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Floyd, Deborah L., Ed.Toward Mastery Leadership: Issues and Challenges forthe 1990s. Summary Report of the Annual NationalCouncil on Student Development Leadership Colloquium(7th, Hilton Head, South Carolina, October 24-27,1990).American Coll. Testing Program, Iowa City, Iowa.91

85p.

Vice President for Student Services, PiedmontTechnical College, Emerald Road, Greenwood, SC 29646($6.00 each or 5 or more copies at $5.00 each).Collected Works - Conference Proceedings (021)

MF01/PC04 Plus Postage.Academic Advising; *College Administration; CollegeOutcomes Assessment; *College Planning; *CollegeRole; Community Colleges; *Leadership Responsibility;Student College Relationship; *Student Development;*Student Personnel Services; Two Year Colleges

This summary of a colloquium on leadership issues andchallenges for the 1990's is comprised of six chapters addressingdifferent colloquium themes. Chapter 1, "The National Agenda forCommunity College Student Affairs: Addressing Priorities for the1990s," by Deborah L. Floyd, describes the Leadership Agendadeveloped by representatives from the National Council on StudentDevelopment, the American College Personnel Association, the Leaguefor Innovation in the Community ollege, and the National Associationof Student Personnel Administrators. Chapter 2, "The Road Taken," byGeorge Vaughan, discusses how student development professionals canprepare for college leadership positions. Chapter 3, written by fivecommunity college presidents, presents "Presidential Expectations ofStudent Development Leaders for the 1990s." In chapter 4, "StudentAdvising: The Sine Qua Non of Student Development," George Baker, IIIand Hank Hurley consider the increasing importance of studentadvising, and stress the necessity of collaboration between studentaffairs and instructional staff. Chapter 5, "Outcomes Assessment:What Role for Student Development," by Charles Dassance, describesProject Cooperation, a special student outcomes assessment project.Finally, in chapter 6, "Thinking Globally/Acting Locally," John S.Keyser discusses approaches for the development of broadenedperspectives and global and holistic leadership strategies.Appendixes review colloquium sessions and provide a worksheet foraction-oriented leadership. (PAA)

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Sumrn Report of the NCSD ColloquiHilton Head, South Carolina

October, 1990

Edited byDeborah L. Floyd

2 BEST COPY AYAI LE

TOWARD

MASTERY LEADERSHIP:ISSUES AND CHALLENGES

FOR THE 1990s

...............

Summary Report of the NCSD ColloquiumHilton Head, South Carolina

October, 1990

Edited byDeborah L. Floyd

',DT

©1991 by The American College Testing Program. All rights reserved.

AcknowledgementsJo Roper

IntroductionDeborah L. F1o31

1

Contents

The National Agenda for Community College Student Affairs:Addressing Priorities for the 1990sDeborah L. Floyd

2The Road TakenGeorge Vaughan

3

1

5

11

21

Presidential Expectations of Student Development Leaders for the 1990sJames L. HudginsBob KeysJohn KeyserAnn McNuttLex Walters

4 37Student Advising: The Sine Qua Non of Student DevelopmentGeorge Baker, IIIHank Hurley

5Outcomes Assessment: What Role for Student DevelopmentCharles Dassance

49

6 55

Thinking Globally/Acting LocallyJohn S. Keyser

Appendix A A-1

Managing the Diverse WorkplaceJanice Hannah and Todd Ewing

Appendix BProject Action Worksheets

B-1

ACKNOWLEDGEMENTS

Jo Roper

Colloquium CoordinatorPresident Elect, NCSD

The success of the seventh annual National Council on Student Development (NCSD) LeadershipColloquium was made possible because of the contributions of many persons and organizations.NCSD has been fortunate to have the continued supportof American College Testing Program andthe League for Innovation as partners in this annual venture.

Appreciation is also extended to Dr. Lex Walters, President, Piedmont Technical College,Greenwood, South Carolina for his outstanding support of National Council on StudentDevelopment activities, and especially for this colloquium. Having served as an AACJC Boardmember as well as Chairman of the President's Academy, he understands the importantcontributions that affiliate councils can make to a college.

Gail cauick, Technical College of the Low Country, Beaufort, South Carolina secured the hotellocation for the conference in beautiful Hilton HeadIsland, South Carolina. Participants were alsodelighted to receive a sand dollar as a souvenir from Gail and the beach.

A special note of thanks to Dr. George Baker, University of Texas - Austin, who so capably servedas our facilitator throughout the colloquium.

NCSD appreciates the work of Dr. Deborah (Debbie) Floyd, President of Prestonsburg CommunityCollege, Prestonsburg, Kentucky in serving as the editor for this monograph. She devoted manyhours to coordinate all phases with the presenters and with the American College TestingProgram, who so graciously published this document. Glenda DeLeon, Garland, Texas deservesmany warm thanks for typing various revisions and for formatting tho text for printing by ACT.

It is hoped that this publication will be an important resource for community college leaders.Copies of this report have been sent to each National Council on Student Development member.Additional copies may be purchased for $6 each (5 or more copies at $5 each) from NCSD. Toorder contact Jo Roper, Vice President Student Services, Piedmont Technical College, EmeraldRoad, Greenwood, South Carolina 29646 (803/223-8357).

Finally, the participants selected for this year's colloquium made outstanding contributionsthroughout the week. All left with a sense of renewal and returned to their respective campusesto implement many of the ideas that surfaced during the week.

The colloquium participants included:

Kenneth AtwaterVice President Student DevelopmentMidlands Technical CollegeColumbia, South Carolina

George BakerProf. Community College Leadership ProgramUniversity of Texas at AustinAustin, Texas

Jerry BergerVice President, Academic ServicesChemeketa Community CollegeSalem, Oregon

Eleanor BrownDean, Student Development & ServicesMt. Hood Community CollegeGresham, Oregon

Deborah BumgardnerNew Horizons CoordinatorTechnical College of the LowcountryBeaufort, South Carolina

Walter G. BumphusPresident, Brookhaven CollegeDallas Community College DistrictDallas, Texas

Michael J. ClemyAssistant Dean, Student DevelopmentUniv. Cincinnati Clermont CollegeBatavia, Ohio

Charles R. DassanceV. P. Student Affairs/ProvostFlorida Community College-JacksonvilleJacksonville, Florida

Grace A. DavisDirector, Student DevelopmentWaukesha County Tech CollegePewaukee, Wisconsin

Linda L. DaytonDean of Student ServicesJohnzon County Community CollegeOverland Park, Kansas

Joyce DeVeauxJTPA CoordinatorTechnical College of the LowcountryBeaufort, South Carolina

Linda E. EmmerichDirector of Admissions/OutreachCatonsville Community CollegeCatonsville, Maryland

vi

Deborah FloydPresidentPrestonthurg Community CollegePrestonsburg, Kentucky

Tom FlynnVice President, Student AffairsMonroe Community CollegeRochester, New York

Lowell FordChemeketa Community CollegeSalem, Oregon

Corina GardeaVice President, Student DevelopmentMountain View CollegeDallas, Texas

Patricia L. GriffinVice President, Student ServicesCollege of San MateoSan Mateo, California

Jacky M. HaganVice President for Student ServicesUmpqua Community CollegeRoseburg, Oregon

Erika Hartmann-HayesAssoc. Dean, Academic Assistance ServicesSouth Suburban CollegeSouth Holland, Illinois

Karen L. HaysAssoc. Dean Career Planning & Adv. DivisionMiami-Dade Community College S. CampusMiami, Florida

James L. HudginsPresidentMidlands Tech CollegeColumbia, South Carolina

Edward "Ed" HunterDirector, Student ActivitiesLake City Community CollegeLake City, Florida

Barbara J. KeenerDean, Acad. Affairs Comm. College RelationsUniversity of FloridaGainsville, Florida

Robert KeysPresidentJohn Wood Community CollegeQuincy, Illinois

John S. KeyserPresidentClackamas Community CollegeOregon City, Oregon

Diane LaneDirector of AdmissionsEssex Community CollegeBaltimore, Maryland

John LettsDean of StudentsJohn Wood Community CollegeQuincy, Illinois

Marlene K. MackieDean, Student/Instructional DevelopmentDiv.Waukesha County Tech CollegePewaukee, Wisconsin

Andrew J. MatonakDean, Student AffairsHorryOeorgetown Tech CollegeConway, South Carolina

Anne McNuttPresidentCollege of the LowcountryBeaufort, South Carolina

Paula B. MillerAssistant Dean, Student AffairsFlorida Comm. College 0 JacksonvilleJacksonville, Florida

Kay NielsenDean of Student AffairsCollege of Du PageGlen Ellyn, Illinois

Chris O'KaneDirector Records/RegistrationCatonsville Community CollegeCatonsville, Maryland

vii

Sandi OliverDean Student Entry/Enrollment ServicesMidlands Tech CollegeColumbia, South Carolina

Percy PainterVice President, Student AffairsSumter Area Technical CollegeSumter, South Carolina

Gail QuickTechnical College of the LowcountryBeaufort, South Carolina

R Kirk RivenbarkV. P. Student Development ServicesAltamaha Technical InstituteJesup, Georgia

Jerry R RobertsonDean of StudentsChesterfield-Marlboro Tech CollegeCheraw, South Carolina

Jo RoperVice President Student DevelopmentPiedmont Technical CollegeGreenwood, South Carolina

John RothDirector, Asset Services/ACTIowa City, Iowa

Judy SchuelerVice President, Student AffairsTriton CollegeRiver Grove, Illinois

Michael ShieldsDirector of Financial AidTriton CollegeRiver Grove, Illinois

Donald J. SlowinskiPresidentEssex Community CollegeBaltimore County, Maryland

Helene ThallAssistant Dean and Dir. Student ServicesThe University of Akron-Wayne CollegeOrrville, Ohio

;)

Jacquelyn TullochCases Project Team/Educational ComputingDallas County Community College DistrictMesquite, Texas

George VaughnProfessorGeorge Mason UniversityFairfa)c, Virginia

Melvin L. WaisanenDean of Student ServicesSheridan CollegeSheridali, Wyoming

Lex WaltersPresidentPiedmont Technical CollegeGreenwood, South Carolina

Rosalind WelderDirector, JTPAPiedmont Technical CollegeGreenwood, South Carolina

Teri Lauren WestonRegistrarMilwaukee Area Tech CollegeMilwaukee, Wisconsin

John H. Whe.derDean of Student AffairsClark State Community CollegeSpringfield, Ohio

Lynn WonnacottDean of Student ServicesNorthwestern Michigan CollegeTraverse City, Michigan

Rosemaiy WoolleyDean of Student DevelopmentSt. Lot is Comm. College @ Florissant ValleySt. Louis, Missouri

Felix A. ZamoraVice President. Student DevelopmentEastfield CollegeMesquite, Texas

Thank you, all, for your contributions!

0 *

INTRODUCTION

Deborah L. FloydMonograph Editor

Over 50 speakers and participants attendedthe Seventh Annual Leadership Colloquiumsponsored by the National Council onStudent Development, the American CollegeTesting Program, and the League forInnovation in the Community College. Thepicturesque setting of Hilton Head, SouthCarolina, proved to be an outstandinglocation for this October 24-27, 1990,colloquium.

Each of the last six colloquium programs hada specific theme or focus and this seventhyear was no exception. As we forge aheadinto the 1990s and move closer to the year2000 many believe that we need to reassessand refocus many of our efforts, especially inthe leadership arena. Thus, our theme for1990 was leadership issues and challenges.

Leadership issues and challenges is not atopic that can be adequately covered in onecolloquium. In fact, each of the programs inthe past six years has focused on leadershipin one form or another and this 1990program was actually the first of a two-partseries on leadership issues for the 1990s.The 1991 colloquium (scheduled for October20-23 Myrtle Beach, South Carolina) will alsoaddress leadership issues and challengesand cover various topics in more depth,especially the national agenda described inChapter 1.

The format for this 1990 colloquium was apotpourri of presentations, paneldiscussions, and interactive opportunities todiscuss various professional and leadershipissues. Because of tL varied format, not allof the colloquium programs are representedin these six chapters and appendices.

1

An important program that is not describedin this monograph was the one conducted byan outstanding group of student developmentleaders who discussed their career paths.Their stories, backgrounds, and experienceswere quite varied, ranging from careers inprofessional tennis to teaching to universityminority affairs to entering the professiondirectly from undergraduate studies. Theseleaders who shared their candid views aboutleadership and their careers included JackieTulloch, Charles "Chick" Dassance, WalterBumphus, Gail Quick, Linda Dayton, KenAtwater, and Bob Keys.

Another important program described inAppendix A but not represented in acomplete chapter, was an experientialsession conducted by Hannah, Ewing, andAssociates titled "Cultural Diversity in theTwo Year College." As noted in Chapter 1,cultural diversity is one of the five areasidentified as a major national priority for the1990s and an issue that certainly will becovered in-depth in many other programs,including the 1991 colloquium. In addition,George Baker did an outstanding job ofserving as the facilitator and conductingseveral discussions and sessions onleadership, including expectations for leadersin the 1990s. Unfortunately, all of hiscontributions are not adequately reflected inthis monograph.

A new and interesting group that isrepresented in this monograph is the work ofa small team of professionals self-labeled as'The Breakfast Club." This group met forbreakfast each morning of the colloquium todiscuss the national agenda, professionalpriorities, and processes and plans for &lionand input. They generated valuable ideas

that were extremely useful in the preparationof Chapter 1. In fact, the original idea forProject Action, descrihed in Chapter 1, camefrom the energetic contributions of theseearly morning risers. Membership in TheBteakfast Club was open and based ondesire, interest, and attendance. Thefounding members of the Breakfast Club are:Grace Ann Davis, Deborah Floyd, DianeLane, John Letts, Marlena K. Mackie, SandiOliver, John Roth, and Lynn Wonnacott.John Keyser joined the Club the last day ofthe colloquium.

Chapter 1 includes a description of theLeadership Agenda developed by theInterassociation Council comprised ofrepresentatives from the National Council onStudent Development, the American CollegePersonnel Association, the League forInnovation in the Community College, andthe National Association of StudentPersonnel Administrators. This chapter alsoincludes ideas and thoughts from TheBreakfast Club members andInterassociation Council members. ProjectAction is a new project that is brieflydescribed in Chapter 1 and Appendix B. Thepurpose of Project Action is to stimulateaction and synergistic energy about thenational agenda priorities. Appendix Bincludes worksheets to assist withsolicitation of input and information aboutthis important statement. The primary focusfor the 1991 Colloquium scheduled in MyrtleBeach, South Carolina, will be this nationalagenda.

Eleven authors contributed to the sixchapters in this monograph. Of the 11,seven are (or have been recently) communitycollege presidents. One of the 11 is currentlya provost. Thus, the flavor of thismonograph clearly is reflective of their views.

Therefore, it seems most appropriate that oneof the first chapters is written by a formercommunity college president, outstandingleader, and noted author turned professorwho addresses 'The Road Taken." InChapter 2, George Vaughan notes that thestudent development profession is the "road

2

less taken" toward a community collegepresidency. Based on his extensiveexperience as a president, author, andresearcher, he offers his candid antisometimes humorous advice on how studentdevelopment professionals can prepare forleadership challenges for the future and howto prepare for a presidency.

Chapter 3 is a lengthy and rich chapterwritten by five community college presidentswho describe their expectations for studentdevelopment leaders. These valuableinsights from the perspective of presidentsprovide a pragmatic look at the profession ofstudent development as seen through theeyes of presidents.

In Chapter 4, George Baker and Hank Hurleydescribe the leadership issue of studentadvising as the "Sine Qua Non" of studentdevelopment. They discuss the importanceof advising as an issue and stress thenecessity to collaborate among studentaffairs and instructional colleagues. In lightof the increasing diversity of our studentenrollments, Baker and Hurley stress theincreasing importance of academic advisingas a priority on community collegecampuses.

Charles "Chick" Dassance took the lead inwriting Chapter 5, which is a discussion ofthe many factors related to identifying anappropriate role for student affairs inoutcomes assessment. The chapter alsoincludes a brief description of the studentoutcomes assessment project called "ProjectCooperation." John Roth, with the AmericanCollege Testing Program and Barbara Keener,on behalf of the National Council on StudentDevelopment, also contributed to theinformation contained in this chapter.

John S. Keyser challenges us Ia Chapter 6 tothink globally and act locally. As the currentchairperson of the AACJC Board of Directorsand a former president of the NationalCouncil on Student Development, JohnKeyser's opinions and thoughts are insightfuland reflect about his personal style as well as

Li

the style of many former NCSD leadershipcolloquia.

This publication will be introduced at the71st Annual Convention of the AmericanAssociation of Community and JuniorColleges in Kansas City, Missouri. Thetheme of this convention is "CelebratingDiversity." It seems timely and appropriatethat this monograph is actually the first in atwo-part series to "celebrate" the diverseleadership issues and challenges of the1990s. The perspectives presented are

merely offered as catalysts to encouragediverse dialogue, discussions, and action onthese important issues and challenges for the1990s.

Thank you, National Council on StudentDevelopment, the American College TestingProgram, and the League for Innovation forgiving me this opportunity to work with sucha diverse and outstanding group ofcommunity college educators and leaders.Serving as your editor has been a delightfulexperience?

1

THE NATIONAL AGENDA FOR COMMUNITY COLLEGE STUDENT AFFAIRSADDRESSING PRIORITIES FOR THE 1990s

Deborah L. FloydPresident

Prestonsburg Community CollegeUniversity of Kentucky Community College System

Prestonsburg, Kentucky

The old adage that 'The best way to getsomething done is to begin" rings trueespecially as we attempt to provide focus anddirection to our profession. As we areapproaching the end of this century, the timehas come for us to begin the process oftztahlishing and realizing our professionalagenda and priorities in the field ofcommunity college student affairs.

Those of us who were in this profession irthe 1970's are aware that our primaryagenda at the time was that of studentdevelopment education. Beginning with thework of the Commission on ProfessionalDevelopment of the Council of StudentPersonnel Associations in Higher Education(COSPA, 1970), the use of the term "studentdevelopment" gained momentum throughoutthe 1970's and most of the 1980's.

But, by the 1980's many of us either neverclearly understood or were gradually losingour sense of focus and mission--our agendasand priorities were not clear. In fact, Elsnerand Ames (1983) strongly suggested thatcommunity college student affairs programsshould be redesigned with new approachesand noted that we should determine our"reason for being. Although many of uswere actively involved in various institutionalissues such as assessment, institutionaleffectiveness and student success programs,as a profession, our "reason for being"agendas and priorities were not alwayscrystal clear.

In response to the perceived need for a focus,the National Counci: on StudentDevelopment and the American CollegeTesting Program sponsored the firstLeadership Colloquium in Traverse City,

5

Michigan in 1984. Facilitated by TerryO'Banion, a historical outcome of themeeting was the "Traverse City Statement,"which identified issues and challenges facingcommunity celege student developmentprofessionals at the local, state, and nationallevels (Keyser, 1985). John Keyser edited thefirst of a series of monographs published byACT on leadership issues in the communitycollege student development arena. Everyyear since 1984 an aspect of leadership hasbeen the focus of the annual colloquium anda monograph has been published (Keyser,1986; Keyser and Floyd, 1987; Floyd, 1988;Schuette and Giles, 1989; Keys, 1990; Floyd,1991).

The 31 colloquium participants who draftedthe first Traverse City Statement in 1984made a major contribution to the professionby identifying national issues and challengessuch as: quality and student outcomes;strengthening partnerships with communityconstituencies; strengthening partnershipswith internal and campus constituencies;creatively managing resources; usingeducational technology; and integratingstudent development into the educationexperience (Keyser, 1985).

However, after the publication anddistribution of the Traverse City Statement in1985, some loving critics" of our studentdevelopment profession expressed concernthat this statement was not representative ofall community college student developmentissues and perspectives. It is important tonote that the statement was never intendedto be a national agenda, especially since theprocess for its development did not includerepresentatives from the four majorprofessional organizations. Nevertheless,

1 t)

this statement provided a major contributionto the literature as it helped us focus on theneed for a national agenda and plan. Wealso became keenly aware that the procc ssfor the development of this agenda mustinclude representatives from our majorprofessional groups of the American CollegePersonnel Association, the National Councilon Student Development, the NationalAssociation of Student PersonnelAdministrators, and the League forInnovation in the Community College. Ourprofessional colleagues will offer support ifthey are included in the collaborativeprocess.

Historically, significant professionalstatements in student affairs have beenwritten collaboratively. The first StudentPersonnel Point f View of 1937 (ACE, 1937)and the subsequent revision of 1949 resultedfrom the work of various student affairsleaders. The COSPA model of the 1970's andthe closely related Tomorrow's HigherEducation (T.H.E.) Model (ACPA, 1975) eachproposed directions for the profession asdetermined by student affairs leadersrepresenting various perspectives.

These statements have served asinstrumental guides for the student affairsprofession, but none of them addressed thearena of community college student affairs.As community college student affairsprofessionals, we often pride ourselves in ourwork with students, to teach and counselthem about the importance of planning andset,.'ng priorities, especially those related toacademic and career ventures.

A student without a plan (or academic roadmap) will likely achieve less than one with aplan. Such is the case in our profession. Weneed a plan to help us "fine tune" our"reason for being" and move forward with aclear agenda through the 1990s and on tothe year 2000. The time has come Lorcommunity college studept affairsprofessionals to collaboratively develop andsupport our own professional agenda. Weneed our own statement.

In response to the challenge, meetings havebeen held for over three years withrepresentatives from the following

6

organizations: Commission XI of theAwerican College Personnel Association, theNational Council on Student Development,the Community College Network of theNational Association of Student PersonnelAdministrators, and the League forInnovation in the Community College. Theleaders from the first three of these fourprofessional associations have since labeledthemselves the Interassociation Group. InApril, 1990, during the AACJC Conventionthe Interassociation Group agreed on thecontent of a national agenda for communitycollege student affairs. Each representativeaccepted the charge to take the finalizedagenda back to their respective organizationsand to develop ways to utilize this work. TheInterassociation Group believed strongly thataction plans would be needed to fullyii Iplement this agenda and that the agenda..iould assume a major priority within eachassociation, i.e. conferences, newsletters, andother professional ventures.

