2. Dr. Meg Jay, Author of The Defining Decade
•
•
•
•
Tuesday, March 4
10:00-11:30am
Russell House Ballroom
Lecture and Q&A
• Open to all University
faculty, staff, & students
4. Developing the Habits of Highly Effective Student
Affairs Professionals
• Wednesday, May 14
• Russell House
• Proposals due is March 7
Keynote Address from Dr. Eileen Hulme
Professor of Higher Education
Azusa Pacific University
5. What’s Dennis Reading Breakfasts
• Friday, February 28th
• Friday, April 11th
8:00-9:00 AM at College
Grounds Cafe
6. GEMS January Drawing Winners
Jarod Holt – Student Life
Terrie Morrison – University Housing
Ashleigh Speaks – Financial Aid
Matt Joy – Career Center
Randy Borawski – University Housing
Tecola Jones – Student Life
Barry Meyers – USC Postal Service
Elise Porter – University 101
Erin Long – University Housing
Jennifer Myers – Counseling and Human Development
7. Thanks to all who
served our
campus
community
January 28 &29
8. Mission: Collaborate with campus and external constituents to provide access,
facilitate students’ progress and persistence, advance learning, and shape responsible
citizens and future leaders.
Goals
Manage the comprehensive and collaborative efforts of the university to meet student
enrollment goals, and provide essential programs and services to recruit and enroll new
freshmen and transfer students and facilitate their successful transition to the university.
Improve student progress and persistence to degree completion by increasing student
engagement in campus life and by providing and supporting essential programs,
services, and educational activities that lead to student success and satisfaction.
Collaborate with campus and external constituents to provide essential programs and
services that advance learning, at the university and in the higher education community.
Provide essential programs and services that shape responsible citizens and develop
future leaders, in collaboration with university, community and external partners.
9. Create an Optimum Learning
Environment (OLE)
•
•
•
•
•
Workplace Readiness
Civic-Service Competencies
Life Management Proficiencies
Life-Long Learner
Four Year College Completion
11. Astin’s I-E-O Model - SAAS
ENVIRONMENT
• Enrollment Management
• Student Life
• Student Development &
Housing
• University 101 Programs
INPUT
• Market of high school graduates
• 25,000 undergraduates
• Increase of x% over 10
years
• SAT scores / HS GPA
OUTCOMES
Meet target enrollment numbers
(recruitment, enrollment,
transition)
Improve progress and persistence
Advance learning
Advance civic engagement and
leadership development
14. “A „crumbling paradigm‟ is a condition in which
an institution or industry has outlasted its
operating assumptions. The condition is detected
when the business or the mission results of an
industry or a company within an industry are flat
or declining while more and more resources are
consumed. When this happens, the institution or
industry goes into an irreversible decline until a
new operating model takes its place.”
- Lopez (2013)
15. Drivers for Change
• State and federal funding challenges
– Pressure for prioritization of resources
• Public‟s demand for access, affordability
and accountability
16. ….the challenges
•
•
•
•
•
•
Fiscal support is decreasing
Costs are rising
Family incomes are flat or falling
Demographics are changing
The admissions arms race is escalating
Expectations for demonstrating our value
are growing
- Whiteside and Verzyl (2012)
1
6
17. Higher Education “New Normal”
Traditional public higher education model
unsustainable
•
•
•
•
•
Increased competition for enrollment
Essential net tuition revenue
Performance funding metrics
Resource allocation priorities and efficiencies
Program necessity
Limits on tuition price increase
• Political and market forces
Demand remains strong but with limits
• Quality and price
Comprehensive universities in small markets with
limited drawing power are under the greatest stress
1
7
18. New Performance Criteria
• Freshman to sophomore
retention rates
• Sophomore to senior
persistence rates
• Graduation rates
• Length of time to degree
• Placement
• Gainful employment
• Manageable debt
•
•
•
•
Institutional default rates
Value added
Life-long learner
# of Pell Grant recipients
NEXT:
Transferability
20. New Performance Criteria
• Freshman to sophomore
retention rates
• Sophomore to senior
persistence rates
• Graduation rates
• Length of time to degree
• Placement
• Gainful employment
• Manageable debt
•
•
•
•
Institutional default rates
Value added
Life-long learner
# of Pell Grant recipients
21. What is a Dashboard?
A set of metrics that allows us to:
•Document and monitor progress
• Compare and contrast with other
institutions
• Set targets for the future
• Develop strategies to achieve these targets
• Allocate resources to support these
strategies
22. Dashboard Parameters
• Students
– Total undergraduate enrollment
– Average SAT score
– Freshman-sophomore retention rate
– 6-year graduation rate
• Faculty
– Student-to-faculty ratio
– Research expenditures
– Faculty scholarly productivity
– Doctoral degrees
23. Creating an OLE: Integrated
Learning in the Classroom (ITC)
and Beyond the Classroom (BTC)
Personalized Learning Systems
Integrated ITC with BTC
Manage Self-Destructive Behaviors
Comply with State and Federal Laws
Utilize Best Business and Educational Practices
25. Focus on Assessment, Strategic
Planning, Analysis and Innovation
To drive evidence (data) based decisions
• Core Services and programs:
continually good/continually better
• Relentless focus on student success
28. What Role Do YOU Play in the
Advancement of These Initiatives?
