulting from environmental
perceptions is monitored. Step 7. Data on the environmental designs’ success and failures, as
indicated by the participant perception and behavior, is fed back to the designers in order that they may continue to learn about person/environment fit and design better environments.
Aulepp, L., & Delworth, U. (1976). Training manual for an ecosystem model: Assessing and designing campus environments. Boulder, CO: Western Interstate Commission for Higher Education.
ReferencesCampus Ecology Aulepp, L., & Delworth, U. (1976). Training manual for an ecosystem model: Assessing and designingcampus environments. Boulder, CO: Western Interstate Commission for Higher Education. Astin, A.W. (1993). An Empirical typology of college students. Journal of College StudentDevelopment, 34, 36-46. Astin, A.W., & Holland, J.L. (1961). The environmental assessment technique: A way to measure college environments. Journal of Educational Psychology, 52, 308-316. Banning, J.H. (Ed.). (1978). Campus ecology: A perspective for student affairs. Cincinnati, OH:NASPA Monograph. Banning, J.H., & Kaiser, L. (1974). An ecological perspective and model for campus design. Personnel and Guidance Journal, 52(6), 370-375. Clark, B., & Trow, M. (1966). The organizational context. In T. Newcomb & E. Wilson (Eds.), College peer groups: Problems and prospects for research (pp. 17-70). Chicago: Aldine. Costantino, A.A., & Nemeth, D.J. (1993). Enhancing the Built Environment to Promote Multiculturalism: A Collaborative Project.
Journal of College Student Development, 34, 310-311. Heilweill, M. (1973). The influence of dormitory architecture on resident behavior. Environment and Behavior, 5, 337-412. Huebner, L.A., & Lawson, J.M. (1990). Understanding and assessing college environments. In D.G. Creamer & Associates (Eds.), College student development: Theory and practice for the 1990s (pp. 127-151). Alexandria, VA: American College Personnel Association. Kaiser, L.R. (1975). Designing campus environments. NASPA Journal, 13, 33-39. Moos, R.H., & Gerst, M. (1988). The university residence environment scale manual (2nd ed.). Palo Alto, CA: Consulting Psychologists Press. Pascarella, E.T. (1985). College environmental influences on learning cognitive development: A critical review and synthesis. In J.C. Smart (Ed.), Higher Education: Vol. 1. Handbook of theory and research (pp. 1-61). New York: Agathon Press. Rodgers, R.F. (1990a). An integration of campus ecology and student development: The Olentangy project. In D.G. Creamer & Associates (Eds.), College student development: Theory and practice for the 1990s (pp. 155-180). Alexandria, VA: American College Personnel Association. Strange, C.C., & Banning, J.H. (2001). Educating by Design: Creating Campus Environments that Work. San Francisco, CA: Jossey-Bass. Walsh, W.B. (1973). Theories of person-environment interaction: Implications for the college student. Iowa City, IA: American College Testing Program.
Lunch Make Yourself Known
Round 1 Make Yourself Known
Round 2 Omit any reference to yourself professionally
(e.g. where you work, what your job title is, what you like/dislike about your job)
Round 3 Omit any mention of your social history (e.g.
where you are from, single/partnered, family, friends)
Tour 20 minute tour Mission of Student Affairs Student Affairs Organization Chart
Student Affairs’ MissionThe Student Affairs division of The Evergreen State College supports the institution’s
mission by providing programs and services that assist students in achieving important learning outcomes. We do so by:
Helping students to become critical thinkers who are aware of what they know, how they learn and how to apply what they know. We support students as they learn to work in an environment that is collaborative and interdisciplinary.
Providing efficient student-centered delivery of services. Creating and maintaining a secure campus environment which offers a rich array
of intellectual, cultural, social and recreational activities. Encouraging healthy behaviors and the development of interpersonal skills. Increasing student appreciation for human diversity including consideration of
ethnicity, culture, gender, age, sexual orientation, disability, nation of origin, economic and social background.
Promoting responsible citizenship within the Evergreen community and in our global society.
Serving as an advocate for student needs and concerns and helping ensure that students have input into decisions that directly affect their lives. In addition, we share our knowledge of students gained through contacts, research and assessment.