Thus, the Interassociation Group has agreedon a national agenda and we finally have ourstatement as follows:

STUDENT AFFAIRS NATIONAL AGENDA1NTWO-YEAR COLLEGES: PRIORMES FORTHE 1990s

Two-year colleges face a number of criticalissues in the '90s. Successfully responding tothe issues requires careful and creativethinking AND collaboration on the part ofinstructional and student qffairs personnel.During a decade of increasing demands foraccountability and dimtnishing resources, it isessential that student ciffatrs professionalsassist in keeping the focus of institutions onSTUDENTS, their needs, and the quality of theeducational experience being provided forthem.

The three major professional associations forstudent affairs practitioners tn two-yearcolleges have jointly deveoped a list ofpriority issues to be addressed. The NationalCouncil on Student Development (an (Affiliatecouncil of the American Association ofCommunity and Junior Colleges), CommissionAT (a commission of the American CollegePersonnel Association, focusing on studentdevelopment in two-year colleges), and the

Comrnunitu College Network (a task force cfthe National Association of Student P!rsonn elAdministrators)jointly endorse acldrasinp thepriorities listed below.

1. Ident(fying and responding to thechallenge cif Student Diversity

With increasing numbers of studentscoming to college with Afferent culturalbackgrounds, ages, learning abilities, andspecial needs, student affairs shouldaddress the following questions:

What are the ethical issues associatedwith admitting students whoselearning needs cannot be met by thecollege?

How can student and siaff attitudesbe developed to foster sensitivitytoward and appreciation of differencein others?

How do institutions actively promotestaff diversity?

How do institutions evaluateprograms and services to assure thatthe diverse cultural needs of studentsare met?

2. Defining and contributing toInstitutional Effectiveness,particularly in regard to outcomesia'orstudents

Defining and measuring institutionaleffectiveness, including the assessment ofstudent outcomes, offers a significantopportunity for student affairsprofessionals. Questions to be addressedare:

How can student affairs collaborate toassure that student developmentoutcomes (e.g., self-direction,independent decision-making, clearpurpose, etc.) are included amongcommunity college statements ofexpectations for students?

7

What institutional effectivenessindicators should be stated for thestude :t affairs program?

What mechanisms are appropriate formeasuring student developmentoutcomes?

How can student affails contribute tothe assessment of student outcomes?

3. Conducting Research Focuslna onStudent Success and Contributing tothe BocjiL,ALI Eder ucationLiterature

It is important for student affairspractitioners to conduct research withintheir area of professional interest.Moreover, representation in publishedresearch related to student affairs in two-year colleges is inadequate. Questions tobe addressed are:

What skills do student affairsprofessionals need in order to conductapplied and/or publish thle research?

How can practitioners in studentaffairs be encouraged to publish theirresearch, ideas and share the resultsof their efforts?

How can graduate-level preparationprograms be encouraged to directresearch to student affairs in two-yearcolleges?

4. Providing effective institutionalLeadership for student qffairs

Student affairs professionals, individuallyand collectively, must promote thedevelopment of leadership within theprofession. Questions to be addressedare:

What can institutions do to promoteand support leadership developmentin student affairs?

How can student affairs graduate-level preparation programs beencouraged to include leadership

J

development opportunities forindividuals preparing for or working intwo-year colleges?

5. Assuring stqfftompetency and vitalitythrough Stqff Development

Especially for practitioners who have beenin their role for many years, there is acritical need for updating skills andmaintaining attitudes supportive ofprofessional growth. Questions to beaddressed are:

What are the skills necessary forpractitioners in student affairs to beeffective in their roles?

What can institutions do to promoteand support staff developmentopportunities for student affairsprofessionals?

This Interassociation statement outlining ouragenda and priorities for the 1990s will onlybe useful if professionals at the grassrootslevel find utility in it. Thus, during theOctober, 1990 National Council on StudentDevelopment leadership colloquium, theInterassociation Group met and agreed tolaunch a project called 'Project Action" as agrassroots effort to gain involvement ofprofessionals at all levels in this importantagenda. Based on this work and therecommendations of a small group ofprofessionals who called themselves the"Breakfast Club," and the directions from theInterassociation Group, the following "ProjectAction" agenda was adopted:

1. Attempts will be made to have theAmerican Association uf CommunityJunior Colleges (AACJC) Board ofDirectors endorse this priority statementand to help with distribution.

2. The priority statement will be included inthe monograph published as 11 result ofthe October, 1990 leadership colloquium.Worksheets designed to generate dialogueand increase involvement will also beincluded.

a Deborah (Debbie, Floyd and Charles(Chick) Dassance will co-coordinate aprocew for gathering information aboutthe five national priorities. The processwill be named "Project Action" and willfocus on grassroots efforts ofpractitioners.

4. "Project Action" worksheets will beinrluded in the monograph introducingthe statement in efforts to encourageprofessionals to submit information abouteach of the five priorities. Thisinformation will be used in numerousways, including the preparation for the1991 Leadership Colloquium and a 1992National Conference. The worksheetsshould ask for information on the topic(and examples) from a natioual, state,college and individual perspective. Mucheffort and energy has been devoted toProject Action and more will be expectedin the future.

5. The National Council on StudentDevelopment will agree to focus its 1991Leadership Colloquium on these fivenational priorities as described in thestatement: Student diversity,institutional effectiveness, studentsuccess research, leadership, and staffdevelopment.

6. The Interassociation Group will explorethe logistics (including the funding and asite) for an October 1992 nationalconference to focus on the statement.This national conference will be open forall professionals and separate from the1991 NCSD Leadership Colloquium onthe topic.

7. A major focus of the InterassociationGroup meeting in April, 1991, at theAACJC Convention should be the 1992national conference.

8. The National Council on StudentDevelopment will take the lead on ProjectAction with the involvement ofCommission XI of ACPA and theCommunity College Task Force of NASPA.

9. The Brealdast Club will be encouraged tocontinue meeting as an informal networkand to offer contributions to theInterassociation Group.

At this writing, the following has beenimplemented or planned:

1. Efforts are being made to have the AACJCendorse this statement. The status ishopeful, yet pending.

2. The priority statement is being publishedin this monograph as a part of Chapter 1.Worksheets are included in Appendix Band are offered as guidelines for inputfrom practitioners in community collegestudent development areas.

3. The 1991 NCSD Leadership Colloquiumfocusing on this statement will be heldOctober 20-23 in Myrtle Beach, SouthCarolina. Applications will be available inMay, 1991, and only NCSD members willbe selected for participation.

4. The status of the October, 1992,conference is pending but the matter willbe discussed at the 1991 AACJCConference.

9

These aie exciting times in the profession ofcommunity college student affairs. We haveopportunKies to reflect on our past and jointogether to prepare for our future by focusingon these priorities for the 1990s. We finallyhave a statement that our leadershipdeveloped collaboratively based on a ibcusthat is uniquely ours and ours alone incommunity college student affairs. We havecreated a structure called "Project Action"designed to help us channel our dialogue anddiscussion about these important prioritiesand agendas. We have an opportunity to"rally around" substantive issues that havetrue formfive priorities that are pragmaticand that can take us in a unified fashion tothe year 2000. Student diversity,institutional effectiveness, student successresearch, leadership, and staff developmentare each very rich and important prioritiesfor this decade.

In the 1990s, community college studentaffairs professionals will have a historicopportunity to embrace our critics with aunified approach to (ow profession--a"National Agenda on Community CollegeStudent Affairs: Priorities for the 1990s."

References

American College Personnel Association, Tomorrow's Higher Education Project (1975). A StudentDevelopment Model for Student Affairs in Tomorrow's Higher Education," Journal of CollegeStudent Personnel. 16, 334-341.

American Council on Education, Committee on Student Personnel Work (1937). The StudentPersonnel Point of View. Washington, D.C.: American Council on Education.

Council of Student Personnel Associations in Higher Education (COSPA). (November, 1970). "AStudent Development Point of View of Education." In Laurine Fitzgerald, (Ed.), Information andIdeas. Journal of Colle e Student Personnel. 11 (6), 474-475.

Elsner, A. and Ames, W.C. (1983). "Redirecting Student Services." In George Vaughan (Ed.)Issues for Community College Leaders in a New Era (pp. 139-158). San Francisco: JosseyBass.

Floyd, Deborah (Ed.). (1988) Toward Mastery Leadershi : Strategies for Student Success.Summary of colloquium held in Columbia, Maryland, July 1987, Iowa City: American CollegeTesting Program.

Floyd, Deborah (Ed.). (1991) Toward Maste Leadershi : Issues and Challe es for the 1990s.Summary of a colloquium held in Hilton Head, South Carolina, October, 1990.American College Testing Program.

Iowa City:

Keys, Robert (Ed.). (1990) Traverse City Five Years Later. Summary of a colloquium held inTraverse City, Michigan, July, 1989. Iowa City: American College Testing Program.

Keyser, John S. (Ed.). (1985). Toward the Future Vitality of Student Development Services.Summary of colloquium held in Traverse City, Michigan, August, 1984. Iowa City: TheAmerican College Testing Program.

Keyser, John S. (Ed.). (1986). Toward Masten/ Leadership in Student Develo ment Services.Summary of a colloquium held in Traverse City, Michigan, July, 1985. Iowa City: AmericanCollege Testing Program.

Keyser, John S. and Floyd, Deborah (Eds.). (1987). Toward Mastery Leadership in Access.Assessment and Develo mental Education. Summary of colloquium held in Traverse City,Michigan, July, 1986. Iowa City: The American College Testing Program.

Schuette, Gretchen and Giles, Wayne (Eds.). (1989). Toward Mastery Leadershi : InstitutionalEffectiveness and Outcomes Assessment. Summary of colloquium held in Columbia,Maryland, July 1988. Iowa City: American College Testing Program.

Zook, G. F. (1949). Forward, E.G. Williamson (Chair). The Student Personnel Point of View.Washington, D.C.: American Council on Education.

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2

1" ICE ROAD TAKEN

George B. VaughanProfessor of Higher Education and

Director of the Center for Community College EducationGeorge Mason University

Fairfax, Virginia

Two roads dive ged in a yellow wood,And sorry I could not travel bothAnd be one traveler, long I stoodAnd looked down one as far as Icould . . .

Then took the other, as Just as fair,And having perhaps the better claim.Because it was grassy and wantedwear; . . .

(Frost, 1960

Most of you recognize the well known linesfrom Robert Frost's poem, "The Road NotTaken." In preparing my remarks fortoday, it seemed to me that Frost's roadless traveled would be an appropriatemetaphor for those of you who have chosento travel the student development road, foras I examined the pathways to thecommunity college presidency, I found thestudent development road to be the oneless traveled when compared toinstructional services.

And when those of you here today chose tobecome student development professionals,when you caxne to that point in your owncareer where the roads diverged, oneleading to student development and theother to instructional services, you madeyour choice. Thus, instructional servicesbecame, for most of you, the road nottaken. What does it mean that you tookone road and* not the other? What is the

Here I should pause to point out that I amnot an authority on student developmentnor have I ever claimed to be one. On theother hand, I have tried to keep up with thefield and to understand how studentdevelopment professionals fit into thecommunity college leadership picture,always viewing student development asbeing critical to the community college'ssuccess.

Rather than viewing leadership through theeyes of the student developmentprofessional, my perspective on leadershiphas been shaped by the community collegepresidency. I served as a president forseventeen years and spent the last fiveyears or so studying the presidency.Recently I took a rather detailed look at thecommunity college dean of instruction'sposition, not so much because I wasinterested in that position as because I wasinterested in what the community collegepresidency of the future might look like.What I will share with you today is basedupon my practical experiences and uponmy research. I will conclude by suggestingto you how the leadership role of studentucvelopment professionals might beenhanced.

Leadership: Some Observations

I make no apologies for the perspective Ibring to leadership, for I know that those of

have more than athe presidency.

that your intereststems from one of two sources, or perhapsfrom both sources concurrently: you eitherwant to be a president or you have to workfor one. Believe me, as I discovered quiteearly in my career and have recently hadre-enforced, it is a lot more fun to be a

meaning of your choice to be student you in the audiencedevelopment leaders rather than passing interest ininstructional leaders? I pose these Moreover, I assumequestions knowing that they cannot be fullyanswered. They do, however, provide afocus for examining the leadership role ofstudent development professionals.

president than it is to work for one,especially if the one you work for is lazy,incompetent, or just plain nasty. Ofcourse., none of you have these problems.

Before sharing some facts and figures withyou, a few general comments on leadershipmay be helpful. As community collegeleaders, you should keep in mind that youare in the right place, in the right position,at the right time to make a major impact onthe future of the community college andtherefore on the future of our nation. Thecommunity college is important and willlikely become more important as we workto assimilate an ever-increasing minoritypopulation into the work force and as wework to match job skills with jobrequirements.

In spite of my decision to join a universityfaculty, I believe that the most exciting andmost important leadership positions in allof higher education are in communitycolleges, and this is not just more of thecommunity college rhetoric you havebecome accustomed to hearing andignoring. Having said this, I believe that anumber of you here today should aspire tothe community college presidency. Youshould keep in mind that the great majorityof the presidents who will lead thecommunity college into the next centuryare currently employed in a communitycollege today. This means that if you donot aspire to become a president youshould start being even nicer to yourcolleague down the hall.

Another point I should make in thebeginning is that any discussion of asubject as complex as leadership in thecommunity college will, by definition, beincomplete. Indeed, after my seventeenyears as president and after having justcompleted my third book in whicnleadership is an important focus, I realizethe complexity and importance ofleadersnip.

How complex is it? One shrewd observernotes that leading professionals andstudentF; in a community college is likeherdtng kittens. Or, one might draw theanalogy between leadership in the

12

community college and daily farming. Theold dairy farmer, when asked what hedidn't like about dairy farming, replied:'The cows won't stay milked." Well, aseach of you knows, what many of us don'tlike about community college leadership isthat the individuals we are leading won'tstay led. And, unlike the dairy farmer whomilked the same cows each day, thecommunity college leader must face anever-changing set of challenges. In my1986 book on the community collegepresidency (Vaughan, 1386), I noted thatunderstanding leadership is much liketrying to lasso an eel: once you have it intow, it slips away. Perhaps the mostpractical advice for you as leaders comesfrom the British Foreign Service, where itsofficers are told before going into the fieldnever to tell the whole truth, never to tell alie, and never to miss an opportunity to goto the bathroom.

But no matter how complex the subject, wewho have been born to lead or who havehad leadership thrust upon us, mustattempt to understand leadership andthereby improve ourselves as leaders.

As leaders, you must realize that title alonedoes not mean that you are a leader and,just as importantly, you need to realize thatyour title should not hinder your ability tolead. Some presidents are leaders, someare not; some deans are leaders, some arenot; some faculty members are leaders,some are not. On the other hand, holdinga positinn of high status does enhanceone's a lity to lead. For example, peopleexpect presidents and deans to lead, sowhen they exert leadership, there is atendency to accept it. Also, positions suchas these offer the incumbents a forum forexercising leadership. Indeed, theexpectations that go with a positionheighten the possibility that the person inthe position will lead. Unfortunately, asstudent development professionals, yousometimes have to work extra hard toassure that the expectations are just ashigh for your position as they are forinstrrctional positions, but in spite of this,indeed, because of this, you must use yourposition as a forum.

The leader is not and cannot be good ateverything. But if you are good at planningand not good at following through with theplan, you certainly had better get someoneon your team who can fill the gap. Pick thebest people possible, and do not look forclones. Harry Truman was noted forsurrounding himself with excellent people,as was John Kennedy. Richard Nixon'speople all tended to look alike and thinkalike, as did Ronald Reagan's. If you havegreat vision, dream big dreams, but havelittle tolerance for detail, you must have amember on your team who is good atdetails. At times leaders worry about theloyalty of those who work with them. Pickgood people. Loyalty will follow, assumingthe people you choose buy into the missionof the institution.

As a leader, you are an agent of the peopleyou represent. As student developmentwofessionals, you must realize that yourepresent the total college, as well ascertain segments of the community oftenignored by other members of the collegeconununity, and continually broaden yourvision to include more than studentdevelopment services.

Indeed, student development services mustbe the means through which you exerciseleadership, and not an end in itself.Others, including the president and theacademic dean, must have a vested interestin what is happening in your part of theorganization and what it means to them asprofessionals. Call it shared authority,collegiate governance, commitment, orwhatever, but make sure you are not outthere alone anymore than is necessary.This advice seems especially relevant forstudent development professionals, for toooften the teaching faculty seem to shy awayfrom making your vision their own. I

should add that occasionally you must go italone, for leadership is not a popularitycontest.

No matter how good you are as a leader,you will be misunderstood on occasion, forleadership itself is not very well understoodin our society. While you may be loved,rarely are a lot of people standing in line tosay "thank you." No matter how high the

pay increase, no matter how many windowsare in the office, no matter how manypromotions you endorse, or no matter howmany students are saved from a life ofpoverty and perhaps crime you might notbe appreciated. Indeed, as suggested bythe dairy fanning analogy, providingleadership is a continuing challenge.

The Presidential Pipeline

As I suggested above, you simply mustbe concerned with who is in thepresidential pipeline. I would even go sofar as to say that for those of you instudent development to ignore thepresidency as a career field, or to shrugyour shoulders, implying that you couldcare less who is president, is naive. Futurepresidents will affect not only the directionof the community college, but of studentdevelopment, and of your own career. So,if you are going to continue to work in acommunity college, your investment in thepresidency is great, even if the pathway tothe presidency becomes another mad nottaken for you personally. On the otherhand, if the presidency is your goal, itmight help you to know your competition.

In 1986, I published a study entitled TheCommir idenes . One of thequestions I examined in this study waswhat pathway those currently serving ascommunity college presidents followed.Modesty aside, I felt good about the book,believing that perhaps I had said somethinguseful about community college leadership.Upon completing the book, I promisedmyself and, more importantly, promised mywife Peggy that I would never, ever, writeanother book. Moreover, writing the bookwhile serving as a president almost killedme. So what did I do? I resigned from thepresidency and became a professor. Andwhat are professors supposed to do? Writebooks, of course.

Well, I began at once to continue my studyof the community college presidency. Theresult was that in 1989 I pu. IshedLeadership in Transition: The CommunityCollege Presidencv. Peggy forgave me forbreaking my promise, for she understoodthat I had to write if I were to profess, or at

least if my professing were to havelegitimacy. I should add that I discoveredsomething important during my ownleadership in transition when I moved froma presidency to a professorship--Idiscovered that while president my writingwas mry avocation, not my vocation. In mynew position, however, wilting became animportant part of my vocation. Andeveryone knows that one's avocation is agreat deal more fun than one's vocation.

To the surprise of almost no one, I

discovered in the two studies that the mostoften traveled pathway (but let meemphasize not the only one) to thepresidency was the academic one, with theacademic dean's position being the mostimportant stepping stone on the pathway.This fact aroused my curiosity enough forme to want to know what pathwayacademic deans had followed on their wayto the deanship for, after all, a number ofthem would be presidents. The result wasPathway to the Presideng: CommunityCollege Deans of Instruction (Vaughan,1990).

What, then, is the pathway to thepresidency? The following is a break downof the 590 presidents who responded to mysurvey:

Over 38 percent (226 presidents) hadserved as the chief academic officer ofa college prior to assuming thepresidency;

Over 12 percent (72 presidents)moved into the presidency from aposition of vice president (many vicepresidents function as the college'schief academic officer);

Almost 8 percent were deans ofstudent services;

Over 7 percent came from the publicschools;

Almost 5 percent were chief businessofficers;

14

Close to 5 percent were deans ofcommunity services (dean ofcontinuing education), anotherposition on the academic side of thefence;

o Over 4 percent carne from four-yearcolleges and universities;

Close to 2 percent held state-levelpositions; and

Over 15 percent came from a varietyof positions, including assistant to thepresident, Title III coordinator,director of admissions and records,director of personnel, athletic director,division chair, faculty member, actingpresident, etc., with fewer than adozen having come from positionsoutside education (e.g., attorneys,corporate officers).

As you can see, the pathway to thepresidency has many branches. I shalldigress for just a moment. Some of you inthis room became a bit frustrated with mewhen I pointed out that the most importantsingle pathway to the presidency had beenthe academic route. I have also been verycareful to point out that the academicpathway is not the only one.

Indeed, approximately 50 percent of thecurrent presidents did not travel thetraditional academic route. So, is the glasshalf full or half empty from yourperspective? One of the disturbingdiscoveries, at least from my perspective,was the small percentage of presidents whohad been deans of student services prior toassuming the presidency. One would thinkthat if the dean of student services is equalto the academic dean on the organizationalchart, that more would move into thepresidency.

In the study of the dean of instruction'sposition, I was especially interested to knowwho, to change metaphors, was in thepresidential pipeline, or at least the pipelineleading to the academic dean's office; who,in fact, would constitute the nextgeneration of community college presidents,

assuming that the past is prologue to thefuture. I wanted to know if these cu-rentdeans were different from currentpresidents, and if so, how.

I discovered the following:

Over 29 percent of the deans ofinstruction occupid the divisionchair's position prior to assumingtheir first dean of instruction'sposition;

11 percent were either associate orassistant deans of instruction, thus,when taken in conjunction with the29 percent who were division chairs,clearly establishing the traditionalacademic pipeline as the mostimportant avenue to the deanship;

Over 12members;

percent were faculty

9 percent were deans of studentservices;

Over 9 percent were deans ordirectors of communityservices/continuing education;

Almost 6 percent came from positionsat four-year institutions;

Over 2 percent were departmentchairs;

Almost 2 percent were assistants tothe president;

Over 4 percent made lateral moves;

Less than 1 percent were high schooladministrators;

Less than 1 percent were directors ofevening programs;

The remainder (approxiinately 14percent) came from a variety ofsources such as former communitycollege presidents, hospitaladministrator, director of guidance,

15

executive director of a state-levelcommission, associate director of anaccrediting agency; director ofadmissions, etc.

