Bolstering the Partnership: Student Affairs and Academic Affairs

1. Bolstering the Partnership:Student Affairs and Academic Affairs Joint Meeting Academic Council and Student Affairs Council October 4, 2007 Lori Varlotta, Ph.D. Vice President for Student Affairs September, 2007

2. SA/AA Partnerships: Vast and Varied • System-wide initiatives like the 22-points, Access to Excellence • Accreditations and formal reviews (WASC, NCAA) • Referrals—some of them life saving—psychological counseling services, health center, disabled student services • Grant Proposals

3. Partnerships (continued) • Hiring practices—search committees, backfill for vacancies, joint interviews • Campus practices around recruitment and retention—joint task forces, outreach activities, HS/CC visits, classroom visits The list goes on …..and on …………and on

4. Expanding the Definition of Student Learning Like many of our colleagues throughout the country, the Division of Student Affairs at Sacramento State “defines student learning as a comprehensive, holistic, transformative activity that integrates academic learning and student development, processes that have often been considered separate, and even independent of each other. When we say learning, then, we do not mean exclusively or primarily academic instruction, the acquisition of disciplinary content, or classroom learning.” (quoted directly from Learning Reconsidered: A Campus-wide Focus on the Student Experience)

5. Assumptions of this Definition • Learning is not merely an academic pursuit • The distinction between “student learning” and “student development” is primarily a linguistic one • Professionals, other than faculty members, can and do promote student learning; professionals outside of Student Affairs staff can and do foster student development • The learning that takes place outside the classroom can be as important, deliberate, and structured as that which takes place as part of classroom instruction

6. The Types of Learning Student Affairs Promotes • Classroom instruction—(co)teaching University 101, freshmen seminars, learning communities • Classroom learning—reinforced via films, speakers, debates; explored in developmental advising sessions • Applied learning—via student club projects like the robotics fair and the concrete canoe competitions • Experiential learning—internships, service learning projects, co-op experiences work-study jobs, etc • Academic major & career exploration—major fairs, aptitude testing, career development workshops

7. The Types of Learning Student Affairs Promotes (cont) • Cultural Learning—theater performances, concerts, art exhibits, films, etc • Multicultural learning—cultural organizations like BSU, Mecha, MSA; Greek Letter Organizations; LGBTIAQQ • Health and wellness—stress management workshops, fitness and nutrition consultations, sexual responsibility programs, Psychological counseling sessions, proactive health care, accommodations for disabled students • Money Management—financial aid services, debt management workshops, loan identification programs, etc.

8. The Types of Learning Student Affairs Promotes (cont) • Civic responsibility—voter registration, Constitution Day activities, campus or community projects, organizations, etc • Leadership—Associated Students, club officers positions, etc • Communication—Student newspaper, clubs and organizations, committee work, co-sponsored activities • Psycho-social learning—learning about self and others via face to face interactions at meetings, activities, events.

9. Holistic Learning is Critical to Student Success Fosters connections, provides academic support, and aids in responsible decision making • Connects students to other students, faculty and staff; connections engender involvement; involvement/engagement leads to persistence • Provides timely and meaningful academic support often through advising, tutoring, accommodations. Better prepared students are more likely to succeed.

10. Holistic Learning (cont) • Helps students make informed decisions around time management issues, health and wellness, and life-in-general; informed, happy, healthy students have a better chance at succeeding

11. Engaging our Faculty • How can VPSAs and Provosts push their partnership to other levels of the Institution • Are SA/AA partnerships based on individual relationships “good enough”? • Should we aim for more institutionalized partnerships? • How can the Provosts engage their faculty in this conversation and related activities? • How can Faculty Senators and other academic leaders do the same?

12. Suggested Reading • The National Association of Student Personnel Administrators & The American College Personnel Association. (2004). Learning Reconsidered: A campus-wide focus on the student experience. • American College Personnel Association (1994). The student learning imperative: Implications for student affairs. Washington, DC. • American College Personnel Association. (1996) The student learning imperative: Implications for student affairs [on-line]. Available: www.acpa.nche.edu/sli/sli.htm • American College Personnel Association and National Association of Student Personnel Administrators (1997). Principles of good practice for student affairs [on-line]. Available: www.acpa.nche.edu/pgp/principle.htm • Joint task Force on Student Learning. (1998) Powerful partnerships: A shared responsibility for learning [on-line]. Available: www.aahe.org/teaching/tsk_frce.htm • National Association of Student Personnel Administrators (1987). A perspective on student affairs. Washington DC.