Student Affairs Staff Orientation

1. Student Affairs Staff Orientation Tuesday, December 16 Wednesday, December 17

2. AgendaTuesday Morning • 8:30 a.m. Introductions • 9:00 a.m. Transitions • 10:00 break • 10:15 a.m. History • 10:45 a.m. Campus Ecology • Noon Lunch-Make Yourself Known

3. AgendaTuesday Afternoon • 12:45 p.m. Tour • 1:45 p.m. Theory Anyone? • 2:45 p.m. break • 3:00 p.m. Social Contract • 4:30 p.m. Principles of Good Practice

4. AgendaWednesday • 10:30 a.m. Words of Wisdom • 11:30 a.m. Ethics • Noon Lunch – Our Students • 12:45 p.m. Ethics • 1:30 p.m. Multicultural Competence • 2:15 p.m. break • 2:30 p.m. Principles of Good Practice • 3:30 p.m. Closure

5. Introductions • Name • Department • Favorite Food

6. Learning Outcomes • Increase understanding of the field of Student Affairs • Increase understanding of engaging in Student Affairs work at Evergreen • Enhance capacity to effectively serve students • Increase familiarity with colleagues

7. Ground Rules • Take some risks • Respect confidences shared • If you need clarification, ask • Have fun

8. Transitions TheoryWilliam Bridges (1980) • Transitions: Making Sense of Life’s Changes • William Bridges & Associates wmbridges.com/index.html

9. Transitions • Integrates and builds on a number of theorists who studied human development, grieving, etc. • “Rites of passage” found in ancient or other cultures as studied by Van Gennep (1960) are also frequently referenced.

10. Rites of PassageTransitions • Planned transitions • Structured • Understood transitions as the way to personal growth • Regardless of culture always include: • Separation • Transition • Incorporation

11. Three StagesTransitions • Ending • Neutral Zone • New Beginning

12. Transition • Transition is different from change • Transitions are impacted by life stage • Often parallel milestones of same-sex parent • Transition begins when one lets go of what s/he has been • Often repeat patterns from childhood and young adult experiences • Not linear

13. EndingTransitions “Almost everything is easier to get into than out of.” -- Agnes Allen, American Writer

14. EndingTransitions • Modern Western society handles endings poorly • Must be dealt with if we are to move on to what comes next • Termination process violates our belief that development has nothing to do with loss; only gain

15. EndingTransitions • Disengagement • Disidentification • Disenchantment • Disorienation

16. Neutral ZoneTransitions “One doesn’t discover new lands without consenting to lose sight of the shore for a very long time.” – Andre Gide

17. Neutral ZoneTransitions • Loss of relatedness, purpose, reality, motivation • Empty, lost • Old weaknesses reemerge • Old reality looks transparent • Nothing feels solid; often get mixed signals • Tend to seek solitude and distance from distractions • Fosters creativity and self-awareness • Can be traced in the great figures of our world (e.g. Buddha, Muhammad, St. Paul, Dante, etc.)

18. New BeginningTransitions “The world fears a new experience more than it fears anything. Because a new experience displaces so many old experiences. … The world doesn’t fear a new idea. It can pigeon-hole any idea. But it can’t pigeon-hole a real new experience.” -- D.H. Lawrence, British Novelist

19. New BeginningTransitions • Come to the beginning only at the end • Can be indirect and unimpressive • We resist new beginnings; we fear real change • Genuine beginnings begin within us • Accessible to everyone and everyone struggles with them • Can bring fear and conflict

20. Top 10 Tips for Navigating Transitions(according to Bridges) • 1. Expect and accept grieving • 2. Define what’s over and what isn’t • 3. Treat the past with respect • 4. Seek support • 5. Don’t act for the sake of action • 6. Recognize why you are uncomfortable • 7. Seek solitude • 8. Persevere • 9. Revisit the purpose for the new beginning • 10. Begin to identify yourself with the final result

21. History • QUIZ

22. History 1. The first college in the U.S. was Harvard University founded in 1636. 2. The early colleges were founded to educate white men to serve as clergy and community leaders. 3. The original colleges in the United States were run by faculty. 4. The original colleges in the United States followed a model of college-student interaction inherited from England.

23. History 5. In the early 1890s the first deans of men/women were appointed. 6. Enhanced access to higher education in the U.S. occurred after the Civil War and again after WWII. 7. In the 1960s and 1970s colleges in the U.S. shifted away from in loco parentis. 8. The first gathering of student affairs professionals occurred in 1903.

24. History 9. Art Costantino is Vice President of the regional part of the National Association of Student Personnel Administrators (NASPA). 10. The first senior student affairs position at Evergreen filled by John C. Finley in 1970 was titled Dean of Developmental Services.