The pathway to the academic deanship iseven more diverse than is the one to thepresidency. In the study of the deanship, Idevoted a chapter to female deans, one toBlack deans, and one to Hispanic deans. I

felt that if the community college is to servethe nation in the future as effectively as itcan and should, we had better know who isin the presidential pipeline, especially sincewomen already constitute a majority ofcommunity college students (approximately53 percent) and, in the future, an evengreater portion of the student body willlikely be made of members of ethnic andracial minority groups. To put things inperspective, today, approximately 78percent of the community college studentsare Caucasian, 10 percent are Black, 7percent are Hispanic, 4 percent are Asian,and 1 percent are Native American. Thesepercentages do not tell the full story,however, for 43 percent of all Blacks inhigher education are enrolled in communitycolleges, as are 55 percent of all Hispanics,41 percent of all Asians, and 57 percent ofall American Indians, whereas communitycollege enrolls 36 percent of the nation'sCaucasian students. If one looks at thepercentages of enrolled students, then itbecomes clear that women and minoritieshave a greater stake in the success of thecommunity college than does the whitemale.

A second point that you should keep inmind is that approximately 90 percent ofthe current community college presidentscame from within the community collegeranks, a percentage that is likely to be evenhigher in the future. Statel another way,the myth that community colleges turn tofour-year institutions, to public schools, tobusiness and industry, to the legalprofession, or to anywhere other thaninternally for presidents is simply not true.Indeed, if 1 were giving advice on how tobecome a community college president, thesecond piece of advice I would give (the firstis to get a doctorate) is to get a job in acommunity college.

23

The overwhelming conclusion I reached inmy study of the academic deanship,assuming that past history is future reality,is that current academic deans and futurepresidents are mirror images of currentpresidents. The educational level of theirmothers and fathers is essentially thesame; the jobs held by their parents areessentially the same, although moremothers of presidents are homemakersthan are mothers of deans; their attitudestoward scholarship are the same; and theeducational level and background ofcurrent deans of instruction is almost thesame as presidents. Even the spouses aresimilar, although more spouses of deanswork outside the home than do spouses ofpresidents. And, believe it or not, deanstake on the average 13 days of vacationeach year, exactly the same number of daysthat presidents take; this is in spite of thefact that both deans and presidents earnover 20 days of vacation each year.

A point to consider is that if the communitycollege presidency of the future is to bedifferent from the presidency of today, thedifferences will likely come from the genderand, to a lesser degree, from the ethnic orracial background of the presidents, notfrom socioeconomic or educationaldiversity. Stated another way, regardless ofgender, race, or ethnic background, futurepresidents--currer academic deans--closely resemble the current white, malepresident in terms of the above categories.

Do you accept my conclusions? Or, areyou going to make sure that diversitycomes, in part, from more studentdevelopment professionals entering thepresidency? Can you, in the future, saythat when you chose to take the road lesstraveled, that it made little difference inyour ultimate career goal since the roadsthat diverged earlier in your career nowcome together into one leading to thepresident's office? I hope you will at leastthink about the questions.

Maybe I am kidding myself. Maybe thegreat majority of student developmentprofessionals have no desire to be apresident. Even if this is the case, you stillmust consider whether the presidency

16

should be more diverse in the future thanis currently the case. If so, should morestudent development priiessionals becomepresidents? Should more women andminorities become presidents? Should weturn to the military? Business andindustry? The government? Perhaps theuse of the word "should" places the debatein more philosophical terms Clan isdesirable. The more basic question is, 'Willthe presidency of the future include marediversity than it does today?'

Can this question even be answered? I

think so, at least partially, if we examinewho is in the pipeline. Briefly, who are thecurrent academic deans, at least from theperspective of gender, race, and ethnicity?

In 1988, I surveyed the 1,169 individualsidentified by the AACJC as the chiefacademic officers at the nation's publiccommunity colleges (Vaughan, 1990). Over53 percent (619 academic officers) returnedthe survey. Of those returning the survey,

79 percent were male;

21 percent were female;

3.2 percent were Black;

1.8 percent were Hispanic;

2.0 percent were from other racial orethnic minorities.

Let us assume that the 619 deans whoreturned the survey are representative ofthe 1,169 deans as a whole, a logicalassumption for our purpose, I believe.Using the 1,169 as the base, who is in thepipeline leading to the presidency in termsof actual numbers?

923 of the current chief academicofficers are male;

246 are female (58 female presidentswere surveyed for LeadershiTransition );

1087 are white;

2 4

38 are Black (48 Black presidentswere surveyed for Leadership inTraiqu)ins ;

21 are Hispanic; (18 Hispanicpresidents were surveyed forLeadership in Transition); and

23 are from other minority groups.

The conclusion, the great majority of deansin the pipeline are white, with womenrepresenting a larger number than thosewho currently occupy the presidency(approximately 8 percent of all two-yearcollege presidents, including private juniorcollege presidents, are women.)

Of the 619 chief academic officersresponding to the survey, 55 percent havethe community college presidency as acareer goal. On the average, they feel theycan achieve the presidency in four years.Assuming those aspiring to the presidencyare successful (and I believe most of themwill be since there are approximately 127community college presidential vacancieseach year and most individuals who havereached the academic deanship and whowant to be president have the edge), wheredoes that leave us regarding women andminorities assuming the presidency?

Being generous, let us assume that 60percent of the current female and minoritydeans of instruction assume the presidencyin the near future. Of the current deans(and remember that over 50 percent of allcommunity college presidents will likelycome from this source), using 1,169 as thebase, we can assume that of the currentdeans moving into the presidency, 148 willue female; 22 will be Black; 13 will beHispanic; and 14 will come from otherminority groups.

If racial and ethnic diversity in thepresidency is e. goal, the future is less thanbright. If providing role models andmentors for minorities is a goal, the futureis less than bright. If bringing more womeninto the presidency is a goal, the future issomewhat more encouraging. Nevertheless,my conclusion is that thP great majority of

17

future community college presidents will bewhite males.

Advice for Those Who Seek thePresidency

Align yourself with peers who willsupport your efforts in seeking apromotion. You need individuals whowill make phone calls, write letters,and in other ways be your advocate:

Do not limit your peer networkexclusively to student developmentprofessionals. Include someacademic deans and presidents;

Do not apologize for being in studentdevelopment. Be proud and make itan asset. On the other hand,represent yourself as being broaderthan student development. Let it beknown that you understand and careabout the total college;

Anticipate some difficulty because youcome from a student developmentbackground. Defuse the situations bygoing on the offense. Most boardswant the best person available,regardless of background;

Don't give up. Persistence pays offand talent comes to the surface, atleast part of the time. Manyindividuals are interviewed eight or sotimes before being selected as apresident;

Be well prepared professionally;know your field; know theinstitution, and know your ownassets;

Try to get some experience on theacademic side of the fence. If youcart, teach a course in a discipline;chair committees that have teachingfaculty members on them; makepresentations to the teaching f culty,and, if possible, to the governingboard;

Student development professionalsshould view the presidency as beingwithin their grasp, indeed, viewthemselves as highly desireblecandidates, and make the position acareer goal;

Finally, governing boards, currentpresidents, and others should realizethat there are many pathways to thepresidency other than the academicdeanship. With this in mind,qualified student developmentprofessionals should be identified andrecruited as potential presidents.

Suggestioes to the Profession

What might student services professionalsdo to enhance their leadership potentialwithin the college community? Thefollowing are my suggestions.

Recognize and promote national andregional leaders who havebackgrounds in student development.You need what I will call, for lack of abetter term, "national role models."Make sure that governing boards andmembers of the college communityrecognize those successful presidentsand other leaders from across thenation who carne from a studentdevelopment background. (It wouldhelp if one of your leaders would doan article on student development asan important pathway to thepresidency.)

Resist in every way possible furtherinroads into the status of the chiefstudent development officer'sposition. I believe the movementtoward a "dean of the college" wherethe student development professionalloses status within the institution hasdone more harm to your cause thanany single movement to occur withinthe last two decades.

In line with the above, you must notabandon your role as acountervailing force to othersegments of the college community,

18

namely instruction andadministrative services. Th estudent development perspective isimportant ar.d necessary; it can not,however, have an influence unlessyou present the case well andconsistently.

Always remember that the communitycollege is first and foremost aninstitution of higher education, not asocial agency, child care center, artgallery, Job placement service, andany number of things that have cometo be associated with the communitycollege mission. With this in mind,spend the majority of your time andenergy on functions that movestudents toward their educationalgoals. (Yes, I know that educationalgoals are diverse and broad; I alsoknow that ultimately most studentscome to college to collect coursecredits and awards such as degrees.)For example, on many campusescommunity services just loves to usestudent development services incarrying out its mission, oftendepleting student developmentresources and taking all of the creditfor community services.

In line with the above, learn to sayno. You do not and should not try todo everything on campus someoneelse asks you to do or does not wantto do.

In order to say no convincingly, youmust understand, define, andcommunicate the studentdevelopment mission. Why do youexist? What difference would it makeif you did not odst? Where do youdraw the line on what is and is notyour mission? In order to define yourmission, you must engage in muchintrospection, including criticalanalysis, understanding how yourrole flts into the broader studentdevelopment mission and into themission of the institution.

You must work to assure youngprofessionals that studentdevelopment is not a dead end career,especially if you are tc continue toattract the brightest and the best intothe field. This is especially importantsince a number of women andminorities continue to enter thestudent development field. Here.again, hold up your role models.

Take every opportunity available to letthe college community and thegoverning board know that thereshould be more diversity in theleadership positions within the collegeand that student developmentrepresents diversity.

Last, and this is a tough one, work tocreate your own tensions on campusthat will advance the cause of studentdevelopment services. This goesagainst your grain, for you spend much

of your time and energy allaying tensions.Nevertheless, tensions can be usedcreatively and can certainly be used to callattention to student development servicesin a positive way.

To conclude, as you reflect upon the roadyou have taken and perhaps a bit on theone not taken, do so with the optimism thatcharacterizes your profession and be verypleased with the contributions you havemade and are making to the lives ofmillions of students. Turnino, again to thewords of Robert Frost,

Two roads diverged in a wood, and I--I took the one less traveled by.And that has made all the dfference.

Thank you.

References

Frost, Robert. (1960). 'The Road Not Taken." A Pocket Book of Robert Frost's Poems. NewYork Washington Square Press, Inc.

Vaughan, George B. (1990). Pathway to the Presidency: Communi Colle e Dean's ofInstruction. Washington, D.C. The Community College Press.

Vaughan, George B. (1989). Leadership in Transition: The Community College Presidency.New York ACE MacMillan.

Vaughan, George B. (1986). The Commun.& College Presidency. New York ACE MacMillan.

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3

PRESIDENTIAL EXPECTATIONS OF STUDENT DEVELOPMENTLEADERS FOR THE 1990s

James L. Hudgins, PresidentMidlands Technical CollegeColumbia, South Carolina

Bob Keys, PresidentJohn Wood Community College

Quincy, Illinois

John Keyser, PresidentClackarnus Community College

Oregon City, Oregon

Anne McNutt, PresidentTechnical College of the Lowcountry

Beaufort, South Carolina

Lex Walters, PresidentPiedmont Technical CollegeGreenwood, South Carolina

Successful leaders recognize and understandthe environment in which they work. Animportant aspect of the environment areexpectations of others, especially chiefexecutive officers. Thus, for cammunitiycollege student development leaders to besuccessful in the 1990s, recognition andunderstanding of the expectations ofcommunity college presidents is essential.

During this colloquium jive community collegepresidents participated in a panel to offertheir thoughts and ideas about expectationsof student development leadersfor the 1990s.Each president prepared written remarkswhich are presented in this chapter. Thesejive pieces could stand alone independently;however, collectively these remarks offerstudent development professionals soundwisdom from a diverse group with a commonfocus-presidential expectations.

. . . Deborah L. Floyd, Editor

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James L. HudginsPresident

Midlands Technical CollegeColumbia South Carolina

All projections of the decade of the 1990spredict unprecedented change. Workforce2000 begins with this dramatic forecast:

The last years of this centuryare certain to bring newdevelopments in technology,international competition,demography, and otherfactorsthat will alter the nation'seconomic and sociallandscape. By the end of thedecade, the changesunderway will produce anAmerican that is in someways unrecognizable from theone that existed only a fewyears ago. (1987, ExecutiveSummary, p. xiii)

Dale Parnell's opening comment in Dateline2000 outlines a similar scenario:

You are invited to step into what well couldbe the most important decade of humanhistory - the 1990s. The 1990s will introduceus to a new age of technology, the newlearning age, and it will bring rich possibilitiesas well as challenges for colleges anduniversities. (1990, p. 3)

Are community colleges and their studentdevelopment professionals prepared to copewith this change-orlented decade? To betrue to our history and mission, we must notonly cope, we must be change agents.

Gerald Salines, former governor of Virginia,observed about this uncertain future, 'Thefuture cannot be feared . . . it is the onlyfuture we have, so we had better figure outhow to deal with it."

In learning to deal with the future, highereducation must adapt to the speed ofchange. Colleges and universities havehistorically been tradition bound and amongthe last institutions to incorporate new ideas.When a General Motors executive was askedwhy his company did not enter into apartnership with colleges and universities, hereplied: 'Their speed is deceptive - they areslower than they look." (Parnell, 1990, p. 7)

Community colleges, however, have earned areputation for being innovators and changeagents. And, within the community collegemovement, student development personnelhave, in many instances, been pacesetters.Many of the programs and services nowoffered to senior college students had theirorigin in the community collegerecruitingnon-traditional students, developmentalstudies, career counseling, women's centersand registration by telephone. Are weprepared to pursue our innovative leadershipin the 1990s? I believe we are. If we are not--we must!

Against this backdrop, let me share myexpectations jf the student developmentprofessional in the 1990s.

Demonstrate the Traits that ProducedSuccess in the 1980's - And More

In many ways the 1990s will be like the

22

1980's; therefore, we must continue tomanifest the qualities that contributed to theprogress in the decade just concluded. Frommy perspective, several of those qualities are:

IntegrityEvery survey of followers to determine themost highly valued traits of leader rankintegrity among the top three of desirablehalts. Because the student developmentofficer models behavior for students aswell as college associates, integrity isessential.

CompetenceIn this decade of accountability, qualityand effectiveness, competence inleadership, decision making, and applyingstudent development principles is an entrylevel requirement for chief student officers.To attract and retain the best andbrightest student developmentprofessionals, adequate leadershipchallenges must be a integral part of theleadership enrichment. Competenceshould be rewarded with adequate andcompetitive financial compensation.

Academic PreparationThe chief student development officermust be knowledgeable of past andcurrent student development models andbe proficient in their application.Furthermore, effective preparation shouldinclude broad knowledge andunderstanding of the community collegemovement. A terminal degree is highlydesirable.

A Passion for the Community CollegeStudentsA terminal degree from a leadinguniversity and expertise in studentdevelopment theory will not suffice if thestudent development officer does not caredeeply and personally about the students.First and foremost , the stu de ntdevelopment professional of the 1990s, asin the 1980s, must be an articulate,passionate advocate for the communitycollege student.

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New Dimensions of Student DevelopmentLeadership for the 1990s

While the student development professionalwill continue to perform the essentialprograms and services of the 1980s, the1990s will offer new challenges.

The Ideal Student Development Leader ofthe 1990s will Assume Responsibility forBroader Visionary Leadership within theCommunity College.

Because of the changing nature of thestudent body, community college presidentswill depend more heavily on chief studentdevelopment offic ers for college -wideleadership.

During the 1990s, the most successfulcommunity college will be those that sharethe common goal of student success;understand the diversity of theirconstituents; and respond to student needsand apply college resources to meeting thoseneeds. The chief student development officerhas the opportunity to guide the college toemphasize these values.

To meet this challenge, student developmentprofe ssionals mu st exhib it visionaryleadership. Some believe that studentdevelopment services divisions have becometoo bureaucratic. George Baker, thefacilitator of the 1987 NCSD Colloquium onstudent success, reviewed the development ofthe student services area by observing that"a student of organizational theory mightconclude that the functions of studentservices have become overly specialized,standardized, and formalized." (Baker, 1988,p. 17). Terry O'Banion (1971) reported thatone of the historical roles of the studentservices professional is that of regulator andthe profession came into being largelybecause the president needed help inregulating student behavior.

Some argue that many student servicesdivisions tend to emphasize efficiency (doingthings right) rather than effectiveness (doingthe right things). Max DePree, in his bookLeadership is an Art, concluded "Leaders candelegate efficiency but they must deal

23

personally with effectiveness." (DePree, 1989,p. 16) The student development professionalof the 1990s will assume full responsibilityfor effectiveness, break out of bureaucraticbehavior exhibit visionary leadership andearn a new respect for his/her unit as apartner in the educational process.

The Student Development Division and ItsLeader Must Become More Closely Alignedwith Instructional Services and StudentSuccess.

At the 1987 Colloquium, George Bakerargued forcefully for stronger alignment withinstruction. (Baker, 1988) He referenced thework of Arthur Cohen (1969) who virtuallyexcluded student services from his projectionof the future community college because hedid not appear to see the unit havingsignificant impact on curriculum andinstruction - wh1 Ai Cohen viewed as centralto the community college of the future.

The thesis of Baker's chapter which waspublished after the colloquium is "that thefunctions referred to as student servicesmust be restructured and realigned withinstructional services if the collective effortsare to have greater impact on instruction andsubsequently on student success." (Baker,1988, p. 15)

Baker (1()88) raised two powerful questionsfor you to ponder at this conference:

1. Could it be that student servicesprofessionals have so strongly pursuedexplicit goals of supporting studentsthat they have missed the implicit needto support instruction and, hence,student success?

2. Is it possible that traditionaldescriptions and traditional behaviorhave resulted in student servicesbecoming little more than a loose-knitgrouping of functions clinging to ahistorical mission of regulating studentbehavior, instead of participating withinstructional professionals as fullpartners in the development ofstudents?

3

In this chapter, Baker set forth a studentflow model that will, in my view of the 1990s,be incorporated into community colleges thatemphasize institutional effectiveness andstudent success. Instmctional services andstudent services must be partners in studentsuccess.

Student Development Officers will ProvideLeadership for Institutional Effectiveness.

When we began the decade of the 1980's,institutional effectiveness was not in ourlexicons. It may be the central issue facinghigher education in the 1990s.

The September/October, 1990 edition ofChange magazine, Edgerton notes thatassessment is " . . . a mindset that asksquestions - tough questions, legitimatequestionsabout what and how much ourstudents are learning' (p.5). Because of theireducation and experience in assessment,student development professionals will beimportant members of the institutionaleffectiveness team.

This point was emphasized in the nationalagenda published in the 1990 Fail NationalCouncil on Student Development Newsletter.One agenda item reads, "Defining andmeasuring institutional effectivenessincluding the assessment of studentoutcomes, offers a significant opportunity forstudent development professionals."

Three questions posed in the agenda are:

What institutional effectivenessindicators should be stated for thestudent affairs program?

What mechanisms can be suggested formeasuring student developmentoutcomes?

How can student develop -nent contributeto the assessment of sL ent outcomes?

In April 1988, one hundred CaliforniaCommunity College trustees, faculty, andadministrators met at Rancho SantiagoCollege to develop criteria for institutionaleffectiveness. They made a first cut at

24

answering the question about whichinstitutional effectiveness indicators shouldbe assigned to student development. Of the22 success criteria identified, five wereassigned to the Student services Division:

1. Student needs are identified.

2. Student services are accessible to allstudent.

3. Students use services and learningresources.

4. Students grow in their ability to learnand play.

5. Students develop intellectual skills andsocial skills.

Student Development Professionals willProvide Leadership for Dealing with theSocial Issues Invading CommunityColleges

Community colleges are familiar with theunique needs of non-traditional students butspecial attention must be given to thechanging social and demographics issuesaffecting community colleges in this decade -aids, drugs, single parent students, childcare, new minorities.

Perhaps the greatest concern is how stronglystudent developmert leaders will embracethe need to improvt the current role andscope of student services. Without theircommitment 4nd leadership, this essentialunit of the community college will notachieve its potential in this all importantdecade.

Robert KeysPresident

John Wood Community CollegeQuincy, Minois

It is indeed an honor and a privilege to sharethis podium today with other communitycollege presidents to discuss with you someof my personal expectations of the dean ofstudents in our unique and importantinstitutions. Since I addressed this groupyesterday regarding the details of my

particular career path which led me to mypresent position as President of John WoodCommunity College, I'll not dwell upon themany milestones, quirks, and strokes of luckwhich were very instrumental in myachieving a community college presidency.

Suffice it to say that while persistence andpreparation were important components,chance also must be recognized as animportant factor in mostif not allcareersuccesses, and my experience has been noexception. I am frequently reminded of thewords of Abraham Lincoln which areengraved on the fireplace mantle in the mainlounge of the Indiana University MemorialUnion, "I will study and prepare myself andthen my chance will come." Even ournation's sixteenth President--perhaps thegreatest one we've had--recognized theimportance of "chance" in achieving careergoals.

It is important, I think that you know I spentthe twelve years immediately preceding myappointment as president as a dean ofstudents at two different community colleges.Prior to that, I served in variousadministrative capacities in student servicesfor about eight years. I mention this for tworeasons.

First, I wish to dispel the myth promulgatedby many in our profession that presidentsmust come from academic or instructionalservices backgrounds. Actually, the trend asillustrated by many two-year collegepresidential selections in recent yearsindicates that candidates having studentdevelopment backgrounds are gainingpresidential appointments more frequentlynow than ever before. This trend should beencouraging to many of you who aspili; toleadership positions as presidents incommunity colleges.

Second, since I spent about twelve years asa dean of students trying to figure out whatmy respective presidents wanted, I can speakwith some authority on the difficulties of adean of students attempting to identify andmeet the expectations of a president. One ofmy former presidents used to say--with somedegree of both security and delight, I mightadd- -that being a dean is much more difficult

than being a president. "If deans make oneperson angry at them they are in serioustrouble, while presidents only have to keepfive out of nine board members happy!" hewould say. I offer that if the president'sexpectations are eUher unknown or unclear,the dean's tenure will be short-lived.

Five Expectations

As a community college president, myexpectations of the dean of students can besummarized in five points. If deans ofstudents do these live things well, they, inmy opinion, will be successful not only asdeans, but also as a community collegeleaders for their institutions.

1) Serve as a Chicf Advocate for Studentsand Student Concerns.

