Classroom as Bridge: Linking Academics with Student Affairs in Graduate Coursework
Classroom as Bridge:Linking Academics with Student Affairs in Graduate CourseworkDr. April Heiselt, Mississippi State UniversityDr. Wade Livingston, Clemson University
SACSA Conference 2012Memphis, TNIntroductionsDr. April Heiselt, Mississippi State UniversityAssociate Professor & Student Affairs Program CoordinatorCourses taught with service-learning pedagogy: Assessment, Administration of Student Personnel Services, Student Affairs in Higher Education, Literature of Student AffairsRunning my first 5K this month!
Dr. Wade Livingston, Clemson University3rd year on the tenure-trackPractitioner background: student conduct, housingCourses taught: Assessment, Research Methods, LegalAvid barbecue-er (Lexington, NC style)
Tell Us a Bit About YourselvesName?
Institution? What do you do/study?
What are you hoping to learn from todays presentation?Any specific questions you are hoping we will answer today?
Brief Program OverviewStudent Affairs Literature ReviewExperiential LearningGraduate Coursework ExamplesClemsonMississippi State UniversityBrainstorming Session Discussion
Student Affairs Literature ReviewStudent Personnel Point of View (1937, 1949)Student as a whole (1937)Opportunity: simultaneous instruction and personnel research problems (1937)Emphasis: ongoing research regarding students and services
Involvement in Learning
Student Learning ImperativeDemand: student learning; productivity; accountability (1996)Realization: Ineffectiveness of separation of academic and student affairs (1996)
Student Affairs Literature Review Astins (1984) Theory of Student Involvement Engagement: physical and psychological energyGet in what you put out: amount and extent (depth)Effective practice: capacity to increase student involvement
CAS Standards for Master-Level Student Affairs Professional Preparation ProgramsGeneral-ism: functional area versatilityAssessment: student competency and program practiceActive involvement: spirit of inquiry, experiential learning, practical applicationExperiential LearningMaking meaning from direct experienceActive Learning Good Practice in Student Affairs (1999)Students are partners in these educational processes rather than subjects to which this education is done (Baxter Magolda, 1999, p. 41).Components: Experience, Reflection, Integration, and Application (see Blimling & Whitt, 1999)
Problem-based Learning (PBL) Students engage challenging problems and collaboratively work toward their resolution.
PBL is about students connecting disciplinary knowledge to real-world problemsthe motivation to solve a problem becomes the motivation to learn.
Service-Learning Pedagogy of teaching and learning Students meet academic course objectives while serving the needs of a community partner
Provides opportunities for students to act as both teacher and learner (Cress, Collier, & Reitenauer, 2005).
Enhances student understanding of course material and meets academic course objectivesCritical thinking, reflection
Benefits of Service-LearningExtends learning beyond the classroom and into the community
Provides time for reflection as students critically think, discuss, and write about their service experience
Astin and Sax (1998) Increases commitment to helping othersStimulates serving in their communities continues beyond graduationPromotes racial understanding
Graduate Coursework at ClemsonAssessment (EDL 765: Assessment and Evaluation)Introductory assessment course: basic skills, philosophical understandingImmersive partnership experienceLiaison with CU Student Affairs Assessment CommitteeRecruitment of willing campus partnersVetting of potential assessment projectsInvolvement of campus practitionersFocus: grassroots/homegrown assessment (discussion of integration of nationally-normed measures)
Graduate Coursework at ClemsonHow it looks:Six student groups and paired campus partners (clients)Multi-phase assessment project Project/client orientation: developing assessments purposeProtocol: proposal of methods, student roles, assessment typeData collection/analysis: evidence thereof, client interpretationPresentation of results: implications of findings, connections to department/division mission/vision/goals
Student Learning OutcomesThe student willUnderstand the accountability issues facing higher education.Understand the purpose and role of assessment in student affairs/higher education, and, more broadly, the difference between assessment and research.Garner an awareness of and be able to apply a variety of assessment types and techniques.Identify student learning outcomes and appropriate measures.Gain a working knowledge of assessment instruments and methods, and understand how to select the appropriate instrument/method given the context of a scenario.Apply principles of assessment through an actual assessment project.
What do the students say?Course evaluation dataEngaging: Assessment is boring? False.Practical application: Functional area exposure; networking; hands-on experience.Support: Faculty/client support imperative and appreciated*Text: Not as applicable. (Instructor and student fault)*Timeline: Aggressive. Adapted. Spring break.*Structure: May need more
What do the clients say?We asked our clients:If students communicated effectively;If they were satisfied with project outcomes; andIf the project was helpful for them.
Overwhelming affirmation (one exception)
Qualitative feedback:Already using dataPotential to expand class and connect w/ internshipsProject-based learning was engaging, creative, inspiring
Graduate Coursework at MSUCOE 8553: Student Affairs in Higher EducationIntroduction to Student Affairs: History, philosophy, trends Service-learning experiencePartner with Student Affairs entities campus-wideCoordination with Vice President of Student AffairsDiscussion of service-learning projects on the first day of classInvolvement of MSU Student Affairs practitionersPurpose: To get students involved and working with Student Affairs practitioners from the moment they begin their graduate work.
Graduate Coursework at MSUHow it looks:Students get into groups of 3-4 and design a service-learning project concept featuring a Student Affairs department on campus
Service-Learning Project Service-Learning Project PlanCritical Thinking Reflections Reflective Responses to Classmates Service-Learning Final Project Analysis
Service-Learning Project PlanTeam Name and Vision Statement: What do you intend to do as a team?Partner Mission StatementRationale for project: Why is this project appropriate for your team? Why for our class?Critical Analysis of the Research: Conduct background research on your project area of interest. Quote at least two peer-reviewed journal articles that illustrate something about the importance of your efforts. Background information on your project partner: What have you discovered about the partner you will be working with this semester? What do they bring to the field of student affairs? Benefits to the partner and to yourselves: What benefit will you obtain by working on this project? What will the partner gain?