Recruitment and
retention
Title IX compliance
USC Connect/GWLD
On-Your-Time (OYT)
Social media strategy
Calendar Project
One Carolina/Secure
Carolina
First-year transition
(welcome week,
orientation,
University101)
29. New Institutional Initiatives
What role will YOU play?
BTC Matters
Tuition Time-out
Educational Advisory Board
Student Success Collaborative
White House Access Initiative
Employability and Work Place Readiness
33. Deliver on the Promise
Each student will graduate with:
Strong identity capital
Employable skills
Sense of their life purpose and
mission in life
Life-long learner
Four-year degree
What else?
34. Thank you for all you
do to make Carolina a
better place to be!
Shout - outs
36. By the Numbers
• 44% of US bachelor’s degree holders
under/unemployed
• 1.5 million bachelor’s degree holders
under 25 under/unemployed
• $1.2 trillion total student loan debt
37. May 2013 USC Graduates
• 19% unemployed and actively seeking
employment
• 48.7% were employed and 26.5% were
admitted to Grad/Professional School
• 1,958 of 2,983 graduates (65.6%)
responded to survey
38. Type of Position
Of those employed, 88.5% employed full-time
Male
Female
TOTAL
Job is full-time
89.7%
87.5%
88.5%
Job is not full-time
10.3%
12.5%
11.5%
39. 4-Year Degree
68% of respondents indicated that the job
requires a 4-year degree
N=915
Job requires a 4-year degree
624
68%
Job does not require a 4-year degree
291
32%
40. Employment Status of Graduates
•
•
•
•
Employed
Grad/Prof School
Seeking Job
Applying to Grad/
Prof School
• Not seeking
2013
48.7%
26.5%
19.0%
3.7%
2012
49.9%
22.9%
19.6%
4.3%
1.3%
1.4%
41. Higher Education Act of
1965
• Requires all for-profit offerings …….and
non-degree vocational programs at
nonprofit institutions, to show that they
prepare students for “gainful
employment in a recognized occupation.”
• Final session of a negotiated rulemaking
committee to draft regulations on gainful
employment met on Dec.13, 2013
42. Anticipated Impact
• Estimated 11,735 programs subject to the
draft gainful employment regulations, 1,496
programs would fail to meet requirements,
making them ineligible for federal student aid.
• Negotiated rulemaking committee did not
reach unanimous agreement, USDE to
propose new regulations or revise the set of
regulations considered by the committee.
43. USC Programs subject to HEA
• Examples include certificates in:
– Advanced Practice Nursing
– Higher Education Leadership
– Counselor Education
– Gerontology
– Museum Management
– Women and Gender Students
44. College Scorecard
• President Obama’s proposal to create a
federal college rating system
• Scores 5 areas
–
–
–
–
–
Costs
Graduation Rate
Loan Default Rate
Median Borrowing
Employment (only area not yet defined)
• http://www.whitehouse.gov/issues/education/hig
her-education/college-score-card
45. Employment
• U.S. Department of Education is seeking
additional input regarding its proposed
college rating system as of December
2013.
• In January, the department will convene a
group of experts to help it choose the
system's metrics and their weights. A draft
plan for the system is due in the spring.
46. Preparing Students to be Gainfully
Employed
• Help students select majors based on
understanding of interests, career paths,
values and goals
• Make students aware of resume‐building
opportunities available in first 2 years
• Introduce informational interviewing/job
shadowing/externships
• Enable participation in multiple
internships/co-ops
47. Preparing Students
• Begin job search or graduate/professional
school application process much earlier
• Help students understand and acquire
skills required by employers
http://www.iftf.org/fileadmin/user_upload/i
mages/whatwedo/IFTF_FutureWorkSkillsS
ummary.gif
• Build skills through complementary
coursework
48. Conclusion
• Issues of unemployment &
underemployment are significant
• USC students are employable and
performing well in the job market
• Hundreds of our students are not prepared
• Steps can be taken to address situation
52. What is the Gap?
Employer
Candidate
• Depth
• Breadth
• Specialization
• Generalization
•
•
•
•
Hard skills
Job experience
52
Base knowledge
Varied experience
53. Can We Narrow the Gap?
• Focus on generalizable soft skills
•
•
•
•
•
•
•
•
Leadership
Written and oral communication
Public speaking/presentation skills
Teamwork/collaboration
Social skills/emotional intelligence
Cultural agility/flexibility
Problem solving/critical thinking
Self-management
• Others?
•
•
•
•
Personal finance?
Work ethic?
Initiative?
Technological skills?