In order to assure that students andstudent needs remain the focus of allcommunity college activities, the deanof students must represent thoseinterests to the president. The deanmust keep in close touch withstudents and bring their concerns tothe president and the president's staff.This role can sometimes be difficult fordeans since frequently they are a loneand unpopular voice to the rest of theadministrative team. Nonetheless, I'mnot interested in a democracy here; I'minterested in doing what's right! I

should also point out that the reverserolerepresenting administrative viewsto students--is also equally importantfor the dean.

2) Serve as Inspiring Leader AmongStudent Development Services Staff.

Most institutions are too large toexpect that all student contact beundertaken by the dean alone.Therefore, it is imperative that thedean be an inspirational leader amongthe student development staff. Thestaff should be given a clear sense ofpurpose of the division along with thelatitude and support to accomplish itsgoals. The dean is responsible fordeveloping a coherent staff which

functions as a unit to serve studentand institution needs.

3) Be a Team Player Having anInstitution-wide Perspective.

Too often managers at the deans levelin community college organizationsbecome um. :.essarily provincial; thatis, they place dMsional interests andconcerm above those that wouldbenefit the institution as a whole.Although they carry the title of "dean,"I expect each dean to function also asa vice-president of the institution.This approach gives each dean someownership of the entire college and,thus, some responsibility for itssuccess. This perspective isparticularly important for the dean ofstudents whose position is sometimesseen as a "win" occasion for studentsand/or student services staff, at theexpense of institutional accountabilityor sound fiscal practices, according tosome colleagues.

4) Keep Current in the Field throughContirmed Development.

Student development concerns havechanged considerably over the last 25years when I first entered theprofession. Many of the issues weaddressed in the late 60s and early70s are no longer germane to studentsin the 90s. Government regulations,financial aid, social practices, andchanging laws all make studentservices administration xceedinglycomplex.

I expect the dean of students to be the"expert" in all phases of student Ifeand legislation which affect studentsand the institution. This is a difficulttask. However, professionalorganizations, such as the NationalCouncil on Student Development, needto continue to serve as resources todeans in keeping them abreast ofchanges which affect studentdevelopment services in ourcommunity colleges.

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5) Keep the President Informed.

Once I was a dean of students for apresident who announced at the outsetof our professional relationship, "Yourprimary task is to keep me out of Jail!"While his declaration was offeredsomewhat in Jest, the message wasclear. Keeping the presidentadequately informed on matters relatedto students is essential if the presidentis to make informed decisions. Nopresident wants to be "blind-sided" onany issue and those involving studentscan be the most serious, sometimesthreatening the very fabric whichencompasses the primary mission ofthe college. I expect my dean ofstudents to keep me informed andwould much prefer to risk having toomuch information than not enoughinformation. The investment of time tokeep the president informed yieldsgreat dividends over the long haul.

The last president I served prior tobecoming a president myself was John M.Kingsrnore, a leader for whom I developedmuch respect, and a person I am proudto call a friend. "Mack" called me into hisoffice the last day of my deanship atCatonsville Community College and said,As you begtn your first presidency, I wantto give you three pieces of advice whetheryou want them or not. First, if you wantto be successful. don't 'act like apresident,' whatever that means. Youwere selected as the result of yourleadership qualities exhibited as a dean.Go with what has been successfulfor youand don't change! Second, remember youcan't be both a president and a dean ofstudents, too! Get a good dean and givehim or her the latitude to be the leader instudent personnel services. (Kingsmore,1988)

I hope many of you are currently servingunder presidents who subscribe to these twonotionspretty good advice, don't you think?If you are wondering about the third piece ofadvice . . . well, that's personal and I'll leaveit to those of you who know Mack Kingsmoreto speculate. But suffice it to say that this

advice was very pertinent and appreciated!

I want to wish each of you the best as youcontinue along your various career paths.No tuo are alike and there are many routesto success. Planning, preparation,persistence, mentors, and chance are allimportant as your path finds its way.

I'd like to leave you with a Robert Frost poemwhich has become a personal creed inguiding my career path. Perhaps it, too canprovide you with the challenge to succeed.

The Road Not Taken

Two roads diverged in a yellow wood,And sornj I could not travel bothAnd be one traveler, long I stoodAnd looked down one as far as I couldTo where it bent in the undergrowth;

'Men took the other, as just as fafr,And having perhaps the better claim,Because it was grassy and wanted wear;Though as for that, the passing thereHad worn them really about the same,

And both that morning equally layIn leaves no step had trodden black.Oh, I kept the first for another day/Yet knowing how way leads on to way,I doubted (fI should ever come back.

I shall be telling this with a sighSomewhere ages and ages hence:Two roads diverged in a wood, and I-I took the one less traveled by,And that has made all the dfference.

(Frost, 1967)

Best wishes along your path less traveled, foryou will make all the difference.

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John KeyserPresident

Clackamas Community CollegeOregon City, Oregon

One of the Zen masters made thisobservation: 'Those who Imow, don't talk;those who talk, don't know." (Tao Te Ching,1989) If we were to take this advice to heart,we would probably change the plan for thispresentation. Rather than my makingpronouncements about "what do presidentsexpect of deans," we would engage in aninner and silent search for the answer to thisquestion. It is fun to play with the idea thatwe might 5it here and engage in self-contemplation. But, that would break ourclassroom rules!

I have flve expectations for student servicesmanagers. They are similar to theexpectations I place on myself, and which Iuse to evaluate my own gowth anddevelopment. These recommendations are oflittle use unless they are used as aframework for self-assessment and personaland professional growth.

First, we must think globally and act locally.Thinking globally means that we mustconstantly strive to "see the whole,""understand the big picture," and be"systems thinkers." Our reason for beingshould not be our Job description, but ourpurpose of creating opportunities for studentsuccess, and the manner in which allelements of the college relate to this purpose.We must understand and manage the "inter-connectedness" of all elements toward thispurpose. If student development servicesprofessionals take a holistic view of thecollege, they will be more successful inimplementing student flow models.Presidents want student services experts totake on this task of promoting studentsuccess and assume that they have a lead ora strongly shared responsibility for allaspects of a student's involvement with thecollege (pre-entry, entry, out of classroomexperience, exit and follow-up). Whetheryour Job' description says that you havedirect responsibility or not, you can't makethe best decisions about one piece of the"student flow" without being well-informedabout all the pieces.

The concept of thinking globally and actinglocally is also fundamental to theprescription of futurists who work on solvingthe world's most complex problem: getinvolved at the local level, and encourageothers to do the same. If enough people inenough communities throughout the worldfocus on solving social, political, economicand environmental problems, they willcomprise a critical mass of problem solvingenergy which will change the world. Wemust be educational and communityactivists.

This clncept is fundamental to my secondexpectation for student development servicesprofessionals: be an active learner and ateacher and continually ask others to Joinyour "seminar." Most of us have welldeveloped habits of learning and seekinformation to improve ourselves and theareas which we supervise; but, seeingourselves as teachers, even though we maynot teach courses listed in the classschedule, is fundamental to the successfulstudent development professional. For me,this means that we are continually seekingopportunities to share new ideas, concepts,and information with our work mates, notjust with those we supervise.

The excellent teacher constantly seeks waysto stimulate, to challenge, to expand theconsciousness of self and others. The imageof the college, the community and the worldas "classroome has significant connotations.It implies that all of us are in the same fertileteaching/learning environment, rich withtremendous opportunities for growth anddevelopment. It also implies that we haveconsiderable responsibility for the success ofour fellow "stuck nts" and that we mustdevise teaching strategies that work for them.Ultimately, then we are in a process ofmutual sharing, caring, helping. I believethat student services achninistrators shouldapproach their roles as managing andleading a teaching and learning process.This process is the most important productof our enterprise! Why? Because theprocess assumes the most about who peopleare and what they can become.

My favorite piece of research was done byGeorge Klemp who compared how students

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performed in classes taught by teachers whopossessed positive expectations for studentperformance with students in classes taughtby teachers who had negative expectations.(Klemp, 1990) The students taught byteachers with positive expectations scored 25points higher on the IQ test. The 25 pointdifferential is the difference between a personwith average intelligence and a genius! Eachof us, then, if we become excellent teachers,have the potential of creating genius amongthose with whom we work.

My third recommendation is that we beactive collaborators and bridge builders.With our strong backgrounds in humanrelations and dealing with student diversity,we should be leaders in devising strategieswhich lower and eliminate the barriers whichinvariably develop in complex organizations.

'king a comprehensive view of managingstudent success is the best conceptual andcommunications framework from which thiscan be accomplished. Since it is based onthe assumption that all staff are key playersin creating opportunities for student success,the defensive tendencies that we all have toprotect our space, and defend our turf, arelessened. Problem solving solutions are thusbest defined by groups consisting ofrepresentatives from all stakeholders.

The effective bridge builder and collaboratormust be a social inventor who implementsnew and creative strategies for bringing theright people together at the right time toaddress the right questions. My experienceleads me to believe that the best socialinventions also emerge from a collaborativeprocess where teachers and learners sharean open-minded, self-assessing spirit ofdiscovery. People can learn this behavior,but it needs to be made an important valueof organizational culture.

Although the president definitely is the tonesetter, don't underestimate your powers to"teach the teacher" by turning your area ofdirect responsibility into a role model for theorganization. You might start this process byasking the president to approve a pilotprocess which would, if successful, beconsidered for broader application.

The fourth expectation is that deans should

3 f;

serve as cheerleaders for all of those forwhom they have direct responsibility and forothers outside their area for whom they have(if you are thinking globally) an importantindirect responsibility. We know the power ofpositive reinforcement! Let's use it byemploying an array of formal, informal,spontaneous and planned strategies torecognize our stars and emerging stars!

The cheerleading image of leadership is notone that I immediately accepted asfundamentally important. When I was hiredas a dean of students, my "superior" trainingand experience gave me the responsibilityand the mandate to direct, control, plan, andorganize. Not only had I not learned thelesson of process as product, but I assumedthat people would rely on me as their sourceof superior wisdom. Paradoxically, this onlyoccurred after I started relying on others fortheir wisdom and becoming a facilitator andencourager.

More and more, I became aware of the powerof directing enthusiasm, support, caring andrecognition toward others. Visualize thefootball coach stalking the sidelines, callingplays, reprimanding players, always frowningbecause of visible imperfections. Andcompare this to the cheerleader who leadsthe magnificent shouts of the crowd. Evenwhen the team is behind, the cheerleadercreates positive expectations which becomethe "home court advantage." I believe thatnon-monetary forms ol recognition andinvolvement are fundamental to thesuccessful organization. The leader ascheerleader incorporates this reality andconstantly seeks ways to inspire the roar ofthe crowd.

The direct approach of the coach will alwaysbe necessary in some situations, but itshould be secondary to the compassion andpositive expectations of the cheerleader.Behavioral modification will occur mostreadily if the voice of approval is loud 'Id thesuggestions for improvements are madeduring "time-outs"--gently and withcompassion. For me, this approach worksbest to empower those with whom we work.

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My final expectation is one that undergirdsall of the others. I believe managers mustadhere to the principal of staying on mission,maintaining focus on purpose and findingways to engage others in our cause. Allcommunity college employees are in thebusiness of "creating opportunities forstudent success." Managers of studentdevelopment services programs should be onthe forefront of promoting and reinforcingthis purpose.

At Clackamus Community College, weengaged in a year-long process, includingnearly all staff, to redefine our purpose. Thisproved to be an excellent teaching/learningstrategy for developing our purposestatement and reflecting on the values andthe decision-making process which put ourvision into practice. We ended up with abooklet entitled "Purpose, Mission,Philosophy, Values, Decisions." We use thisin continuing self-assessment and to orientall new staff members.

We have developed a "success-makers"awards program which helps us becheerleaders for our cause. We alsodeveloped several images which attempt tocapture purpose and vision. One is that ofbeing New Pioneers in designing strategies tohelp students succeed. Another is theBanyan Tree--a unique tree which growsstronger because its branches send outshoots toward the ground to become multipletrunks. Our organization is a Banyan Treewhich grows stronger with time and we areall "trunks" of the same time. We have aspecial Banyan Tree Excellence pin that weuse to recognize extraordinary performers.

Unless we have a strongly held shared visionwhich is college wide, we will missopportunities to help, serve, and teachstudents. Presidents need help from all staffmembers to reinforce the vision and convertothers to the shared vision.

I hope the Zen masters will forgive me fortalking so much about these five principals ofleadership; think globally and act locally, bein active teacher and learner, be acollaborator and a bridge builder, be acheerleader, stay on mission.

3

Anne S. McNuttPresident

Technical College of the LowcountryGreenwood, South Carolina

As the closing decade of this century, the1990s promise to be an exciting, exhilaratingtime to be in the community, jul or, ortechnical college. In short this is a wt iderfulera in which to serve as a studentdevelopment leader.

Basically, student development leaders in the1990s should meet many of the sameexpectations as other college administrators.During the 19905 both an understanding ofand a belief in the two-year college areabsolutely essential for effectiveadministrators, including studentdevelopment leaders. Because of the natureof their jobs, their ability to deal effectivelywith people is extremely important. John D.Rockefeller once stated, "I will pay more foi'the ability to deal with people than for anyother ability under the sun." Undoubtedly,in the 1990s the era of both High Tech andHigh Touch, this ability is quite important tostudent development leaders.

Coupled with this ability to deal with people,the ability to write well and the ability tospeak well are essential. Quite simply,successful administrators are articulate; theypossess excellent communication skills.Because of their special role of trust withstudents, student development leadersshould also be honest, ethical, and possessan acute sense of fair play. In addition,successful administrators are energetic andtheir appearance exudes a positive, upbeatattitude.

Effective administrators are intelligent,dedicated, knowledgeable, thoughtful,creative, and willing to learn. In What isStudent Development?, an early monograph,Rippey (1981, p. 11) suf,gests that "studentdevelopment education can be seen as aprocess of professional activities designed topromote learning." Indeed, effective studentdevelopment leaders recognize that teachingand learning are the heart of the enterprise.They understand that education is lifelongand that they, too, need to continue learning.It is important that their views not be

30

parochial. Participating in such professionaldevelopment activities as seminars andconferences ensures that they remaincurrent and exposes them to a broaderperspective. Having an effective mentor isanother avenue to professional growthopportunities.

Good adm,nistrators have a strong sense ofself; they exemplify Shakespeare's words:"To thine own self be true, and it must followas the night the day, thou canst not then befalse to any man." (Shakespeare, Hamlet)

The truly successful individuals are risktakers; they are flexible. They recognize theimportance of human resources, and theystrongly believe in cultural diversity. Theirrecord of hiring and promotion patternsattests to this belief.

To be most effective, student developmentadministrators must understandorganizational development. They mustknow and support the college's goals andobjectives. Because they are savvyadministrators, they know that studentservices must be integrated within thecommunity college.

So far this paper, while generally describingdesirable traits and knowledge for alladministrators, has foc ased somewhat onstudent development personnel. At thispoint the attention shifts to the specifictraits, characteristics, and knowledge whichare critically important for studentdevelopment leaders.

Effective student development leadersrecognize the importance of planning and areactively involved in the college's planningprocess. In the publication Student Success:The Common Goal (Linderman, et al, 1987),ten assumptions for Planning are identified.Both the first and second assumptions areobvious: 'There is a need for SystematicPlanning in Student Services" and 'There isa Need for Student Services Staff to beActively Involved in College Wide PlanningEfforts." Perhaps at one time studentservices could simultaneously be effectiveand be isolated. If that were ever true, whichseems doubtful, certainly that is no longertrue. Because effective student services are

3

integrated in the college, studentdevelopment personnel are engaged inplanning.

A commitment to excellence and awillingness to work diligently to achieveexcellence are expectations for the successfulstudent development leaders of the 1990s.Student development personnel should befamiliar with the Roueche-Baker CommunityCollege Excellence Model (Roueche, Baker,1986). This model views "communitycolleges as organizations that exist to causestudents to be successful in their endeavorsto improve skills in a competitive world." (p.47-56) A sense of caring, honest concern,and are extremely helpful to the studentdevelopment administrators as they causestudents to be successful.

Because student development professionalsserve as role models for students, they mustbe very professional in their appearance.They must consciously develop mentoringskills. Effective student developmentprofessionals in the 1990s will proactivelydefine their role as broader than that of onlyserving student directly. They will displayleadership in their imowledge of the college,in marketing the college, in positioningstudent development activities strategicallywithin the college, in integrating theseactivities within the college, and in trulybeing accountable for their area.

In addition, effective student developmentpersonnel in the 1990s will exhibit college-wide leadership. They will actively supportthe goals and objectives of the collegethrough their team efforts; they will beinvolved in the college's planning process. Tothem, institutional effectiveness willrepresent not jargon, but a management toolfor evaluating, assessing, and continuallyimproving the student developmentfunctions.

While a record of publication is not essential,publication is important especially by theofficers of the college, including the chiefstudent development officer. Beingpublished indicates a level of interest,initiative, enthusiasm, ability, knowledge,and accomplishment. Throughout thisdecade student development professionals

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must possess natural leadership and be ableto motivate others. John Gardner once notedthat "Leaders have a significant role increating the state of mind that is society." Inthe 1990s, student developmentprofessionals will play an increasinglysignificant role in creating the state of mindthat is the community college.

Today student development professionalsmust provide leadership. As O'Banion (1985)advocates and as outlined in the firstTraverse City statement (Keyser, 1985), theseindividuals are not just responsible forproviding student services. The StudentDevelopment Model suitable for the 1990sdefines a broader leadership role. Studentdevelopment leaders will grapple with theissues of institutional effectiveness, quality,and accountability. In an era of tight fiscalresources, they wffi actively developpartnerships with external constituencieswhile simultaneously nurturing theirrelationships with their colleagues oncamp ,ls. Effective student developmentleaders will be creative managers ofresources. Changing demographics ofstudent bodies and continued fiscalconstraints will force student developmentleaders in the 1990s to respond to the needsof non-traditional students creatively.

In short, leaders will be asked to providemore services to a more diverse studentbody, more creatively, more cost effectively,and with more accountability. To do this,student development personnel willincorporate the use of technology in theirday-to-day operations. During this lastdecade of this century greater emphasismust be placed on integrating studentdevelopment into the educational experience.

Because the student development arearepresents the lifeblood of the college. Iencourage your interest in a career instudent development. President TheodoreRoosevelt's words about leaders summarizewhat we need in student de.velopment leadersin the community college for the 1990s. 'Weneed leaders of inspired idealism, leaders towhom are granted great visions, who candream greatly and strive to make theirdreams come true, who can kindle the peoplewith fire from their burning souls,"

3 )

Lex D. WaltersPresident

Piedmont Technical CollegeGreenwood, South Carolina

While reflecting upon my expectations ofstudent development leaders for the decadeof the 90s, I thought of a recent movie thatillustrates some of the characteristicsstudent development leaders should have ifthey are going to be effective during thedecade of the 90s. In the movie, "Dead PoetsSociety," Robin Williams did a marvelous jobplaying the role of Mr. Keating, a teacher ina private preparatory school. Mr. Keatingillustrates many of the characteristics that Ibelieve people must demonstrate in theirday-to-day work if they are to be trulysuccessful as student development leaders.He had fun at what he did. He had a visionof what he wanted to accomplish with hisstudents. He was able to excite his stuaentsand make them want to learn. He simplymade learning funt Additionally, this teacherhad energy and purpose. He loved his workand it showed. His passion for excellencewas transferred to his students.

Although at the end of the movie Mr. Keatingwas not rewarded for his outstanding work,I believe the characteristics of excellencewhich he demonstrated are the kind ofcharacteristics student development leadersmust possess if they are truly going to lead intheir areas of responsibility during thedecade of the 90s and beyond. The fact thatMr. Keating was not rewarded for his workwith students further illustrates that thosevalued characteristics may go unrewarded, oreven cause conflict in some settings.Nevertheless, these characteristics arecritical for success in the 1990s.

Leadership is the Hey

I believe the overall challenge for those instudent development leadership positions iseffectively assuming the role of leadership.Much like the teacher in "Dead PoetsSociety," student development leaders mustinspire those with whom they work. Theymust have a vision of what is to beaccomplished and get others within the workgroup to but into that vision. An effective

32

leader must have energy, purpose and lovefor the challenge of work. These attributeswill truly show.

Also, the effective student developmentleaders must have a passion for excellence inserving the students of the college. Thesecharacteristics effectively demonstrated bythe student development leader will becontagious, will make individuals want tocome to work each day, will inspire energy inothem, and will lead to synergistic outcomesthat will greatly benefit our students.

New Leadership Emerging

In business and industry today, atransformation is taking place. Thistransformation is shifting the form ofleadership from a hierarchical structure togroup-centered clusters of employees inwhich individuals at all levels within theorganization participate in decision-makingand feel that they are contributing to theoverall success of the organization.Strategies are being put in place with theobjective of continuous organizational orwork unit improvement using statisticaltechniques for analyzing data anddetermining when the unit processes are inproper control.

In many of these organizationscharacteristics similar to those demonstratedby the students in "Dead Poets Society" areemerging. Employees are excited about theirwork. They feel that they are truly making acontribution through their work; their effortsare appreciated by others; they have feelingsof self satisfaction and of having a stake inthe success of the overall organization.

One of the organizational philosophies usedby business and industry in thistransformation are those of W. EdwardsDeming (1989). Deming has been referred toas the "father" of the quality movement inJapan and some feel that he will have aneven greater impact on the managementphilosophies used in organizations in theUnited States in the future.

The Deming philosophy is built around 14points. To summarize some of these points,Deming says that there is no substitute for

leadership and that t')e principal aim ofleadership should be to help people do abetter job. He feels the organization is nobetter than its leadership and that theleadership should be distributed throughoutthe organization involving people at all levelsin both decision-making and continuousimprovement. According to Deming (1989),barriers must be broken down betweenindividuals and organizational units.Breaking down these barriers can be done byunit work groups cooperating to identifyproblems and, then, developing strategies tosolve those problems. Individualsthroughout the organization must beinvolved in putting together the bestrecommendations and gaining consensus onhow barriers can be bridged and newdirections charted to minimize problems.