Service-Learning Project PlanProject Learning Goals/Objectives: Each team must choose one to three course learner outcomes and link their project to the desired outcomes. For example, my team could choose learner outcome number one and create a project that has a historical link to student affairs. We could choose to conduct an oral history project and interview former MSU Vice Presidents of Student Affairs to learn more about the history of student affairs within MSU.Action Strategies/Timeline: What is your timeline for getting this project accomplished? Who will do what? When? Be specific so your strategies will have purpose.Letter of Support: Include a signed letter from the partner you will be working with indicating their agreement on the project.
Student Learning OutcomesThe student willParticipate in the design, implementation, and evaluation of a student affairs related program or event which promotes wellness and the holistic development of students (CACREP SACC D.6). Advocate for policies, programs, and services that are equitable and responsive to the unique needs of postsecondary education (CACREP SACC F. 6).Collaborate with the postsecondary community to assist students and use postsecondary community resources to improve student learning and development (CACREP SACC F.3).Identify the diversity of roles, functions and settings of student affairs professionals in postsecondary education (CACREP SACC A.4, A.9; CFPO# 1, 4, 9, 10).
Service-learning project examplesSuper Healthy MenMens Health Conference
The Healthy Bulldogs Stomp Out Breast Cancer Event
Project O.N.E. (Out of State Students Needing Evaluation)Provided mentors for out of state students
What do the students say?Student Course Evaluation DataI enjoyed the interaction among the students and the service-learning project experience was highly valuable.I really like how you (Dr. Heiselt) made us do a service-learning project, it was a very interesting, practical way to really learn.I feel like I learned more about student affairs from the project and what I would like to do in the future with student affairs. It was also great to collaborate with different departments and meet people in different fields.I thought the service-learning project was very helpful in learning how to be a Student Affairs professional. It was not easy, but it was a very interesting way to apply classroom knowledge. I would highly recommend doing this in future classes.
What do the practitioners say?Gives them an opportunity to complete projects/examine policies they may otherwise not have a chance to do
Provides one-on-one contact with students on a project of practitioner and student interest
Great sense of accomplishment with project outcomesEnjoy talking about these things with their superiorsLooks good for practitioners too!
Graduate Coursework at MSUHED 8113: Administration of Student Personnel ServicesCapstone course Problem-based/active learning Partner with Student Affairs entities campus-wideCoordination with Vice President of Student AffairsInvolvement of MSU Student Affairs practitionersDevelopment of a class Simulated University (Sim U) Purpose: To provide students with a real-world administrative experience to prepare them for their first practitioner position.
Student Learning OutcomesThe student will:Develop a more complex understanding of student affairs in higher education and apply knowledge of issues that affect student affairs practice (CACREP SACC: B.4; CFPO# 1, 3, 11, 13, 14).Understand the operation of selected functional areas and settings within student affairs such as practices of leadership, organizational behavior and management, fundraising, program development, and planning and evaluation (CACREP SACC: A.4; CFPO# 1, 10, 11, 14).Recognize the current trends in higher education and the diverse character of postsecondary education environments. (CACREP SACC: A.7).
Graduate Coursework at MSUThe class designs a Simulated University (Sim U)Discuss everything from location of the university and student population down to the number of residence hallsThe students favorite part? They love developing a mascot and last year, they even created their own logo and university stationary!
Graduate Coursework at MSUStudents function as a Student Affairs DivisionEach class is a meeting of the divisionEach student plays the role of a Student Affairs DirectorEach week one student: Reports on a critical issue in his/her unitCoordinates class discussion of a case study that has impacted his/her unit Text: Linking theory to practice: Case studies for working with college students, Stage and Hubbard (2012) Signature assignment: Policy paper focusing on Student Affairs area of interest for that student (ex. Tobacco Free Campus)
What do the students say?Student Course Evaluation data:I enjoyed the class set-up (lecture, case, current issue reaction). I think the students really have a voice in their presentations of the cases each week and during the current issue reactions.Being able to create our own university and act as a department head really made the concepts discussed in class clear to me.I appreciated the engaging discussions that took place as a result of the case studies as well as the current issue reactions.Overall, the class taught me a lot about higher education administration and the importance of the student affairs profession at any university.I like the professional structure of the class and how the assignments related directly to issues that administration would face.
27Other CoursesCOE 8533: Literature of Student AffairsStudents partnered with MSUs First-Year Experience Maroon Edition Common Reading ProgramCompleted a faculty assessment for the programDesigned an art contest for K-2 elementary school focusing on art from the textTutored elementary children who were reading the childrens version of the MSU text
MSU graduate students tutored kindergarten students and wrote books about going to college
Brainstorming SessionHow can Student Affairs practitioners get involved in these types of efforts?
What other types of courses could incorporate this type of experiential learning?
Break into groups and design a class. Consider the type of course. What would it be called?How would you involve student affairs practitioners?What would the students do for their experiential learning activities?Discussion What did you develop?
What stands out to you about experiential learning?Are there any challenges you foresee?
Questions?Contact Information:Dr. April HeiseltAssociate ProfessorMississippi State [email protected](662) 325-7919
Dr. Wade LivingstonAssistant ProfessorClemson [email protected](864) 656-1446