53
54. Can We Narrow the Gap?
• Identify key skill gaps (as appropriate)
• Discuss and emphasize skills in class (as appropriate)
• Set reasonable expectations for students
• Engage recent graduates or alumni to share experiences
that reinforce skills
• Develop online communities
• Simulations and action learning
• “Whenever you can, count”
54
55. Can We Narrow the Gap?
• O*NET (http://www.onetonline.org/)
55
56. Can We Narrow the Gap?
• Consider new employment models
The traditional
employment
model is a
funnel
The new
Active &
employment
passive job
model is
candidatesa
cloud
56
Astin’s Input-Environment-Outcomes Model for AssessmentRemind of definition of parts of the model
Astin’s Input-Environment-Outcomes Model for Assessment The Input-Environment-Outcome (I-E-O) model was developed by Alexander W. Astin (1993) as a guiding framework for assessments in higher education. The premise of this model is that educational assessments are not complete unless the evaluation includes information on student inputs (I), the educational environment (E), and student outcomes (O) (Astin, 1993). Inputs "refers to those personal qualities the student brings initially to the education program (including the student's initial level of developed talent at the time of entry)" (Astin, 1993, p. 18). Inputs also can be such things as antecedent conditions or performance pretests that function as control variables in research. Examples of student inputs might include demographic information, educational background, political orientation, behavior pattern, degree aspiration, reason for selecting an institution, financial status, disability status, career choice, major field of study, life goals, and reason for attending college (Astin, 1993). Inclusion of input data when using the I-E-O model is imperative because inputs directly influence both the environment and outputs, thus having a “double” influence on outputs—one that is direct and one that indirectly influences through environment (see Figure 1). Input data also can be used to examine influences that student inputs have on the environment; these input data could include gender, age, ethnic background, ability, and socioeconomic level. Environment "refers to the student's actual experiences during the educational program" (Astin, 1993, p. 18). The environment includes everything and anything that happens during the program course that might impact the student, and therefore the outcomes measured. Environmental items can includes those things such as educational experiences, practices, programs, or interventions. Additionally, some environmental factors may be antecedents (e.g. exposure to institution policies may occur before joining a college organization). Environmental factors may include the program, personnel, curricula, instructor, facilities, institutional climate, courses, teaching style, friends, roommates, extra-curricular activities, and organizational affiliation (Astin, 1993). When doing evaluative research, there are instances when environmental variables could be considered intervening outcomes variables, depending on how researchers use data in the analysis (e.g., moderator variables). Defining and assessing environmental variables can be an extremely challenging endeavor.Outcomes refer to the 'talents' we are trying to develop in our educational program" (Astin, 1993, p. 18). Outcomes are variables that may include posttests, consequences, or end results. In education, outcome measures have included indicators such as grade point average, exam scores, course performance, degree completion, and overall course satisfaction. Assessment for Excellence, Alexander W. Astin, 1993, Phoenix: The Oryx Press.
At public universities, federal loans finance a median of 40 percent of student charges; at private schools, the median is 21 percent.
107 of 1958 (5.5%) employed part-time.The 19% unemployed amounts to 372.The 35% not responding to the survey amounts to 1025 graduates.
In 2012, 75% reported job is full-time and 25% part-time
In 2012, 57% of respondents indicated that the job requires a 4-year degree
Re-authorization process on-going, much of the focus on for-profits….however…..The Department of Education (“ED”) issued new regulations (published in the Federal Register on October 29, 2010) that require institutions to disclose and report data on Higher Education Act (HEA) eligible educational programs.. The issue it addresses is whether students are taking on unsustainable debt in exchange for degrees and certificates that fail to help them get the jobs (and income) they need and were promised.
(13 percent) So, the process continues……Currently requires institutions to disclose to potential students information about a vocational program’s costs, the on-time graduation rate for students who have completed the program, and the placement rate and median loan debt for those students.
Career preparation is a long-term process that must start early in the students education“four years from now, freshmen will be applying for jobs that don’t even exist today.”
Future work skills 2020
Overview of the employability gap, and note how both employers and students often blame the university system.Sources:http://www.manpowergroupsolutions.com/manpowergroup-solutions/Home/Thought+Leadership/Knowledge+and+Resourceshttp://mckinseyonsociety.com/education-to-employment/report/
Employers want a purple squirrel (an unrealistic perfect candidate, fully prepared and ready on day 1) but candidates coming from universities are generally educated based on broad knowledge and expertise
Additional detail about the employer vs. university graduate gap
Discuss how we (as a university) might focus on general skills; why this is valuable
Provide other examples of how faculty can manage this gap within their courses; or chairs within their departments
Discuss the O*NET system as a means to learn about skill demands and gaps; its free and simple to use
Compare and contrast two ways that employers may recruit from universities; how universities can change the employment context to benefit students
To sum it up--we can address the gap. The university (Ivory Tower) can balance the goals of students (Gamecocks) and employers searching for the perfect candidate (purple squirrels); to transform these competing goals into a more unified part-purple squirrel, or if you will, a purple Gamecock.