In addition, Deming (1989) notes thatorganizations should institute vigorousprograms of education and self improvement.The better skillId and educated theindividuals working in the studentdevelopment division are, the better chancethe division has to effectively meet the needsof those the division serves. Finally, Demingstresses the need to create a constancy ofpurpose toward improved services. Everyonewithin the organization must fullyunderstand the purpose of the organizationand must work effectively as team membersto meet to overall challenges of theorganization.

Overall, the Deming philosophy relates veryclosely to some of the new initiatives takingplace in higher education today under therubric of institutional effectiveness. TheDeming approach to management, however,carries these effectiveness initiatives one stepfurther. While it draws on the use of data inresolving problems, the Deming philosophyalso sets forth new principles of involvementthroughout the organization. Using a team-centered method of management, employeesat every level are involved in a continuousimprovement program to effectively respondto the needs of customers. In thecommunity, junior, and technical colleges ofAmerica, the students who enroll, andcertain other constituencies that we serve,are our customers.

33

Challenges and Opportunities for the 90s

For student development leaders to beeffective during the decade of the 90s, theymust effectively address the challenges thatlie ahead. Harold L. Hodgkinson, Director ofthe Institute for Educational Leadership, haspublished statistics which show that thenumber of 18-year-olds in this country, thecollege freshman age cohort, will be declinLngfor the next several years (Hodgkinson,1985). Therefore, we in the two-year collegecommunity will be competing against thefour-year colkges, the military, midemployers for a smaller pool of high schoolgraduates. The greater enrollment growth inthe two year colleges will probably come fromnon-traditional sources. Further, thestudent body of the two-year colleges willbecome more diverse and serving the needsof the non-traditional students will be evenmore challenging. At the same time, facultyand staff of the colleges will also becomemore diverse. Responding effectively to theneeds of these employees and gainingcommitment and unity from individuals withdiverse experiences and backgrounds willpresent additional challenges. Closelyrelated to this is the need to ensure that allstudent development personnel arecompetent. Providing effective professionaldevelopment opportunities is essential.

Although the challenges are great, theopportunities for service are even greater. I

believe the decade of the 90s will provideunparalleled opportunity for leaders withinthe student development area to demonstratetheir leadership skills. I challenge each ofyou to show your passion for excellence inserving the students of your college. I urgeyou to demonstrate your energy anddedication to your work. Inspire thosearound you to excel in what they do throughtheir observation of your dedication to thepurpose of the organization and to those theorganization serves. Be an example toothers, both those who report to you withinthe organization and those peers with whomyou work on a day to day basis, proving thatwork in student development is fun. It trulyhas purpose and can have positive impactson the lives of individuals who come to ourcolleges to study and learn.

Summary

In closing, let me quote a little poem that Iheard that I believe summarizes the thoughtsI have shared.

Isn't it strange that princes and kingsAnd clowns that caper in sawdust ringsAnd common folk lilre you and meAre makers of eternity.

To each is given a kit of toolsA shapeless mass and a book of rulesAnd each must make, ere his time hasflownA stumbling block or a stepping stone.

(Sharpe, 1936)

I truly believe that America's two-yearcolleges can be the stepping stone that startsliterally millions of people in the direction ofsuccess. Student development leaders must

34

play a major role in providing thosedimensions of service to students beyond theclassroom that are so greatly needed on allcollege campuses today.

I commend you for taking time from yourresponsibilities to attend this conference. Itis always good to take a step back and lookat yourself, to hear from effective pmsenters,and to evaluate how you do your workrelative to norms that are presented fromother colleges. I commend the NationalCouncil on Student Development for the rolethat it plays in establishing professionaldevelopment opportunities for studentdevelopment leaders. Truly, it is throughprograms like those presented at thisconference in Hilton Head that will inspireeffective leadership for assisting students asthey take the first steps on the steppingstones of success. Thank you for allowingme to share these thoughts with you.

4 2

References

Baker, George, III (1988). The Matrix Concept: Empowering the Student DevelopmentProfessional. In Deborah L. Floyd, Editor. Toward Mastery Leadershi : Strategies for StudentSuccess. Iowa City: The American College Testing Program.

Cohen, Arthur (1969). Dateline '79: Heretical Conce ts for the Communi Colle e. Beverly Hills:Glencoe Press.

"Dead Poets Society," (1989). A Touchstone Picture film, released 1989.

Deming, W. Edwards (1989). Out of the Crisis. Massachusetts Institute of Technology Center forAdvanced Engineering Studies. p. 18-96.

DePree, Max (1989). Leadership is an Art. Doubleday, New York, New York.

Edgerton, Russell (1990). "Assessment at Half Time." Chane (September/October.)

Floyd, Deborah L. (1988). Toward Mastery Leadership: Strategies for Student Success.Iowa City: American College Testing Program.

Frost, Robert (1967). A Pocket Book of Robert Frost Poems. New York: Washington SquarePress.

Hodgkinson, Harold L. (1985). All One System: Demographics ofEducation KindergartenThrough Graduate School. Institute for Educational Leadership.

Hudson Institute (1987). Workforce 2000: Work and Workers for the 21st Centurx (ExecutiveSummary). Indianapolis: Hudson Institute.

Keyser, John. (1985) "1984 Traverse City Statement: Toward the Future Vitality of StudentDevelopment Services." In Toward the Future Vitality of Student Development Serrices, pp.33-37. Edited by John Keyser. Iowa City: The American College Testing Program.

Kingsmore, John (1988). Personal Conversation with John M. Kingsmore at CatonsvilleCommunity College, Maryland, as described by Robert Keys. March 1, 1988.

Klemp, George (1990). How Winners Think. New York, New York. Warner Books.

Linderman, William H., Jr.; DeCabooter, Arthur W.; and Cordova, John A. (1987) StudentSuccess: The Common Goal - Integsating Student Services Within the Community College.Iowa City: The American College Testing Progam National Center for the Advancement ofEducational Practices.

National Center on Education and the Economy (1990). America's Choice: High Skills or LowWages. Rochester: New York, (June).

National Council on Student Development (1990). NCSD Newsletter. Volume I, No. 1, Fall.

aBanion, Terry. (1985) "Student Development Philosophy: A Perspective on the Past andFuture." In Toward the Future Vitality of Student Development Services, pp. 5-11. Edited byJohn Keyser. Iowa City: The American College Testing Program.

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O'Banion, Terry (1971). New Directions in Community College Student Personnel Programs.Student Personnel Series, No. 15, Washington, D.C.: American College Personnel Association,

Parnell, Dale (1990). Dateline 2000: The New Higher Education Agenda. Washington, D.C.: TheCommunity College Press.

Rippey, Donald. (1981) What is Student DevelGpment? "Horizons Issue" Monograph Series.Washington, DC: American Association of Community and Junior Colleges.

Roueche, John E. and Baker, George A. (1986) 'The Success Connection: Examining the Fruitsof Excellence." American Association of Communi and Junior Colle e Journal 56 (April -May1986): 47-56.

Shakespeare, William. Hamlet. Act I, Scene ill, Lines 78-80.

Sharpe, R L. (1936). "A Bag of Tools." Best loved Poems of the Amc.ican Peo le.poem quoted on page 5.

Tao Te Chink (1989). Tape translated by Stephen Mitchell. New York, New York:

36

Robert Frost

Caedmon.

4

STUDENT ADVISING: THE 'SINE QUA NON'OF STUDENT DEVELOPMENT

George Baker, IIIHank Hurley

The University of Texas at AustinAustin, Texas

The ability of community colleges to respondeffectively to diverse student needs is greatlyimpacted by the degree of integration andcollaboration of their operating units,particularly academic affairs and studentservices. Historically, student success in theperformance or competency arena, has beenthe province of the classroom instructor,while self concept and personal developmehthave been conceptual 'turf of studentservices.

The increase of an underprepared and highlydiverse student population has prompted thedevelopment of many local institutionalefforts to organize resources to deal with theissue of student success in a more holisticway. The specific roles of faculty,counselors, and staff differ widely in theseefforts. The degree of success the collegeachieves in developing a model of studentsuccess is directly dependent on theinvolvement of faculty in the process, andthis has been the central problematic area tothe implementation of effective studentsuccess models.

In this chapter, we will investigate the role offaculty and counselors with specificemphasis on the development of advisingcomponents to student success efforts, andwill address three primary questions.

1. What are the roles assigned to facultyand counselors in representativecommunity college advisingprocedures?

2. How do faculty and counselorscontribute to the overall integration ofservices to students in these efforts?

3. What are the faculty and counselingrola, re:and to be the most successfulin contributing to the overall successof advising when shared by academicand student development teams?

This chapter results in an evaluation andrecommendation of the most effective re'for faculty and counselors in advisingstudent success, and proposes a model forthe relationship of advising to studentdevelopment. It will be shown that advisingis the operational key, the "sine qua non," ofstudent development.

Overview of the Problem

Generally, the principal impediment toinvolvement of community collegeinstructional faculty in student successinterventions is their lack of roleidentification and clarity. For universityfaculty, the tradition of student advising islong-standing and in many institutions is anexpected behavior which is measured andevaluated accordingly. But in communitycolleges, the role of faculty has traditionallybeen limited to teaching, and vocational andacademic faculty are seen as pursuingdifferent educational or training goals. Thislack of a unified identity results in widelydivergent perspectives regarding involvementof faculty in student support services.

Armistead and Moore (1987) reported in theirstudy of the attitudes of 124 full-time facultymembers, that while academic instructorsrated utilization of student services last(below audio-visual support, library,computer center, security, secretarialsupport), vocational faculty rated it secondonly to use of audio-visual services. Onewould argue that vocational faculty are more

374 5

observant of the need for student services ingeneral, and partly due to a closer linkbetween learning and the application oflearning in the workplace.

The perception of student services in manycommunity college environments is one ofsupport, not necessarily to students, but toinstruction. The study cited above acceptsthis as an operational assumption asevidenced by the grouping of student serviceswith the other educational supportstructures, This viewpoint is widespread andis a hindrance to the collaboration of studentservices and instruction toward thefacilitation of student success. An exampleof this attitude is reflected in a recent NASPAarticle (Flynn, 1986) where therecommendation is made for counselors toassist academic programs by concentratingmore on recruitment, enrollment, andretention strategies. Resistance by studentservices professionals to overtures such asthese are perceived as "turf protection" andlack of cooperation with institutional andinstructional priorities. In the followingsection of this paper we will see how someapproaches have resulted in integratedservices without creating conflict betweenthese highly divergent viewpoints.

Faculty Roles in the Mvising Process

The relative failure of most institutions toadequately address student needsparticularly in advising has led AlexanderAstin to the conclusion that advising is "oneof the weakest areas in the entire range ofstudent services" (1985, p. 165). He arguesthat students are dissatisfied with the qualityof advising, and that lack of facultyinvolvement in this role keeps instructorsdistanced from holistic student needs.

The National Institute of Education report,"Involvement in Learning" (1984),recommends that all educators (faculty andadministrators) participate in academicadvising as a means of maintaining personal^ontact with more complex student needs aswell as allowing educators to remain currentin curriculum issues and policies.

The best evidence involving the relationshipof quality advising to institutional priorities is

38

the study What Works in Student Retention(Beal and Noel, 1980). The authorssystematically present evidence which firmlyestablishes the advising/retention cause andeffect linkage. Most notably, inadequateacademic advising was found to have thehighest correlation with student attrition (p.43). The conclusion is that the improvementof advising services should contributepositively to the retention and ultimatesuccess of students.

O`Banion's (1972) developmental advisingmodel calls for progressive series of steps:(1) exploration of life goals, (2) exploration ofcareer goals, (3) selection of major, (4)selection of courses, and (5) scheduling ofcourses. The emphasis in this model is onpreparing the student for self-reliantdecision-making. Generally, the first two tothree steps have been the domain of studentservices counselors while the remainingsteps are often performed by faculty or peeradvisors.

Crockett (1978) offers a definition of advisingwhich includes much of O'Banion's butwhich expands to a more institutional view.He sees broad advising as:

1. Helping students to clarify their valuesand goals to better understandthemselves.

2. Helping students understand thenature and purpose of highereducation.

3. Providing accurate information abouteducational options, requirements,policies, and procedures.

4. Helping students plan educationalprograms consistent with theirinterests and abilities.

5. Assisting students in a continualmonitoring and evLivation of theireducational progress.

6. Integrating the many resources of theinstitution to meet studt,nts' needsand aspirations.

In Crockett's view the advisor is the

"coordinator of the educational experience"(p. 30). This perspective constitutes amovement from the student developmentmodel toward alliance of student andinstitutional priorities. Particularly in themonitoring of progress, we can see theevolution toward the eventual inclusion ofinstitutional prervatives which are currentlybeing developed at such institutions asMiami-Dade Community College. One canalso see more opportunities for facultyinvolvement in the Crockett definition ofadvising since only two of the items (1, 4)

appear to be the primaxy skill areas ofprofessional counselors.

Creamer and Atwell (1984) present thequestion directly and succinctly: "Which isbest, a general faculty-student advisementsystem or professional counselor system?" (p.

18). They identify four reasons whyacademic advising is closely related toexcellence in teaching and learning: itunderpins both teaching and counseling; it isthe basis of educational planning; it is aprocess inherent in all educational roles; andit fosters intra-institutional cooperation (p.

19). They argue further that advisingrequires integration rather thandifferentiation of services. Although thisposition fosters instructional and studentservices cooperative efforts, where is thelinchpin of integrated efforts, and how willthese efforts be monitored? The authorsconclude that the best system is the one that"fits" the particular institution, and thisparticularly depends on the acceptabledefinition of advising. The two primarycornerstoneg f this article are that advisingis an institt 1-w1de concern which calls foran Integra!, 4. approach, and that theparticular characteristics of the institutionwill determine specific strategies forimplementation. We will see later in ourreview of specific models how these elementsare applied.

Crockett (1985) identifies six key factorswhen choosing a particular advising model.These are needs of students, organizationalstructure, desired outcomes, availableresources, faculty contracts, and advisorloads. These factors can be applied todelivery systems which emphasize eitherfaculty advisors, professional advisors, peer

39

advisors, paraprofessional advisors,advisement centers, or combinations of themeans of delivery systems. Crockett statesthat the choice of a delivery system willultimately depend on student needs, whichechoes the Creamer and Atwell position. Inthe delivery of intake and decision-makingservices, an advisement center isappropriate, while at the same institutionacademic mentoring services after selectionof major could be performed by facultyadvisors (p. 253). This approach ofspecifying services is the key to integration of

institutional resources. In a sense it'completes' the Creamer and Atwell positionby maintaining the institution-wideresponsibility for advising, while at the sametime delineating specialization areasappropriate for different professional groups.

While Crockett updates his definition ofadvising and addresses the nature ofdevelopmental advising, he stops short of thestudent development model, and has somereservations about how extensive "advising"should be. Although unstated in this article,the implication for community colleges isclearly that counseling should maintain alevel of distinct activity that is more"developmental" than a broad definition ofadvising will allow. This is completelycongruent with the notion of integration ofspecialties discussed earlier,

Gordon (1984) present several possibilitiesfor delivering academic advising, includingadvising centers specifically designed forundecided students (p. 28). The key elementin the choice of a model is that it reflect aconsistent philosophy and set of objectives.For community college counseling andadvising the needs of undecided students aregenerally met in the counseling center.

It is generally concluded that the bestadvising model is the one that works, andwhat works is quality time at the appropriatetime in influencing students to makeimportant deci-ions. The special role offaculty and their influence on studentadvising should therefore be considered. Aspreviously stated, advising is more central touniversity behavior than to communitycollege behavior. Fisher (1978, p. 73) states:"faculty members clearly make the best

4 7

advisors." He argues that faculty can fillmany roles in this regard, includingperforming the duties of admissionscounselors, and recruiting at high schools.Id regard to the relationship with otherdepartments, the advantage of facultyparticipation in the advising program is thatfaculty are influentia: as mentors, advisors,liaisons with the institution, role models, andfriends. The result of this multiplicity ofroles is increased student satisfaction withthe institution which results in increasedmotivation and persistence.

The growing interrelationship of instructionaland student services toward the goal ofstudent success is evident in theimplementation of advising models andspecific cooperative interventions.Friedlander (1982) identified a number ofspecifics in his telephone interviews withurban community colleges across thecountry. Approaches included early andmidterm interventions, faculty referrals,coordination of support services with contentcourses, support staff visits to classrooms topromote services, identification andassistance to high risk students, monitoringstudent progress, and faculty involvement inthe delivery of support services. In thefollowing section specific institutional modelsand approaches will be identified andanalyzed.

Review of Institutional Strategies

In the following illustration of communitycollege advising and student successprograms, we will examine strategies ofincorporating faculty support, and evaluateoutcomes based on their relevance to theinstitutional setting.

Established in 1970, Hostos CommunityCollege in New York serves predominantlyminority students, with many striving toattain functional skills in English. Fortypercent are technical students in health andbusiness areas. Instructional faculty werecompletely unprepared in the late 70s whenfunding cutbacks forced reduction in thecounseling staff, and necessitatedassignment of advising duties to the faculty.According to Kerr (1982), faculty regardedadvising as an administrative function, and

40

had little initial incentive to perform theirnew tasks well. The answer to this dilemmaat Hostos was the establishment of a"volunteer faculty advisement corps."Students pursuing technical degreescontinued to be advised by departmentaladvisors, but the sixty percent of the studentpopulation who had chosen other majorssuch as liberal arts, became the advisees offaculty who were interested in advising.Caseloads were limited to 25 and theassignment was given recognition as servicein the same fashion as duty on a college-widecommittee. Training needs, and matchingstudents with appropriate faculty volunteerswere coordinated by a former member of thestudent personnel staff who was appointedas director of academic advising. After oneyear, the program was proceeding well, withadvising a component of faculty evaluations,and recognition for efforts well documentedand rewarded.

This emergency integration of institutionalcomponents worked because of thewillingness of the administration to use itsresources wisely rather than forcefully.Student personnel expertise was combinedwith advisor enthusiasm to create an open-ended volunteer project. Technical facultycontinued working in their area of expertiseand served as models for the \ 31unteers.

In contrast to the austere conditions atHostos in the 70s, Oakton CommunityCollege in Illinois served approximately 4000full-time equivalent students with twelveprofessional counselors and nine peercounselors. In addition, Oakton haddeveloped a fine faculty advising system,which was well integrated with studentservices. While counselors served asconsultants to faculty advisors, advisorsassisted students with specific programs andcourse selections, followed by peercounselors who helped with the actualscheduling of courses. Several features ofthe Oakton model deserve elaboration. First,faculty were utilized as "educationalconsultants," an admittedly appealing Utle.New students were oriented by a team ofcounselors, instructors, and peer advisors.Continulug students were free to chooseeither a faculty advisor or a peer advisor.Part-time students were assigned to the

counselors. The faculty to advisee ratio was1 to 15. Coordination and evaluation wasthe responsibility of the StudentDevelopment Office (Davis, 1977).

The Oak:on model had the distinct advantageof abundant resources, and the absence ofany crisis to force change. A key conceptwas that voluntary coordination of resourceswas well integrated in service of students.

Patrick Henry Community College inMartinsville, Virginia, maintains an extensiveand well coordinated faculty advisor systemwhich serves approximately 75% of thestudents. Results of Patrick HenryCommunity College's 1987 programevaluation show that those students who hadbeen advised by a faculty member were moresatisfied than those served by a counselor.In addition students who were neither in thecollege transfer program nor in theoccupational/technical group, weresignificantly less satisfied with the college'sadvising services. Faculty generallycomplained about lack of information onadvisees, and were not able to track studentsuccess.

Although Patrick Hemy Community Collegehad made extensive efforts toward bothcounseling and advising, services were notwell integrated. In particular, undecidedstudents were not well served by faculty orcounselors. Tracking elements initiallydesigned for individual advisor monitoringhad become antiquated. In short, the resultsindicated that it was time to re-evaluate theprogram and begin to implement integrativesystems for instructional and studentsupport services.

An excellent advising program begun beforethe current educational reform movement,belongs to St. Lou's Community College atMeramec (Kirkwood, Mo.), winner of the 1988"Outstanding Institutional Advising Program"awarded by ACT/NACADA. The programbegan in 1967 as a response to extremely lowstudent ratings of the traditional advisingmodel then in use, which assigned declaredmqjors to faculty and undeclared majors tocouuselors. Advising under the new programwas centralized to "advising specialists" whoreported to a Coordinator of Advising, who in

turn is responsible to the Director ofCounseling. Approximately one-half of thecounseling budget is committed to advising.In the establishment of goals and objectivesone can easily see the operationalizing ofCrockett's definition of advising.

1. Provide students with the informationnecessary to make decisionsconsistent with their educationalgoals,

2. Assist students with programplanning, course selections, schedulechanges, course withdrawals, and allfinancial aid program audits,

3. Develop programs and procedures toacquaint students with the academicregulations and services of the college,

4. Serve as a resource liaison betweenthe College's Instructional and StudentDevelopment divisions,

5. Refer students to and accept referralsfrom academic advisors, counselors,faculty, and administrators, and

6. Develop working relationships withstaffs of transfer universities; compileand maintain college transfer data.

The two unique characteristics of thisprogram are its successful separation ofadvising and counseling by denoting advisorsas "information specialist," and the creationof a role for professional advisors whofunction as a link between counseling andinstruction.

While advising processes at Meramec are"centralized" in function, they are notseparated from student services in terms oflocation. The offices of counselors andadvisors are located side by side throughoutthe department, facilitating short lines ofcommunication. Personal and vocationalcounseling needs are handled by thecounselors while requests for academicinformation are referred to the advisors. Theadvisors are also well integrated with theservices of admissions, registration, andstudent aid. Integration with faculty isachieved by assisting students in the

departments during registration periods,preparing written advising materials whichare used by faculty, accepting studentreferrals from faculty for information orclarification on college policies, invitingfaculty to advising meetings, and visitingclasses and departments to learn more aboutcourse content.

Advisor effectiveness in this program is ratedby students at 92-94%. On the ACT OpinionSurvey of 1987, 79% of students who hadused the advising services said they were"satisfied" or "vety satisfied." The success ofthe Meramec model is due largely to thecommitment to quality of services renderedto students. The Advising Specialist positionwas created and implemented as aprofessional rather than a paraprofessionalposition. This systematically reinforced andelevated the function of providing informationto students to the importance it must enjoyat the community college level. Additionally,the model enhances the student developmentemphasis of counseling and its attention tothe exploration of career development andpersonal development needs of students.The model is also highly responsive to themission of the instructional personnel toinform students about curriculum, while atthe same time maintaining the role of facultyadvising in appropriate situations.