Student Affairs Organization Chart
Vice President for Student AffairsArt Costantino
Executive AssociateWendy Endress
Assistant for Student Conduct
Andrea Seabert Olsen
Dean, SASSPhyllis Lane
Academic AdvisingAccess Services
Career DevelopmentFirst Peoples
Health & CounselingStudent Activities
GEAR UPUpward BoundKEY & WATEP
AVP for Enrollment ServicesSteve HunterAdmissions
Financial AidRegistration & RecordsStudent Employment
Director, Residential & Dining Services
Sharon Goodman
Director of Recreation & Athletics
Dave Weber
Director of Police Services & Parking
Ed SorgerTelephone Operations
Administrative SecretaryTracey Johnson
Theory Anyone? Theory is a hypothesis which explains
behavior or relationships. It suggests how, why and when something happens.
Student development theories include suppositions from a variety of disciplines which offer models for how students grown and learn, what prompts them to change, and when it is likely to happen.
Self-awarenessTheory Anyone?
In order to understand and use theories student affairs professionals must examine who we are and what we believe.
Identify an experience you had in junior or senior high school that you think helped define you as an adult. What was it? What happened? What’s your informal theory about it?
Identify a recent experience in which a student or colleagues did something you did not expect. How did you come to understand it or explain it to yourself?
Why use theory? To understand what we are really hearing
from students It provides a framework for understanding
students’ concerns, attitudes, and thought processes
It suggests questions to ask, avenues to explore, and hypotheses to test
It provides direction in contributing to student learning, advocating on students’ behalf, or providing appropriate support
Student Development About becoming a more complex
individual Increasing the differentiation and
integration of the self Qualitative enhancement of the self
Types of Theory Human development Psycho-social Identity (race, gender, ethnicity) Cognitive Typological
Challenge and SupportTheory Anyone?
Nevitt Sanford (1966) Built on Erikson (1959) … a new stage
occurs when there is a developmental crisis or turning point
A balance of challenge and support must be present for development to occur.
Social ContractAndrea Seabert Olsen
Principles of Good Practice1. Engages students in active learning.2. Helps students develop coherent values and
ethical standards.3. Sets and communicates high expectations for
student learning.4. Uses systematic inquiry to improve student and
institutional performance.5. Uses resources effectively to achieve
institutional missions and goals.6. Forges educational partnerships that advance
student learning.7. Builds supportive and inclusive communities.
Review
Introductions Transitions History Campus Ecology Tour Theory Anyone? Social Contract Principles of Good Practice
AgendaWednesday 10:30 a.m. Words of Wisdom 11:30 a.m. An Ethic for the Profession Noon Lunch – Our Students 12:45 p.m. An Ethic for the Profession 1:30 p.m. Multicultural Identity 2:15 p.m. break 2:30 p.m. Principles of Good Practice 3:30 p.m. Closure
Words of Wisdom“Hidden Rules of the Workplace” Andrea Coker-Anderson, Registration &
Records Andy Corn, Student Activities Mary Craven, Student Activities Terry Ford, Faculty Wendy Freeman, Career Development Steve Hunter, Enrollment Services Sabine Riggins, Police Services Julie Slone, Provost’s Office
An Ethic for the Profession Ethic is the ultimate values or principles
that one holds.…it defines an individual’s character.…revealed in a person’s decisions,
actions, and behaviors.
An Ethic for the Profession Contexts contribute to professional ethic
Personal Institutional Professional Legal
An Ethic for the Profession Be informed
Self-knowledge Institutional knowledge
Maintain integrity Respect individuality of students Honesty and truthfulness Confidentiality and trustworthiness Discretion
Practice justice Equity and impartiality
An Ethic for the Profession ACPA Statement of Ethical Principals &
Standards Dedicated to enhancing the worth, dignity,
potential, and uniqueness of each individual within post-secondary educational institutions and, thus to the service of society.
Committed to contributing to the comprehensive education of students, protecting human rights, advancing knowledge of student grown and development, and promoting the effectiveness of institutional programs, services, and organizational units.
An Ethic for the Profession ACPA Statement of Ethical Principals &
Standards Professional Responsibility and Competence Student Learning and Development Responsibility to the Institution Responsibility to Society
An Ethic for the Profession Ethical Foundations
Act to benefit others Promote justice Respect autonomy Be faithful Do no harm
An Ethic for the Profession Nash’s 12 Questions
Have you defined the problem accurately? How would you define the problem if you stood on the other side of the
fence? How did the situation occur in the first place? To whom and to what do you give your loyalties as a person or group
and as a member of the organization? What is your intention in making this decision? How does our intention compare with the likely results? Whom could your decision or action injure? Can you engage the affected parties in a discussion of the problem
before you make your decision? Are you confident that your position will be as valid for a long period as
it seems now? Could you disclose without qualm your decision or action to your boss,
the college president, the board of trustees, your family, or the CPJ? What is the symbolic potential of your action if understood?
Misunderstood? Under what conditions would you allow exceptions to your stand?