Certainly the most striking and influentialexample of the integration of student servicesand instruction to foster student success, isthe model developed by Miami-DadeCommunity College. Schinoff (1982) andparticularly Roueche and Baker (1987)describe the implementation of institution-wide reforms to meet the challenge of rapidlychanging demographic characteristics in thesouthern Florida region. As Schinoffdescribes, the role of counseling at Miami-Dade is to serve undeclared majors andthose students exhibiting academic difficulty.The students who have declared majors andare progressing satisfactorily become theadvisees of the teaching faculty. This verytraditional basis for serving students wasadapted during the reforms. Counseling andadvising functions for most students wereaddressed in the student services arena, andfaculty concentrated on student curriculardevelopments.

42

The new aspect of the Miami-Dade model isthe insistence on student responsibility foreducational progress, and the responsibilityof t1.4 institution to provide adequateinformation and expectations regardingstudent progress. Instructional and studentservices components are integrated in verypractical and meanirlitlways to accomplishthis objective. Two of the most far-reachingreforms in this regard are the AcademicAlert, and the Advisement and GraduationInformation System (AGIS).

The Academic Alert component relies on theinput of faculty regarding student progress,both during the term, and in final grading.Students who are not progressing because ofeither poor grades or lack of attendance arecontacted by computerized mailings andinformed of their status, the consequences totheir lack of progress, and college resourceswhich can be used to remedy the dilemma.The first point of emphasis is information,followed by sanctions. This componenteffectively addresses the student's right toknowledge of progress and allows the studentto take corrective measures. It does notallow the student the "right to fail," howev er,because the institution has taken theposition that this is not only unfair to thestudent, but a misuse of public funds. Thedefinition of institutional effectiveness atMiami-Dade is student success,

The AGIS provides the advisor with a statusof the student's progress toward the declaredmajor by showing what courses have beencompleted, and which ones are needed forgraduation or certification. The student iscontacted by mail if AGIS shows the studenthas enrolled for a course that will notcontribute toward the educational objective.Again, the emphasis is on providing thestudent, and the advisor, with the necessaryinformation to make sound educational orcareer decisions, Typically, one of the mostfrustrating sttuations which students face istheir inability to access information, eitherconcerning their progress in a given course,or their progress toward a degree. Miami-Dade has effectively solved this problem withrespect to basic advising needs.

While the impetus for change in Florida wasprimarily rapidly changing demographic

5u

features, the impetus for change in Texas isnow the legislative mandate of the TexasAcademic Skills Program (TASP). CertainlyTexas demography is in flux as well, andFlorida had to contend with the CLASP, butthe impetus for change in each state is quitedifferent. Many Texas community collegeshad already responded to the need for greaterinstitutional accountability for studentsuccess before the TASP mandate, byimplementing required basic skillsassessment and advising procedures. Amongthe many ironies and complications broughton by the legislation, the mnst pervasive isthe high level of confusion about TASPrequirements. This has created the need formore efficient dissemination of informationabout TASP, resulting in many indirectimprovements in services to students.

The development of state-levelrecommendations regarding advising deliverymodels in support of TASP was headed byRobert Webking (1989) of the University ofTexas at El Paso. Webking invited RandiLevitz to address the Higher EducationCoordinating Board's Committee onAdvisement and Placement, and the result ofthis fortunate move was the recognition ofthe importance of advising as a professionalactivity in support of TASP and studentsuccess in Texas public institutions of highereducation. Specifically, Levitz recommendedthe adoption of an "advising center" concept.similar 0 the University of Syracuse, whichshe used as a prime example. Theknowledge and expertise of many of thewriters mentioned herein, particularly DavidCrockett and Lee Noel, as well as theexperience of Levitz, were brought to bear inthis very important consultation. Theresulting recommendations of the Committee,disseminated statewide, were toward theestablishment of advising centers, and awayfrom faculty-only models.

The "total intake" or advising center modelrecommended by the Texas CoordinatingBoard Committee represented anacknowledgement of the need for (1) anemphasis on accurate and relevantinformation to all students regarding TASP,and (2) an expectation that advising wouldalso encompass the decision making needs ofstudents with regard to career and major.

43

Perhaps most importantly, therecommendation in a sense "handed" collegesin Texas the opportunity to establishoperational units which would by theirnature foster the functional integration ofinstruction and student services in supportof student success.

The Advising Center 'Winona

It is somewhat surprising that relatively fewcommunity colleges have adopted theadvising center approach. One of theperceived barriers to its implementation isthe rigidity of roles which both counselorsand instructors have assumed in theadvising process. For instructors the threatof change is increased involvement in yetanother "duty" among the many they havealready been assigned. For counselors it isoften the fear of loss of professional identityonce advising gains a more formalizedoperational status.

Ironically, the reluctance of many Texascommunity colleges to implement generalistadvising strategies has resulted in an actualreduction of "counseling" time with students,since the demands of TASP informationdissemination are so extensive. The view isthat students entering college will needaccess to professionals who can properlyassess their needs, and it takes a counselorto do this. But referring to the Meramecmodel discussed earlier, we can see thissimply is not true. In fact the quality ofinitial informational services increases withthe use of advising (information) specialists.Another example is Bellevue College outsideSeattle, Washington, which staffs sevencounselors and approximately fifty studentpersonnel advisors, peer counselors, andother specialized positions which studentscan access according to their individualneeds.

Obviously the accessibility of counselors andteaching faculty in the service of advising tostudents is crucial, but this does not meanthat other professional roles cannot servespecific functions in support of counselingand advising. The result will only increasethe quality of the time on task.

Austin Community College (ACC) hadactually adopted an advising center modelbefore the publication of the CoordinatingBoard recommendations. The CoordinatingBoard recommendations served to strengthenlobbying to administration, and in Fall 1989,the ACC Student Success concept entered itsfirst phase of operation. Three advisingcenters were established, one at each majorinstructional location, each staffed by onefull-time Advising Specialist and hourlyadvisors. The model is a combination ofthose previously established at Meramec andMiami-Dade, and adds the advising centerconcept as an operational core element.

With the inc)iporation of the advising center,student advising now becomes the 'Sine QuaNon' of Student Development. The advisingprocess is both the integrative link betweencounseling and instruction, and the kcypoint of information and referral for students.Our Advising and Student Developmentflowchart (see page 45) illustrates thislinkage and identifies the advising center asthe operational platform from which collegestudents access services necessary for theirsuccessful completion of educationalprograms.

This model incorporates the principle of"information specialist" in its AdvisingSpecialist positions, first developed byMeramec. Using the Advising Center locationas the entry point for new students, thecenter allows advisors to emphasize provisionof information about the college and aboutTASP, and to track students' compliance withTASP requirements. This trackingcomponent requires integration of advisingactivity with the college TASP Office, andwith all instructional units, including theassignment to developmental courses.Advisors refer students without declaredmajors, general studies majors, students onprobation or suspension, and certain "atrisk" students to the Counseling Office.Since the Counseling Office role ofinformation dissemination has diminished, afocus on the needs of high risk students hasincreased. For students with declaredmajors who have completed TASPrequirements, referral is made to theinstructional department advisors.

44

The principal influence of the Miami-Dademodel on ACC is the incorporation ofinstitutional tracking elements. Although thecollege at present lacks the computersupport capacity to track students "on-line,"it has developed a system of "holds" which isintended to function along similar lines asthe Miami-Dade model. Students areinformed of their status initially by advisors.If they fulfill requirements as specified byTASP, no sanctions are applied. If they fulfillrequirements as specified by TASP, nosanctions are applied. If requirements arenot met a "holder mailer" is issued to thestudent, stating that unless compliance isachieved, further enrollment will be barred.The student is asked in the mailer to see oneof the Advising Specialists to remedy thecircumstance. Although rudimentary innature, and certainly not of the status of atrue early alert system, the basic intent is toencourage student responsibility for success.Student response has generally been verypositive and institutional sanctions havebeen few. During the first summer session,1990, for example, only twelve students werewithdrawn from the college due to lack ofcompliance with TASP, college guidelines, orlack of response to mailers and phone calls.

At ACC the advising centers are the primaryintegrative link between student services andinstructional services. With better trackingcapability these services will become astronger asset to institutional effectivenessand student success.

Another area of integrated services at AustinCommunity College includes severalprograms designed to foster minority studentsuccess. Project Promise is an instructionalprogram based on the "master student"concept, and is designed to facilitate theprogress of first semester minority studentswho have been identified as "at risk."Counselors participate in the selection,monitoring, and support of students in thisprogram.

The Minority Mentor program involvesreferral by faculty of high risk minoritystudents to counseling. Faculty response tothis effort has been strong, with 186 referralsthe first semester of implementation.

ADVISING & STUDENT DEVELOPMENT

StudentServices

C l__Qlt21U_L_ORS

ADVISING CENTERInstructionalDepartments

"At RiskStudents"

STUDENT /SUCCESS

rt)

Studentswith

declaredmajors

The Minority Transfer Reception is an annualevent where faculty refer students tocounselors who are interested in transierringto a four year college. These students receiveinformation on general and specialadmissions program, and attend an annualreception to meet admissions representativesand other minority students who havesuccessfully transferred. Approximately 100students attend per year. Clearly, in supportof mutually agreed upon priorities, thecooperation and collaborative efforts offaculty and counselors at ACC is unusual.

Recommendations for Increased Levels ofCollaboration

Based on the literature reviewed, and theinstitutional strategies examined, severaladditional criteria for increased levels ofinstructional and student services integrationand cooperation are suggested.

1. Provide both counselors and facultywith choices regarding specificinvolvement in student successapproaches. It is clear from theliterature and from the examples citedthat no one approach is the bestapproach, but rather, a "fit" of needsand resources must be attained. Thisis true for institutions and forprogi-arns within institutions. In theadvising center model, for example,faculty advisors could be given thechoice to either perform their advisingrole in the department with declaredmajors, or in the advising cem.er withan emphasis on providing informationabout general college requirements.

There is a need for both. Forcounselors the choice of involvementin direct service to high risk students,or in development of programmingoptions to meet student needs is aclear alternative.

46

2. Provide a reward structure to ensuremutual collaboration, either throughsetting equivalencies betweencommittee work and advising toprovide acknowledgement of service,through direct compensation foradditional hours, or throughinstitutional honors. The recognitionby the institution of beneficialcollaborative efforts is essential.

3. Finally, the clear identification ofprofessional duties and distinction ofroles is necessary to provide faculty,counselors, and advisors with a senseof professional identity and self-efficacy regarding their activities.

Summary

The development of cooperative effortsbetween instructional and student servicescomponents of the community college is oneof the key factors contributing to institutionaland student success. The point of mutualprofessional involvement is most clearlyidentified as the advising component.Faculty and counselors have expertise indifferent aspects of this process andconsequently are motivated to work togetherto define, clarify, and negotiate itsimplementation. The advising specialist Jobfunction helps estaulish a common mutualground for the resolution of issues, removalof barriers, and implementation of futurestrategies to help serve students in aprofessional, collaborative, and rewardingmanner.

References

Armistead, Pend., & Moore, David M., (1987). "Community College Instructors' AttitudesToward Learning Resource Centers and other Support Services." Com_mt_a_brii and Junior

Cokge, 11, 47-56.

Astin, Alexander W., (1985). AchIeving Educational Excellence. San Francisco: Jossey Bass.

Austin Community College, (1989). Student Success Model.

Beal, Philip E., & Noel, Lee, (1980). What Works in Student Retention. The American CollegeTesting Program and the National Center for Higher Education Management Systems.

Creamer, Don C., & Atwell, Charles A., (1984). 'The Great Debate: Academic Advising,"Community and Junior College Journal, 54, (8), 18-20.

Crockett, David S., (1978). "Academic Advising: A Cornerstone of Student Retention," In LeeNoel (Ed.), Reducing the Dropout Rate. San Francisco, Jossey Bass.

Crockett, David S., (1985). "Academic Advising," In Lee Noel, et. al. (Ed.), Increasing StudentRetention. San Francisco, Jossey Bass.

Davis, Carol A., (1977). "A Community College Academic Advisor's Model," NationalConference on Academic Advising. University of Vermont, Burlington, VT.

Fisher, James I. (1978). "College Student Retention from a Presidential Perspective," In LeeNoel (Ed.), Reducing the Dmpout Rate, San Francisco, Jossey Bass.

Flynn, R. Thomas, (1986). 'The Emerging Role for Community College Student AffairsPersonnel," NASPA Journal, 24, (1) 36-42.

Friedlander, Jack, (1982). "Innovaave Approaches to Delivering Academic Assistance toStudents," Center for the Study of Community Colleges, Los Angeles, CA.

Gordon, Virginia N. (1984). The Undecided College Student; AnAcademic and Career AdvisingChallenge. Charles C. Thomas, Pub., Springfield, Ill.

Kerr, Bette, (1982). "Se Habla Educacion, "Community.and Junior College Journal, 53, (3),43-48.

National Institute of Education, Study Group on the Conditions of Excellence in HigherEducation, Ed. (1984). "Involvement in Learning: Realizing the Potential of AmericanHigher Education."

O'Banion, T. (1972). "An Academic Advising Model, "Junior Colle e Journal, 42, (6), 62-69.

Patrick Heary Community College. (1987). Academic Advising Pro ram Evaluation.

Roueche, John E., and Baker, George A. JII, (1987). Access & Excellence; The Open-DoorCollege, The Community College Press, Washington, D.C.

Schinoff, Richard B. (1982). "No Nonsense at Miami-Dade," Community and Junior Colle eJournal 53, (3), 34-44.

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St. Louis Community College at Meramec, (1988). "Proposal to ACT/NACADA NationalRecognition Program for Academic Advising."

Webking, Robert. (Co-Chair), Advisement and Placement Committee of the Texas AcademicSkills Council. (1989). "Connecting Students with Success: Academic Advising and theTexas Academic Skills Program. Texas Higher Education Coordinating Board, Austin, 'IX

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5

OUTCOMES ASSESSMENT: WHAT ROLEFOR STUDENT DEVELOPMENT

Charles R. DassanceVice President of Student Affairs

Provost of Kent CampusFlorida Community College at Jacksonville

Jacksonville, Florida

It is a pleasure for me to be part of thisleadership colloquium. I want to take thisopportunity to commend the NationalCouncil on Student Development for theiron-going commitment to this leadershipdevelopment activity.

The topic for this session is "OutcomesAssessment: What Role for StudentDevelopment." The topic of outcomesassessment is a timely one, and also acomplex one. Within our allotted time todaywe will only be able to address selectedaspects of this topic.

To begin, I will present the three things to beaccomplished in this session. First, JohnRoth of ACT will provide us an overview ofProject Cooperation, a national projectfocusing on outcomes assessment. BarbaraKeener, the National Council on StudentDevelopment's (NCSD) liaison to ProjectCooperation, will review NCSD's role inProject Cooperation. Last, we will consideran appropriate role for student affairs inoutcomes assessment.

Student Outcomes Assessment Today

I mentioned that student outcomesassessment is a timely topic. A significantmajority of states have institutionaleffectiveness programs underway at mostcolleges. Not only are there numerousindicators that outcomes assessment isbecoming pervasive, it also appears thatoutcomes assessment will be with us for along time.

Essentially there are two basic reasons forinstitutional involvement with outcomesassessment: accountability and program

49

improvement. Both of these purposes arelegitimate, but we will only be focusing onthe latter during this session. In relation tothis program improvement aspect, Hutchingsand Marchese (1990) have stated that thebasic purpose of assessment is theimprovement of student learning, and thatassessry ent activities focus on thesefundamental questions:

1. What 13 the college's contribution tostudent learning?

2. Do the graduates know and can theydo what their degrees imply?

3. What do the courses and instructionwe pi- ovide add up to for students?

4. What knowledge and abilities do weintend that students acquire?

5. How can the quantity and quality ofstudent learning be improved?

To give us a common perspective, we will beassuming that our interest in outcomesassessment stems from a desire for programimprovement, and specifically on theimprovement of the learning experience forstudents. To further give us a commonperspective, I suggest we use a definition ofstudent outcomes which accounts for thevalidity of the total college experience. Forour purposes, consider a student'sinvolvement in the curricular and co-curricular programs of the college to bereflected in an institutions student outcomestatements.

With that degree of common agreement as astarting point, I want to ask John Roth to

t,ive us an overview of Project Cooperation.ACT has been an active partner in the ProjectCooperation enterprise so John is ancmcellent person to provide this update.

grAect Coomation - ACTs Perspc :live (JohnRoth)

Initiated in 1988, Project Cooperationinvolves an ongoing partnership joining theefforts of the National Council ofInstructional Administrators (NCIA), theNational Council for Student Development(NCSD), and American College Testing (ACT,.In 1987 AAQJC charged NCIA with the taskof studying the concept of "value-added"education and NCIA, in turn, asked ACT tohelp. ACT was already working cooperativelywith NCSD on several aspects of the NCSDleadership development project.

During early planning discussions, it becameclear that the energies of all threeorganizations could be advantageouslyfocused on this effort, As a result, ProjectCooperation was established as amultifaceted approach to find answers toquestions related to institutionaleffectiveness which assure student success.It represents a major collaboration effort bythe two councils of AACJC that is focusedsquarely on the task of defining and refiningmeasures of institutional effectiveness, one ofthe six priority areas of concern identified inthe national AACJC mission statement.

The total project is planned to continuethrough 1993 and is organized around thefollowing three major efforts:

A. National Survey of InstitutionalEffectiveness Practices at CommunityColleges;

B. Development of Demonstration SitesFocused on Institutional Effectivenessand Outcomes Assessment; and

C. Ongoing Communication of Processand Results to Community Colleges

Printed materials are available which furtherdescribe the project and related programs.

Barbara Keener, Dean of Academic Affairsand College Relations at the University ofFlorida, has been NCSD's liaison person to

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Project Cooperation. Following is BarbaraKeener's review of NCSD's role in ProjectCooperation.

Pro ect Coo eration - NCSD's Role(BarbaraKeener)

The National Council for StudentDevelopment, in partnership with theNational Council of InstructionalAdministration (NCIA) and the AmericanCollege Testing (ACI1 Program, has beeninvolved with Prcdect Cooperation since it wasinaugurated in 1988. The Prqlect's purposeis to work with selected community collegesto promote student success via an outcomemeasurements process.

These outcomes are analyzed in academicand student development realms. NCSD hasbeen particularly interested in two aspects ofthe activities: 1) assessing studentdevelopment dimensions of student successand; 2) enhancing collaborative effortsbetween the academic and studentdevelopment functions with the communitycollege.

NCSD continues to support the effort withrepresentatives at each project meeting,conference, and seminar. The Council alsoprovides supplemental funds, has assignedCouncil members at the demonstration sitecommunity colleges, and distributes theproject cooperation publications throughoutNCSD's membership. NCSD features Prqjectdiscussions in each newsletter and atspecially sponsored Council workshops.

The Prqject is set for completion in 1993 withan emphasis on replication in additionalcommunity colleges at that time.

NCSD key players in the Project for 1988-91are:

Walter Bumphus - Past President;Robert Keys - President;Jo Roper - President-Elect;Barbara Keener - Former Treasurerand NCSD Liaison to the Protect

Ron Shade - Region VII Representative;Rosemary Woolley - DemonstrationSite Representative.

NCSD Demonstration Site Leaders are:

Jerry Berger - Chemeketa CommunityCollege (OR);Myrtle Dorsey - Howard CommunityCollege (MD);Sandi Oliver - Midlands TechnicalCollege (SC);Rosemary Woolley - St. LouisCommunity College (MO);Florissant Valley, Forest Park,Meramec;Gail Quick - Technical College of theLowcountry (SC).

Student Outcomes: An HistoricalOverview

A look at the early history of American highereducation will quickly lead one to concludethat there was a focus on the education ofthe whole student. If we were to state thedesired outcomes for graduates of Colonialcolleges, we would probably state outcomeswhich were spiritual, mnral and vocational,as well as intellectual. Later influences,especially in the mid to late 1800s, led tochanges in what colleges came to believe wasmost important for students to learn, and toan increasing emphasis on the academic anda decreasing emphamb on the other aspectsof student development. Interestingly, thestudents themselves demonstrated theiraversion to this artificial approach by takingit upon themselves to add richness to theireducation through the extra curriculum.Debating societies, athletics, and literarysocieties were among the student-initiatedactivities that added balance to the collegiateexperience.

By the 1930s, there were sufficient concernsabout bringing better balance betweenacademic and other forms of developmentthat a new profession emerged, the studentpersonnel profession.' The earliest roots ofthis profession reflect its concern for thewhole student. The philosophy outlined inthe 1937 Student Personal Point 'hew

Statement, the cornerstone document of theprofession, was one that put itsemphasis"...upon the development of thestudent as a person rather than Lipon his(sic) intellectual training alone." (TheSti 'dent Personal Point of View cited inSaddlemire and Rentz, 1983, p. 76).

I could cite other instances which clearlystate the historical concern of student affairsfor the development of the whole person, butmy intention is not to focus on history. I dowant to remind you, however, that theheritage of student affairs is a concern foreducation of the whole person. So, as weconsider what is happening today in thecommunity college relating to the outcomesassessment movement, please keep in mindthe traditional role of student affairs as anadvocate for educational outcomes which gobeyond stating only academic expectations.

What Outcomes Are Being Stated?

Perhaps the best indication of what kind ofoutcomes are currently being stated incommunity colleges can be found in theresults of a Project Cooperation surveyconducted in 1988. A survey instrument wassent to all community colleges in the nationand 675 (54 percent) responded. I will notreview all of the results of the survey, but Ido want to point out what I think was adefinite trend from the survey results. It isclear from the results of the survey that mostcommunity colleges are focusing onoutcomes relating to basic skills, such asreading, writing and mathematics. There isvery little happening in colleges, apparently,regarding student outcomes that might beconsidered in the life skills category,outcomes such as tolerance, interpersonalcompetence, self-direction and the like.

In my view, these findings point to a need toraise fundamental questions about thepurposes of a community college education.I believe the survey results also point to aneed for student affairs to increase itsinvolvement in the discussion about studentoutcomes assessment, as student affairs isthe unit of the college most likely to raise theissue of whether outcomes other thanacademic ones should be pursued.

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Co

Student Outcomes: Where Is StudentAffairs?

Gaff (1989), in commenting on the status ofinstitutional effectiveness efforts nationally,gave this assessment:

...the reform movement for the 80's hasbeen dominated by faculty membersand academic administrators...studentaffairs professionals and otheradministrative staff have beenconspicuous by their absence (p. 14).

That is a strong indictment of the rolestudent affairs has played in the debateabout the improvement of education. I wouldspeculate that the reasons for the lack ofinvolvement by student affairs relate to thelack of the institutional concern for the wholestudent, an institutional fear of statingoutcomes that cannot be easily measured,and perhaps the lack of a clear idea bystudent affairs as to what its role should bein the student outcomes process. I wouldargue that student affairs is not servingstudents well by its lack of involvement inthe discussion about outcomes assessment.

While we do not have the time in this sessionto discuss all the details of what studentaffairs can do relative to the outcomesassessment movement, I do want to suggesttwo directions for student affairsinvolvement. The first relates to the rolestudent affairs can play in influencing thedirection of institutional outco, catements.The second relates to how studen, affairs canuse the student outcomes process withintheir own areas of responsibility. It shouldbe obvious that there is a d....rect link betweenthese two levels of concern.

On the global level, the level of influencingthe institutional outcomes which are statedfor students, I suggest the role of studentaffairs is to argue for a consideration ofpersonal development outcomes for students,in addition to academic outcomes. In apublication prepared for the New JerseyStudent Outcomes Project, Kuh, Krehbieland MacKay (1988) argue for just such aconsideration of personal developmentoutcomes, Among the reasons they give for

52

community colleges supporting personaldevelopment outcomes are: (1) that thedistinction between cognitive, affective andphysical goals is artificial; (2) that effectivecommunication skills are becoming asimportant as knowledge of field; (3) thatworkers are being required to be moreautonomous; (4) that there is an increasingneed to interact with people of differentbackgrounds and color; and (5) that anintegrated system of values and ethics iscrucial for an educated citizenry. There aremany other reasons cited as justifications forcolleges to consider personal developmentgoals for students, but one need only look atthe societal trends I just mentioned to realizethat individuals will need more than thebasic skills alone to be productive membersof society. The implication is that thecommunity colleges must Le concerned withmore than the basic skills.

What personal development outcomes shouldbe pursued will relate to each college'smission. To focus our thinking on thequestion of personal development outcomes,I ask you now to answer some questions onthis topic, first individually and then in smallgroups. This process, while brief, willsimulate the kind of discussion you shouldbe having with your colleagues at yourcolleges.'

I want to now share with you the results ofwhat you thought were the most appropriatepersonal development outcomes forcommunity college students:

1. Self-Direction; many of you suggestedoutcomes that could be included in acategory focusing on a self-responsibility or some relateddevelopmental aspect that can beconsidered in this broad category.

2. Development of Tolerance; morespecifically, the development of anattitude of understanding of andappreciation for differences in others.

3. Clear Purpose; this category seemedto focus on the development of anappropriate career/life direction.

f;

4. Critical Thinking

5. Other personal development outcomessuggested were the development of anintegrated set of values, interpersonalcompetence, positive self-esteem and acommitment to "thecommunity good."

These are certainly significtrat studentoutcomes, and ones that need to beoperationally defined if they were to be partof a community college's outcomes statementfor students. There are also problems withthe measurement of these outcomes. Thereis insufficient time today to discuss theseissues further, but I strongly encourage youto engage your academic colleagues in thesearch for solutions. The task ofdeterminingwhich student outcomes are to be pursued isa difficult one, if the task is taken seriously,but it is worth the effort. What can be moreimportant than spending time discussing thebasic purposes of the education we providefor students? Student affairs has animportant role to play in that discussion.

There is a second area related to the studentoutcomes process on which student affairsshould be focusing its attention. I amspeaking of stating student outcomes for thevarious programs and services that areoffered by student affairs. Such outcomesshould obviously relate to the institutionaloutcomes which are stated, and need tofocus on the de_l_relomental changes desiredfor students. The student affairs professionhas taken on a developmental focus duringthe past several decades, as moredevelopmental theory has been developed.Student affairs can model a focus onstudents' development for the rest of theinstitution, and can operationalize that focuswith an orientation toward studentoutcomes.

For example, lithe college wants its studentsto become more self-directed, then how dothe programs and services offered in studentaffairs support that outcome? I suggest thatthe question be addressed for every servicestudent affairs offers. Let's consider the jobplacement program. While one obviouspurpose of a job placement program wouldbe to help students obtain employment,should another purpose not be to teachstudents "job-getting" skills? Teachingstudents "to fish" (how to obtainemployment), rather than simply giving thema flsh (finding a job), can be supportive of aninstitutional goal of self-direction, forexample. Stating programmatically relateddevelopmental outcomes for students alsoplaces student affairs in a position ofsupporting its historical concern for thedevelopment of the whole student.

There is much to be done in the studentoutcomes assessment movement, and wehave just scratched the surface of that + ,pictoday. There is an opportunity to improvethe educational program we offer in ourcollege, if we take seriously the possibility ofstating and assessing student outcomes.There is a role for student affairs to play, andI have suggested directions student affairsmight pursue to fulfill that role. The taskwill not be easy, but the possibility forimproving student outcomes demands yourattention. I wish you the very best as youwork on behalf of students.

ReferencesGaff, J.G. (1989, July, August). General education at decades end. gclogs

Hutchings, P., and Marchese, T. (1990, September, October). Watching assessment: Questions,stories, prospects. c_hat.

Kuh, G. D., Krehbiel, L. E., and MacKay, K. (1988). Personal development and tht college studentexperience: A review of the literature. Prepared for the College Outcomes Evaluation Program,New Jersey Department of Higher Education (ED 304972).

Saddlemire, G. L., & Rentz, A. L. (Eds.) (1983). Student affairs - A professions' heritage:s nificant articles authors issues and documents. Alexandria, VA.: American CollegeResource Association Media.

Additional Notes1. For a more detailed description of this historical perspective, see Miller, T.K. (1982). "Student

development assessment: A rationale. In G. R Hanson (ED.), New Directions for StudentServices: Measuring Student Development, no. 20. San Francisco: Jossey Bass.

2. At this point in the session, the participants spent one-half hour discussing what they thoughtmight be appropriate personal development outcomes for community college students topursue. Each participant could suggest only two personal development outcomes. Twenty-seven individuals gave this input as part of this process.

546.1

6

THINKING GLOBALLY/ACT1NG LOCALLY

John S. KeyserPresident

Clackamas Community CollegeOregon City, Oregon

This is one of my favorite phrases. I

"discovered it" in 1980 at the FirstInternational Conference for the Future inToronto, Canada. It was there that I hadwhat Barbara Marx Hubbard calls a"planetary birth experience." (Hubbard, 1986)Undoubtedly, my previous training andexperience had given me a readiness for abasic shift in perspective. The speakers, thediscussions, and the new technologies whichwere displayed, caused my new world view toemerge with form, clarity, and an urgency foraction.

For the first time, I felt compelled to becomea global citizen, acting in the context of theworld. I began struggling with the"interconnectedness" of the world's peoples,and their problems. Listening to futuristssuch as Alvin Toff ler, Bob Theobald, BuckyFuller, and Marilyn Ferguson, I was scaredand somewhat overwhelmed with themagnitude of ominous, people-createdproblems. But I was energized by theanswers which all of these futurists had foraddressing these problems. These answersto problems were best summarized by thetheme of the conference: "Thinking Globally,Acting Locally."

These futurists argued that people mustunderstand problems within the frameworkof the global village, and must beginaddressing them from the context of theirprofessions and communities. They arguedthat if enough people made this commitment,the result would be a critical mass ofproblem solving activity which would makethe world a self-sustaining community,suited for long-term improvement andenlightenment. The alternative of beingresigned to a world of people-createddestructive forces, hopelessly out of control,was simply not a viable option for the

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educated person.

This experience helped my mind give birth tothe reality that all people are, indeed, partsof the same body. And that new technologieshad Just created the potential for thedevelopment .of a genius consisting ofthinkers and doers throughout the world--what Kenneth Boulding has referred to asthe neurosphere, the sum total of all thebrain power in the world (Boulding, 1988).Now suppose this brain power could bealigned, focused, and committed to acommon power of creating a positive future?And what organizations are better suited toaccomplish this than our community, Junior,and technical colleges which exist in oneform or another in many parts of the world!Indeed, our colleges represent an imposinginfrastructure for positive world-wide change.

What does this concept of ThinkingGlobally/Acting Locally have to do with yourfuture growth and expanded contribution toour community college movement? In thesame way that our colleges are a part of theglobal village, we as professionals, withparticular areas of expertise, are linked toour organizations. If we think broadly aboutour organizational roles we will be muchmore effective in performing our tasks. Wewill also be better positioned to make amaximum contribution in solving college-wide problems. Too often, I have observed atendency to "think locally," which necessarilymeans that we miss opportunities to connectour thoughts with those of key players inother administrative units of theorganization. If we "think locally and actlocally," we won't be campus-wide leaders.

Many of our colleagues have aspired to andattained positions of increased responsibility.Generally, I believe that they have all had the

6 4

common characteristics of "seeing the bigpicture: and constantly striving to broadentheir perspective, improve their skills, andexpand their professional networks. Thesefast-trackers are constantly engaged in aself-assessment process. They seek, evendemand, straightforward evaluation and treatsetbacks or mistakes as new learningexperiences.

One of the most damaging comments thatcan be made about an aspiring professionalis that they "don't see the big picture." Wehave heard this statement made; we haveprobably used this categorization ourselves.I know that I have. Although this is anunfair generalization and implies that aperson is not capable of learning; I interpretthis statement to mean that a person'sperformance is disconnected from theorganization's mission and goals. The personwho uses this phrase is saying that so andso is not as sensitive to the whole or the sumof its parts. Most of us, at one time oranother, have probably deserved this label.Human potential experts know that all of uslive too far within self-imposed limits!

How do we grow toward this image ofthinking globally, acting locally? I have fourrecommendations: 1) Become involved in thenational agenda, 2) analyze your experienceand strive to broaden it, 3) understandholistic concepts of leadership, and 4) useholistic concepts to guide social invention.

I. Become Involved in the NationalAgenda

The National Council on StudentDevelopment is a primary vehicle forconnecting you to the National agenda. It isone of 31 different Councils, Commissions,and Consortia which form the fabric forprofessional involvement in the AmericanAssociation of Community and JuniorColleges (AACJC).

AACJC's mission is to exert nationalleadership in support of community,technical, and junior colleges. Its success ismeasured by the degree to which it achievespublic recognition, acts as an advocate,develops linkages, and serves as a resourceto help member institutions provide higher

56

education opportunities with excellence.

The Association is comprised of nearly 1200members which represents 95% of the two-year, regionally accredited, associate degreegranting colleges. The 31 AACJC boardmembers are proud of the entrepreneurialcharacter of the board and the significance ofits accomplishments. To emphasize the"hustle" of Dale Parnell and the AACJC staff,the Association this year will return to itsmembers an amount equal to about 125percent of its institutional dues income, Thisis made possible by the many grants andspecial project dollars which are brought intothe organization. AACJC has set six primarygoals for the 1989-1991 period:

1) expanding our human resourcedevelopment efforts,

2) enhancing institutional effectiveness,3) taking legislative action,4) starting a minority education

initiative,5) facilitating leadership development,6) improving international/intercultural

education.

There is an obvious parallel with the agendaof the National Council on StudentDevelopment (NCSD). Indeed, all of us sharea common framework for thinking globallyand acting locally, and a common purpose of"creating opportunitie& for student success."

Much of the pioneering work by the NationalCouncil on Student Development may beattributed to efforts that started in TraverseCity, Michigan, in 1984. These efforts haw;been fundamentally important to the forwardsteps taken by the Association and membercolleges. The NCSD has, ineeed, made afundamental impact in helping our membersthink globally and act locally and helpedAACJC achieve its primary goals.

A brief digression into recent history isrevealing. . . The 1984 Traverse CityStatement (Keyser, 1985) was a landmarkeffort of the National Council on StudentDevelopment. The statement was approvedby the AACJC Board and was the basis fornumerous discussions in colleges, states,and regions throughout the country. It wasthe cornerstone for a revitalization of the

1;0

student development profession in two yearcolleges.

As the statement noted, "The environmentalchallenges suggest a new urgency for studentdevelopment professionals to demonstratetheir contributions to the achievement ofstudent and institutional goals. Al the sametime, the technologies of the 'informationsociety' provide opportunities to be moreeffective and efficient in measuringoutcomes, managing information, andenhancing the quality of learning." (Keyser,1985, pp. 33-34)

The fundamental priorities of this statementwere quality and accountability, partnershipsoff campus, partnerships on campus,resource management, enrollmentmanagement and student persistence,educational technology and integratingstudent development into the educationalexperience. Around these priorities weredeveloped recommended action at both thelocal level and the national level. Thisstatement was based on the conviction thatas partners with other community collegeleaders, student development professionalsshould engage in thorough reassessment oftheir role in an environment undergoingconstant and dramatic change.

The Traverse City Statement was, indeed, ablueprint for thinking globally, acting locally.

It called for a new beginning for theprofession and, indeed it was. It was thegenesis of other landmarks of growth andprogress. It also marked the beginning of therenewed NCSD focus on leadershipdevelopment and a partnership withAmerican College Testing (ACT), anorganization that has continued to providegenerous support to our efforts.

The Traverse City_ Statement: TowardMastery Leadership in Student DevelopmentServices (Keyser, 1985) addressed thesequ estions:

How can we be better managers of vision?How can we be better managers ofmeaning?How can we be better managers of trust?How can we be better manager of selj?

57

It was aimed at exploring how we could beleaders "at the forefront" of efforts to improvethe delivery of services to students.

How proud I am of the fact that so many ofour colleagues, with common roots in thestudent development services profession,have continued to make significantcontributions to the field. The list is longand impressive. I immediately think of thosewho are on this program or responsible for it:Bob Keys, Jo Roper, Walter Bumphus, ChuckDassance, Gail Quick, Ken Atwater, LindaDayton, and Barb Keener.

It is also interesting to note that of the 31college particisA,nts in the 1984 Traverse Cityconference, seven (22%) are now collegepresidents. Several have retired and mostothers have assumed increasedresponsibilities. This is another indicationthat George Vaughan's book, Pathway to thePresidency (Vaughan, 1990), does not givefair recognition to the large number ofstudent development services professionalswho become presidents. If it is not apathway, it is at least a well-used trail! Inthe state of Oregon, more than one-third ofthe presidents had the majority of theirprevious experience in the studentdevelopment services field.

The National Council on StulentDevelopment has been of tremendous help tomy professional and personal growth anddevelopment. Some of you know this, Lut Iwas fortunate to be the first Councilrepresentative from NCSD to be elected to theAACJC Board. This happened because weput together a coalition involving the NCSD,the National Council of InstructionalAdministrators and the National Councd forMarketing and Public Relations. The intentwas to take turns nominating and joinLkg insupporting of a candidate for the AACJCBoard. We designed a campaign strategyand had an active campaign team ofmembers from all three Councils. The plar.worked!

I think it's fair toCouncil on Studentits part in thedevelopment. We

say that the NationalDevelopment has done

area of leadershipmust continue to be

aggressive to develop and expand our skillsand nurture new leaders for our profession.I have read several reports that predict thatabout 40 percent of current collegeadministrators and faculty will retire by theyear 2000. Let's not rest on our laurels!

The Traverse City Statement: Critical Issuesin the Community Colle e: AccessAssessment and Develo ment Education(Keyser and Floyd, 1987) was anotherbenchmark for this Council and theAssociation. It was significant for severalreasons. First, it represented an expandedpartnership. The participants who helpedcreate this statement includedrepresentatives from this Council, theNational Council of InstructionalAdministrators, the American Association ofWomen in Community and Junior Colleges,the National Council on Black AmericanAffairs, and the National Council of HispanicAmericans.

This statement on access, assessment, anddevelopmental education led to separatepolicy statements on each of the threeinterrelated themes which were approved bythe AACJC Board and mailed to all membercolleges. The 1987 Policy Statement onAccess (AACJC, 1988) broadened and refinedthe definition of this important cornerstone ofour movement. In summary, it said that wemust go beyond the limited understandingand practice of "open door" admissions andthe implications that student had thefreedom to fail. It called for embracing abroad concept of institutional responsibilityfor student success and for theimplementation of support systems whichwould maximize the opportunity for studentsto succeed.

The Policy Statement on DevelopmentalEducation Programs (AACJC, 1988) extendedthe definition of this area of the curriculumbeyond remedial courses. "Developmentalprograms should be comprehensive andinclude a broad range of strategies that willgive student the tools for success.Successful developmental educationprograms enhance academic standards,improve student retention and goalachievement, and provide important benefitsto society as a whole."

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The Policy Statement on Student Assessment(AACJC, 1988) made it clear that assessmentshould not be used to restrict access.Rather, it should be used to promote thesuccess of students toward the pursuit ofeducational goals. "Assessment is theongoing process of assisting students inmaking appropriate decisions, assistingfaculty and staff in determining theeducational interventions most appropriatefor student success, and assistingadministrators and policy makers to promotestudent success."

All three of these Policy Statements, passedat the same November, 1987 Board meeting.represent "global thinking." They all entailmore comprehensive, college-wide andsystems-oriented approaches to studentsuccess. In addition, each hasrecommendations for "local action'. that arespecific and express an urgency for action.

These three policy statements have helpedAACJC work toward one of its prmary goalson hutitutional Effectiveness and to helpcolleges answer the question: "How do weknow we are effective in accomplishing ourmission and goals? In fact, these threepolicy statements were a direct stimulus tothe founding of the Consortium for StudentSuccess and Institutional Effectiveness,recently given official recognition by AACJC.This group of more than 50 colleges hassponsored a national meeting each of the lasttwo years to focus on outcomesmeasurement and strategies for studentsuccess. Paul Kreider, the President of Mt.Hood Community College in Oregon, was theoriginator and founder of this Consortium,which now includes more than 80 membercolleges. As Dr. Kreider explained, "Ireviewed the pollcy statements and feltcompelled to 'seize the agenda' for outcomesmeasurement." In 1991, Greensboro, NorthCarolina will be the site of the Consortium'sthird annual conference to focus onoutcomes measurement and strategies forstudent success.

In 1987, the NCSD summer colloquiumshifted to Howard Community College inColumbia, Maryland. Toward MasteryLeadership: Strategies for Student Success(Floyd, 1988), a compilation of the

presentations of this colloquium, is asignificant resource for leadershipdevelopment. In addition issues andchallenges related to student success weredescribed in the lead chapter and werereprinted in the June/July, 1988 issue of theAAQJC Journal (Floyd, 1988).

The 1988 colloquium participants helpedauthor Institutional Effectiveness andOutcomes Assessment (Schuette and Giles,1989). It, too, is an excellent primary sourcewhich includes a model for assessinginstitutional effectiveness through themeasurement of student outcomes,re c ommend at ions for developing aninstitutional outcomes assessment systemand an index of various assessmentstrategies for different student target groups.

As you can discern, the National Council onStudent Development offers a richenvironment for staying involved in theNational Agenda. It will benefit you and therest of us?

H. Analyse Your Experience and Strive toBroaden It

I would like to propos! a global frameworkfor accomplishing this goal of analysis. It isbased on the global definition of educationwhich George Ixonard Education andEcstasv, 1968) advanced: Learning occurswhen the learner interacts with his (her)environment, and its effectiveness dependson the variety, frequency and intensity of thisinteraction. The implication is that weshould be just as aware and self-assessing ofour out-of-classroom education as we are ofour formal education. It is more difficult.After all, there are no transcripts?

I have found it helpful to give a good deal ofthought to those personal and family-relatedexperiences which shape the way I see theworld. Without this type of self-analysisthere is more likelihood that we will betrapped--more than we should be--by ourvalues, beliefs, prejudices, and fears.Professor Morris Massey of the University ofColorado made a film entitled: "What YouAre is Where You Were When." (Massey,1976) To me, that really says that we mustbe in touch with those experiences which

were important to accelerating or inhibitingour growthand discover new experienceswhich will cause us to interact with ourenvironment with the greatest variety,frequency, and intensity.

Very briefly, here are some of the things Ithink back on as my key growth experiences:a struggle to overcome a painful childhoodshyness; an emerging student activismthroughout my college years; a marriage atan early age which failed; a physical problemwhich kept me from pursuing some of mymost ego-satisfying athletic activities; asecond marriage which became a greatpersonal support system; and fathering twochildren from whom I learned a great deal.(Children as teachers.) I can also thank anumber of mentors, including my parentsand some wonderfully helpful friends.

Well, make your own list and keep analyzingfrom whence you came.

In the professional and formal educationarena, the analysis of experience is easierand less threatening. But, we need to askthe question, 'To what extent have webecome overspecialized?

I once argued with a graduate schoolprofessor that our educational programswere too compartmentalized, segmented, andfragmented. We were training specialistsrather than generalists and, as a result,missing the point of systems theory; that is,that every element in an organization isconnected to every other element. And,changing one element will have an impact onall the others. Generally, I was saying thatwe were not training people to understandthe whole, and make decisions within thatbroad context. At the time, I believe I wasvery bored with taking repetitive courses inmy student personnel services mastersprogram?

My professor did not agree. Perhaps he wastrapped by his own specialization? Let me tryto convey these thoughts in another way.

You would probably agree that the idealpresident or dean should have strengths ineach of the areas of expertise which typicallyform the basis for organizational charts.

59

63

Whether or not you aspire to a presidency ora deanship, you might find it revealing tosort your experiences into such categories.Even if you do not entertain such an idea,this approach may help you put yourexperience in a broader perspective andassist with assessment of your strengths andwealmesses.