Evergreen StudentsLunch
1. 4,586 students enrolled in Fall 20072. 89% of undergraduate students are full-
time3. 304 graduate students were enrolled in
Fall 20074. 77% of undergraduate students are
Washington residents5. 18% of students are students of color
Evergreen StudentsLunch
6. 42% of transfer students identify as first-generation
7. The undergraduate retention rate is 78%8. 1,233 students received degrees from
Evergreen in 2006-079. The median age of all students is 2210. 7% percent of undergraduate students
have a disability
Multicultural IdentityArt Costantino
Principles of Good Practice Means to conducting learning-oriented
student affairs work, based on extensive research about the impact of college on educational outcomes.
Should be incorporated into everyday tasks and interactions.
Shape how we think about our responsibilities, communicate our purposes to others, and engage students.
Principles of Good Practice1. Engages students in active learning.2. Helps students develop coherent values and
ethical standards.3. Sets and communicates high expectations for
student learning.4. Uses systematic inquiry to improve student and
institutional performance.5. Uses resources effectively to achieve
institutional missions and goals.6. Forges educational partnerships that advance
student learning.7. Builds supportive and inclusive communities.
Additional Resources National Association of Student Personnel Administrators (naspa.org) American College Counseling Association (collegecounseling.org) American College Health Association (acha.org) American Association of Collegiate Registrars and Admissions Officers
(aacrao.org) Association of College & University Housing Officers-International (acuho-i.org) International Association of Chiefs of Police –University/College Police Section
(theiacp.org) Association of College Unions International (acui.org) National Academic Advising Association (nacada.ksu.edu) National Association for College Admission Counseling (nacacnet.org) National Campus and Community Radio Association (ncra.ca) National Career Development Association (ncda.org) National Association of Student Financial Aid Administrators (nasfaa.org) National Coalition for Campus Children’s Centers (campuschildren.org) National Intramural-Recreational Sports Association (nirsa.org) National Orientation Directors Association (nodaweb.org) Northwest Parking Association (nwparking.org)
12 Questions that CountClosure
1. Do I know what is expected of me at work?2. Do I have the materials and equipment I need to
do my work properly?3. At work do I have the opportunity to do what I do
best every day?4. In the last seven days have I received recognition
or praise for good work?5. Does my supervisor or someone at work seem to
care about me as a person?6. Is there someone at work who encourages my
development?
12 Questions that CountClosure
7. At work do my opinions seem to count?8. Does the mission of my organization
make me feel like my work is important?9. Are my coworkers committed to doing
quality work?10. Do I have a best friend at work?11. In the last six months have I talked with
someone about my progress?12. This last year have I had opportunities at
work to learn and grow?
Closure What tools do you have in your toolbox
that you didn’t have on Monday? What does it mean to be a member of the
Student Affairs division? What’s the link to your job responsibilities?
EvaluationClosureEvaluation
ParticipantsFall 2008 Courtney Bailey, Student Activities Alyise Bernardino, RAD Casey Birdsall, Children’s Center Mindi Bliss, Children’s Center Talcott Broadhead, OSAP Ruth Brownstein, KAOS Sarah Carlyle, Admissions Anne Carpenter, Access Services M’Liss DeWald, RAD Amber Evans, Athletics Katherine Fehnsenfeld, Health Center Tyson Forrest, Police Services Jessie Fries-Kraemer, Admissions Julian Genette, Admissions Trina Griffiths, Financial Aid Linda Horn, Police Services Olga Inglebritzen, Tacoma Program Tami Johnson, Financial Aid Kitty Jones, Academic Advising Abby Kelso, Admissions Nashira Knight, First Peoples/Career Development
ParticipantsFall 2008 Rashida Love, Academic Advising Tim Marron, Police Services Katherine McGee, Academic Advising April Meyers, Police Services Dwight Monohon, Police Services Arvin Mosley, KEY/WATEP Dalya Perez, Academic Advising John Purtteman, Athletics JeNais Radabaugh, Registration Liza Rendon, RAD Maxime Rene, Admissions Helen Ross, Financial Aid Avis Russell, Children’s Center Kristi Rychener, Children’s Center Sally Schwartz, Admissions Michael Sledge, RAD Leonard Treanton, Upward Bound Tara Trimmell, Registration Melissa Turkington, RAD Sandra Warren, Financial Aid
Facilitators Art Costantino
Vice President for Student Affairs Wendy Endress
Executive Associate to the VPSA Andrea Seabert Olsen
Assistant to the VPSA for Student Conduct
Library 3009 360.867.6296