When I was a dean of students, I analyzedmy growth based on this global definition ofmy role. When I applied for a vice-presidencyand later a presidency, I used this frameworkto summarize my experience for the selectioncommittee:

1. Student ServicesProfile the breadth of involvement youhave had across the traditional areas ofstudent services: admissions/records,counseling/ advising,careers/placement, student activitiesand financial aid.

2. InstructionList courses taught, involvement oncurriculum committees, instructionalsupport services supervised and studentsuccess programs which you haveilelped design.

3. Fiscal and Facilities ManagementList the size of budgets you havemanaged, how you have developed aprocess for building and managing yourbudget and the grants and donationsyou have secured. Also, mention yourbackground in helping to design andsupervise facilities.

4. Public Relations and MarketingBriefly describe any participation indeveloping brochures, makingpresentations and serving on college-wide or departmental marketingcommittees.

5. Leadership/Service at the Local, State,and National LevelsWe have already discussed theimportance of involvement at thenational level. The same applies forsimilar activity at the local and statelevels. Be specific in listing these.

60

6. Board RelationsBriefly describe the presentations youhave made to the Board and profile yourinvolvement with community boards,foundation boards, and state andregional boards.

7. Human Resource Management andDevelopmentDocument any staff development ortraining programs which you havehelped design and list majorsearch/screening committee efforts inwhich you have participated.

8. Collective Bargaining/ContractManagementDescribe your role in managingcontracts and serving on negotiationteams or L7ecial advisory groups.

9. Planning/Researet/Irtformation ServicesProfile your role Iz college planning, theimplementation and delivery ofcomputer services and any researchconducted.

Now, ask yourself these questions:

In what areas am I weakest and have theleast experience?

How might I work with my President,Dean, and colleagues to overcome theseweaknesses and broaden my experienceprofile?

The answers to these questions will guideyou to strategies which will broaden yourperspective and make you more valuable tothe organization. Presidents and deansusually respond favorably to self-assessingprofessionals who actively seek growthexperience which will make them moreversatile. This is also one of the best ways tocommunicate a willingness to take on newassignments that will be of mutual benefit toyou and the organization.

IV. Understand Holistic Comepts ofLeadership

There are many global or holistic modelsfrom which to chose. It is important to haveone--or severalwhich serve as an aid to

6 ",

your self-evaluation and self-managedgrowth.

One of which I discussed in the Traverse CityStatement: Toward Mastery Leadership inStudent Develo ment Services (Keyser, 1985)was my attempt to blend many thoughts andtheories about leadership which had been, atleast for my own comfort level, toofragmented. I felt the need to develop amental picture which would help meunderstand the complex relationship betweenmanagement and leadership. The definitionof leaders as those who do the right thingsand the definition of managers as those whodo things right was overly simplistic. Mypicture of holistic leadership is shown inFigure 1.

The concepts inherent in this "picture" havebeen consistently useful to me: thatoutstanding or holistic leadership is acombination of the "left brain" attributes ofplanning, organizing, actuating andcontrolling, and the "right brain" attributes ofplaying, valuing, sensing, and believing.Thus, much like great teachers, we mustbecome multi-dimensional: mastering the"science" of doing and defining and the "art"of creating and anticipating. I like thismodel, not just because it is my personalizedversion of other theories, concepts, andparadigms, but because it says so muchabout the complexity of our enterprise andthe exciting interplay of different dimensions.It has been useful to me in helping to profilemy strengths and weaknesses and designingappropriate growth experiences.

However, this holistic model of leadership is,perhaps, too broad--too far removed frompractical application to the daily leadershipchallenges which we face.

More recently, I discovered another modelthat has helped me think globally in a morepragmatic and useful manner. This model isthe subject of a book by Lee Bohnan andTerrence Deal scheduled for publication in1991 (Bolman Deal, in press). Its picture ofleadership is shown in Figure 2.

I like this picture because it summarizes somuch of the contemporary thinking aboutleadership. It has also helped my

61

understanding of the importance ofconsidering the four dimensions (structural,human resource, political, symbolic) in somany actions that we take. It serves as ahelpful check list in considering variousoptions, involving different groups andregarding the situational character of mostdecisions we make.

It is important for each of us to evolve ourown best, most helpful pictures of leadership.Most of us probably need only one or two--but we need this "big picture" framework toact locally in the most effective manner.These "pictures" or "personalized paradigms"facilitate understanding of the constant flowof new ideas and theories with which we arebombarded. They are organizingmechanisms for new information.

Use Holistic Conce ts to Guide SocialInvention

The biggest challenge Is bridging the gapbetween the Ay and practice and findingmore effective structural, human resource,political and symbolic strategies toimplement programs that create opportunityfor student success. The leader's role ismost difficult. We must operate on manydimensions and be answerable to numerousconstituents. I think of Warren Bennis, thenoted leadership guru, who, after a shorttime as the President of the T lniversity ofCincinnati, threw up his hanas in despairand returned to the classroom. To let mybiases show, the University's charge hasalways been, from an educational standpoint,a much easier one of taking in well-preparedstudents and turning them out undamagedfour years later. On the other hand,community, junior and technical collegeswelcome students whose preparation variesdramatically. The charge of making winnersout of ordinary students is much moreambitious.

We must think of ourselves as socialinventors, leaders who design new strategiesfor putting the right people together, at theappropriate time, to solve the toughestproblems. In this sense, we are managers ofprocess, believing that a well-constructedprocess will yield the best answers. Theprocess in the product!

7

DOINGAND

DEFINING(MANAGEMENT)

I

Figure 1

HOLISTIC LEADERSHIP

[LEFT -41111- -OP-

PLANNING

ORGANIZING

ACTUATING

CONTROLLING

kSCIENCE

RIGHT

PLAYING

VALUING

SENSING

BELIEVING

-.0.- 01.1 ART

CREATINGAND

ANTICIPATING(LEADERSHI P)

Figure 2Effective Leadership1

Structural Human Resource Political Symbolic

Leader is: Social architect Catalyst, servant Advocate Prophet

Leadership Process: Analysis, design Support,empowerment

Advocacy, coalitionbuilding

Inspiration,framingexperience

Ineffective Leadership

Structural Human Resource Political Symbolic

Leader is: Petty tyrant Wimp, pushover Con artist, h, istler Fanatic, fool

Leadership process: Management bydetail and fiat

Management byabdication

Management byfraud,manipulation

Management bymirage, smokeand mirrors

1From Lee G. Bolman and Terrence E. Deal, Reframing Organizations: Artistry, Choice andLeadership. San Francisco: Jossey-Bass, expected January, 1991.

63

7 2

Here is one "social invention" that resultedfrom these "thinking globally" constructs--one that I believe has meant "acting locally'to the benefit of i students. Fiveyears ago at Cla-,k, -;ommunity College,we decided to 1 L. .a.e and redefine ourdecision-making process. We abandoned thetraditionally accepted practice of a "deansonly" President's Council, expanding it toinclude the Presidents of the faculty,classified, and student associations. ThePresident's Council meets once a week for atwo-hour period to discuss all matters ofcollege-wide importance. Except for mattersrelating to personnel, real propertytransactions, and collective bargainingmatters where confidentiality is of majorconcern, the President's Council is the groupwith final responsibility for planning andmonitoring the organizational culture,making recommendations to the Board,solving major conflicts.

The Council has provided a mechanismwhere the college's purpose--"creatinglifetime opportunities for success throughresponsive education"--can be reinforced andseen in the broadest context. It has provideda setting in which all parties are encouragedto think of the "big picture" md to becomeadvocates for the whole rather than for thenarrow interests of only their immediateconstituents. The Council has developedguidelines for referring matters for referringmatters to the Student Services Council, theInstructional Council, and the CollegeServices Council and the three associations.In this sense, it oversees the organizationaldemocracy, and promotes strongerorganizational citizenship among all internalconstituents.

There are definite advantages of thiscollaborative approach within the categoriesof the previously described effectiveleadership model. This illustrates theblending of thinking globally and actinglocally.

The collaborative approach provides thestructure for a more comprehensiveunderstanding of the entire organization,where the leader can be a social architectwho depends on information more broadlyand accurately shared by representatives of

64

all constituencies. It is a structure whichserves as an ear4 warning system fordeveloping problems and leads to betterideas.

By assuming the importance of all internalconstituents aligned behind the purpose ofproviding opportunities for student success,we decided to restructure and redefine our itprovides a context for support andempowerment of the human resource. TheCouncil framework enables this to occur in amore time-efficient way, eliminating thenecessity of separate meetings to explaindecisions already made.

This approach also provides the mliticaladvantage of placing the leader in a positionof advocacy for all constituents whereopportunities for coalition building can bemore easily recognized and more quicklyseized.

Finally, the collaborative approach providesthe symbolic advantage for the leader toinspire all constituent leaders and frameexperience in a meaningful way for allstakeholders. The information sharing hasbeen the substance for developing strongerand more widely-understood rationales fordecisions and policy recommendations to theBoard of Trustees. It is a great opportunityto be a cheerleader, with kudos reported inCouncil minutes which are sent to all staffmembers. Much of the behind-the sceneslobbying which often leaves the perception ofunfairness when decisions are made iseliminated.

Conclusion

The paradigm of thinking globally and actinglocally has helped me a great deal. I haveorganized my thoughts around fourrecommendations because they describespecific actions which have helped mebecome a more effective leader than I was tenyears ago. Becoming involved in the nationalagenda, analyzing your experience andstriving to broaden it, understanding holisticconcepts of leadership and using holisticconcepts to guide social invention is advicethat I give you. But, please understand thebiased character of my thinking. Theserecommendations have evolved from my own

experience and may not mesh with yourworld view. I reluctantly acPept the inherentlimitations of generalizing from my narrowframe of reference to yours. Advice-giving isalways risky business! In some countriesthey do much less of it than we do!

We must be ever vigilant to avoid beingtrapped by preconceived categories which aretoo strongly held! So, beware of mycategories!

One of my favorite stories which makes thispoint is about a person who saw someone he

65

thought he recognized while visiting a largecity. He approached this person and said,"Johnson, what has happened to you? Youused to be tall and now you're short; youused to be heavy and now you're thin. Isthis what the city has done to you?"

The sec3nd person replied, "My name isn'tJohnson."

Whereupon the first person exclaimed, "So,you've changed your name, tool"

P7 4

References

American Association of Commuility Junior Colleges (1988-89). American Association ofCommunity Junior Colleges Yellow Pages. Washington, D.C.: AACJC.

Bolman, Lee G. and Deal, Terrence E. (in press). Refrarning_OganizatiArtighoice, andLeadership. San Francisco: Jossey Bass.

Boulding, Kenneth E. (1988). niggig the 20th Century. Lanham, Maryland: UniversityPress of America.

Floyd, Deborah L. (Ed) (1988). "Leadership Strategies for Student Success: Issues andChallenges." AACJC Journal, June /July 1988, pp. 38-41. Reprinted (with permission) fromthe 1988 monograph.

Floyd, Deborah L. (Ed) 1988. Toward Mastery Leadership: Strategies for Student Success. IowaCity: The American College Testing Program.

Hubbard, Barbara Marx (1986). Happy Birthday Planet Earfir The Instant of Cooperation. SantaFe, New Mexico: Ocean Tree Books.

Keyser, John and Floyd, Deborah (Eds). (1987) Toward Master Leadership: Access, Assessment,and Developmental Education. Iowa City: The American College Testing Program.

Leonard, George B. (1968) Education and Ecstaey. New York., New York: Delacorte Press.

Massey, Morris E. (1976) "What You are is What You Were When" (film). Farmington Hills,Michigan: Magnetic Video Corporation.

Schuette, Gretchen and Giles, Wayne E. (Eds). (1989) Toward Mastery Leadershi : InstitutionalEffectiveness and Outcomes Assessment. Iowa City: The America!: ';ollege Testing Program.Association.

Vaughan, George (1990). Pathway to the Presidency: Community College Deans of Instruction.Washington, D.C.: The Community College Press of AACJC.

667J

APPENDIX A

Session Outline

MANAGING THE DIVERSE WORKPLACE

APPENDIX A

Session Outline

MANAGING THE DIVERSE WORKPLACE

Janice HannahTodd Ewing

Hannah Ewing and AssociatesColumbia, South Carolina

PERSPECTWE

Racial and cultural changes are inevitable; therefore, we need to plan for and capitalize on thepositive attributes of them. The alternative is simply reacting to tensions caused by racialincidents.

CHALLENGE AND OPPORTUNITY

Our nation's increasing racial diversity creates challenges and opportunities for all Americaninstitutions. The challenge for colleges and universities is to become microcosms of "Unity inDiversity." The opportunity is to optimize recruitment and retention of students and facultywhileat the same time preparing students to live in a multicultural society.

WORKSHOPS OFFERED

Hannah and Associates offer workshops and lectures on how to manage and develop racial andcultural diversity on college campuses. When these issues are addressed comprehensively, andfrom a position of strength, unity in diversity will be created, Within this framework there will beno losers.

INTRODUCTION:

Background of facilitators.Objectives and agenda of session,Philosophy of inclusivity.Identifying strengths of diversity.Identifying difficulty of dealing with differences.

ATTITUDES:

Examination of key attitudes for successfullycommunicating across and about other cultures.Examine qualities necessary to effectively deal withand appreciate diversity.Critical issues; What training have we had indeveloping these qualities? What are the keyqualities? How can I develop them?

A- 1 77

BASIC HUMAN NEEDS AND WANTS:

Understanding of the basic needs and wants all humansshare.How we can structure our interactions to ensure thatthese wants and needs are being met, realizing thatfailure to do so blocks communication.

COMMUNICATION STYLES:

* Understanding communication style differences betweenthe majority and minority population.

* Examine the psychosocial barriers to listening withempathy and respect.

CULTURE AND RACE

Components and significance of culture.Cultural characteristics.Dynamics of cross-cultural interaction.Components and significance of race.

PERCEPTIONS AND PREVALENT VIEWS:

Examining prevalent views of races and cultures inAmerican society.Understanding the impact of perceptions, prevalentviews, and stereotypes on cross cultural communication.

ADDMONAL SOLUTIONS:

Competitive/Cooperative model.Consultation and listening skills.

" Learning and practicing how to dialogue about sensitiveissues.Problem solving model.Sharing what can be done; both individually andcollectively to promote increased understanding andunity.Pers( nal contract.

* Evaluation by participants of the session.

METHODOLOGY:

We use an interactive method of instruction, including large andsmall group discussions, role playing, individual exercises andassessments.

A-2

APPENDIX B

"PROJECT ACTION" WORKSHEETS

* STUDENT DIVERSITY

* INSTITUTIONAL EFFECTIVENESS

* RESEARCH ON STUDENT SUCCESS

* LEADERSHIP

* STAFF DEVELOPMENT

Appendix B

"Project Action" Worksheets

"Project Action" is a new interassociation project that has been designed to stimulateinvolvement and action-oriented responses to the five topic national agenda. A critical initial stepin the project includes field research about current and planned activities of practitioners relatedto these agenda topics.

Thus five worksheets are included in this appendix. Professionals are encouraged to usethis format and submit information on these important topics. Project directors, Deborah Floydand Charles Dassance, will coordinate the project and compile the results.

All completed worksheets and materials should be sent directly to:

Dr. Charles "Chick" DassanceVice President and ProvostFlorida Community College/Jacksonville3939 Roosevelt Blvd.Jacksonville, FL 32205FAX (904) 387-8162Phone (904) 387-8234

GoB-1

STUDENT DIVERSITY

With increasing numbers of students coming to college with different cultural backgrounds, ages, learningabilities, and special needs, student affairs should address the following questions:

What are the ethical issues associated with admitting students whose learning needs cannot be metby the college?

* How can student and staff attitudes be developed to foster sensitivity toward and appreciation ofdifference in others?How do institutions actively promote staff diversity?How do institutions evaluate programs and services to assure that the diverse cultural needs ofstudents are met?

NATIONAL RESPONSE: (List the most significant examples of national initiatives which areaddressing the implications of student diversity issues.)

STATE RESPONSE: (Please indicate ways in which state agencies and organizations maintaindiversity as a priority and encourage addressing all of the issues which are part of the challenge ofstudent diversity.)

COLLEGE RESPONSE: (Please list programs and plans which are employed on your campus toencourage and accommodate the special needs when addressing the student diversity issue.)

INDIVIDUAL RESPONSE: (Please indicate ways in which you and /or staff are addressing studentdiversity issues.)

RELEVANT RESOURCES: Please list significant writings, books or individuals that have addressedthe different aspects of student diversity.

Attach additional sheets if necessary and send to:Dr. Charles "Chick" DassanceFlorida Community College at Jacksonville3939 Roosevelt Blvd.Jacksonville, FL 32205FAX (904) 387-8162 B-2

INSTITUTIONM, EFFECTIVENESS

Defining and measuring institutional effectiveness, including the assessment of student outcomes, offersa significant opportunity for student affairs professionals. Questions to be addressed are:* How can student affairs collaborate to assure that student development outcomes (e.g., self-direL ;ion,

independent decision-making, clear purpose, etc.) are included among community colleges statementsof expectations for students?

* What institutional effectiveness indicators should be stated for the student affairs program?* What mechanisms are appropriate for measuring student development outcomes?

NATIONAL RESPONSE: (Pkase list other national initiatives which assist and/or encouragemeasuring institutional effectiveness.)* In conjunction with the National Council of Instructional Administrators (NCIA) and American College

Testing (ACT), NCSD has provided the leadership for Project Cooperation, a mechanism which providesfor a comprehensive review of student outcomes.

STATE RESPONSE: (Please list ways your state agencies and/or organizations provide opportunitiesto measure institutional effectiveness)

COLLEGE RESPONSE: (Please indicate how your college measures institutional effectiveness andprovide a brief rationale for the indicators which are used on your campus.)

INDIVIDUAL RESPONSE: (Please indicate ways in which you personally encourage measuringinstitutional effectiveness.)

RELEVANT RESOURCES: (Please list related information which you feel provides an appropriatemodel for measuring institutional effectiveness.)

Attach additional sheets if necessary and send to:Dr. Charles "Chick" DassanceFlorida Community College at Jacksonville3939 Roosevelt Blvd.Jacksonville. FL 32205FAX (904) 387-8162 B-3

RESEARCH FOCUSING ON STUDENT SUCCESSAND CONTRIBUTING TO THE BODY OF

HIGHER EDUCATION LITERATURE

It is important for student affairs practitioners to conduct research within their area of professionalinterest. Moreover, representation in published research related to student affairs in two-year collegesis inadequate. Questions to be addressed are:* What skills do student affairs professionals need in order to conduct applied and/or publishable

research?How can practitioners in student affairs be encouraged to publish their research, ideas, and sharethe results of their efforts?How can graduate-level preparation programs be encouraged to direct research to student affairs intwo-year colleges?

NATIONAL RESPONSE: (Please indicate national organizations, agencies, etc. which encourage thepublication of research with student affairs in the two-year colleges.)

STATE RESPONSE: (Please site examples of how state organizations are encouraging publicationof works within the student affairs at two-year colleges.)

COLLEGE RESPONSE: (Please list examples of how your college encourages their student affairsstaff to publish.)

INDIVIDUAL RESPONSE: (Please indicate ways in which you have encouraged your staff or yourselfto pursue publication opportunities.)

RELEVANT lESOURCES: (Please recommend individuals, journals, etc. which can be helpful inencouraging student affairs professionals.)

Attach additional sheets if necessary and send to:Dr. Charles "Chick" DassanceFlorida Community College at Jacksonville3939 Roosevelt Blvd.Jacksonville, FL 32205FAX (904) 387-8162 73-4

8 3

LEADERSHIP

Student affairs professionals, individually, and collectively, must promote the development of leadershipwithin the profession. Questions to be addressed are:* What can institutions do to promote and support leadership development in student affairs?

How can student affairs graduate-level preparation programs be encouraged to include leadershipdevelopment opportunities for IndMduals preparing for or working in two-year colleges?

NATIONAL RESPONSE: (Please list other national initiatives which you feel promotes leadershipdevelopment within our profession.)

NCSD leadership have been meeting collaboratively with representatives of ACPA and NASPA toaddress the issue of encouraging relevant academic preparation at a graduate level for student affairsprofessionals with aspirations to work in a two-year college.

STATE RESPONSE: (Please indicate ways in which leadership development among student affairsprofessionals within your state are encouraged.)

COLLEGE RESPONSE: (Please list ways in which your college initiates leadership developmentwithin the student affairs ranks and encourages the development of graduate-level programs highlightingtwo-year colleges.)

INDIVIDUAL RESPONSE: (Please list ways you have indMdually encouraged the leadershipdevelopment among your student affairs staff or for yourself.)

RELEVANT RESOURCES: (Please list the name of individuals, programs, etc. you feel could behelpful in achieving this objective.)

Attach additional sheets if necessary and send to:Dr. Charles "Chick" DassanceFlorida Community College at Jacksonville3939 Roosevelt Blvd.Jacksonville, FL 32205

I,FAX (904) 387-8162 B-5

STAFF DEVELOPMENT

Assuring staff competency and vitality through staff development.

Especially for practitioners who have been in their role for many years, there is a critical need forupdating skills and maintaining attitudes supportive of professional growth. Questions to be addressedare:* What are the skills necessary for practitioners in student affairs to be effective in their roles?* What can institutions do to promote and support staff development opportunities for student affairs

professionals?

NATIONAL RESPONSE: (Please list other examples of other national programs which promote staffdevelopment.)

Leadership 2000 - With the Uague for Innovation and the University of Texas, NCSD co-sponsored aninternational conference to promote effective leadership.

* Annually, NCSD sponsors a leadership colloquium in an effort to focus on major issues impactingstudent development.

STATE RESPONSE: (Please list programs, workshops, etc. which provide for staff development withinyour state.)

r 1LLEGE RESPONSE: (Please list staff development opportunities which are offered on your own,:ampus.)

INDIVIDUALRESPONSE: (Please list ways in which you encourage staff development opportunitiesfor your own staff and/or yourself.)

RELEVANTRESOURCES: (Please list any resources on back of this page which you feel, support,and encourage staff development.)

Attach additional sheets if necessary and send to:Dr. Charles "Chick" DassanceFlorida Community College at Jacksonville3939 Roosevelt Blvd.Jacksonville, FL 32205FAX (904) 387-8162

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