25. Campus Ecology • Dynamic interaction of persons with the physical and natural factors and dimensions of the campus environment

26. Ecological Perspective • Concern for individual change • Incorporates systemic import of environment • Focus on the transactional relationship between students and their environment • Assumes environmental change as well as individual change

27. What conceptual tools do we use?Campus Ecology

28. AssumptionsCampus Ecology • Campus environment consists of all the stimuli that impinge upon the students’ sensory modalities and includes physical, chemical, biological, and social stimuli • Students shape the environment and are shaped by it. • Every student possess capacity for a wide spectrum of possible behaviors. A given campus may facilitate or inhibit any one or more of these behaviors. • The campus should be intentionally designed to offer opportunities, incentives and reinforcements for growth and development. • For purposes of environmental design, the shaping properties of the campus environment are focused upon; however, the students are still viewed as active, choice making agents who may resist, transform, or nullify environmental influences. Kaiser, L.R. (1975). Designing campus environments. NASPA Journal, 13, 33-39.

29. Key Components of Human Environments • Physical features • Aggregate characteristics of their inhabitants • Organizational designs • Perceptions or constructions of those who participate in the environment Strange & Banning

30. StepsCampus Ecology The ecosystem design process is the design or engineering component of the campus ecology perspective. There are seven basic ecosystem design processes. These are as follows: • Step 1. Designers, in conjunction with community members, select values. • Step 2. Values are then translated into specific goals. • Step 3. Environments are designed which contain mechanisms to reach the stated goals. • Step 4. Environments are fitted to the participants in the environment. • Step 5. Participant perceptions of the environment are measured. • Step 6. Participant behavior resulting from environmental perceptions is monitored. • Step 7. Data on the environmental designs’ success and failures, as indicated by the participant perception and behavior, is fed back to the designers in order that they may continue to learn about person/environment fit and design better environments. Aulepp, L., & Delworth, U. (1976). Training manual for an ecosystem model: Assessing and designing campus environments. Boulder, CO: Western Interstate Commission for Higher Education.

31. ReferencesCampus Ecology • Aulepp, L., & Delworth, U. (1976). Training manual for an ecosystem model: Assessing and designing campus environments. Boulder, CO: Western Interstate Commission for Higher Education. • Astin, A.W. (1993). An Empirical typology of college students. Journal of College Student Development, 34, 36-46. • Astin, A.W., & Holland, J.L. (1961). The environmental assessment technique: A way to measure college environments. Journal of Educational Psychology, 52, 308-316. • Banning, J.H. (Ed.). (1978). Campus ecology: A perspective for student affairs. Cincinnati, OH: NASPA Monograph. • Banning, J.H., & Kaiser, L. (1974). An ecological perspective and model for campus design. Personnel and Guidance Journal, 52(6), 370-375. • Clark, B., & Trow, M. (1966). The organizational context. In T. Newcomb & E. Wilson (Eds.), College peer groups: Problems and prospects for research (pp. 17-70). Chicago: Aldine. • Costantino, A.A., & Nemeth, D.J. (1993). Enhancing the Built Environment to Promote Multiculturalism: A Collaborative Project. Journal of College Student Development, 34, 310-311. • Heilweill, M. (1973). The influence of dormitory architecture on resident behavior. Environment and Behavior, 5, 337-412. • Huebner, L.A., & Lawson, J.M. (1990). Understanding and assessing college environments. In D.G. Creamer & Associates (Eds.), College student development: Theory and practice for the 1990s (pp. 127-151). Alexandria, VA: American College Personnel Association. • Kaiser, L.R. (1975). Designing campus environments. NASPA Journal, 13, 33-39. • Moos, R.H., & Gerst, M. (1988). The university residence environment scale manual (2nd ed.). Palo Alto, CA: Consulting Psychologists Press. • Pascarella, E.T. (1985). College environmental influences on learning cognitive development: A critical review and synthesis. In J.C. Smart (Ed.), Higher Education: Vol. 1. Handbook of theory and research (pp. 1-61). New York: Agathon Press. • Rodgers, R.F. (1990a). An integration of campus ecology and student development: The Olentangy project. In D.G. Creamer & Associates (Eds.), College student development: Theory and practice for the 1990s (pp. 155-180). Alexandria, VA: American College Personnel Association. • Strange, C.C., & Banning, J.H. (2001). Educating by Design: Creating Campus Environments that Work. San Francisco, CA: Jossey-Bass. • Walsh, W.B. (1973). Theories of person-environment interaction: Implications for the college student. Iowa City, IA: American College Testing Program.

32. Lunch Make Yourself Known • Round 1 • Make Yourself Known • Round 2 • Omit any reference to yourself professionally (e.g. where you work, what your job title is, what you like/dislike about your job) • Round 3 • Omit any mention of your social history (e.g. where you are from, single/partnered, family, friends)

33. Tour • 20 minute tour • Mission of Student Affairs • Student Affairs Organization Chart

34. Student Affairs’ Mission The Student Affairs division of The Evergreen State College supports the institution’s mission by providing programs and services that assist students in achieving important learning outcomes. We do so by: • Helping students to become critical thinkers who are aware of what they know, how they learn and how to apply what they know. We support students as they learn to work in an environment that is collaborative and interdisciplinary. • Providing efficient student-centered delivery of services. • Creating and maintaining a secure campus environment which offers a rich array of intellectual, cultural, social and recreational activities. • Encouraging healthy behaviors and the development of interpersonal skills. • Increasing student appreciation for human diversity including consideration of ethnicity, culture, gender, age, sexual orientation, disability, nation of origin, economic and social background. • Promoting responsible citizenship within the Evergreen community and in our global society. • Serving as an advocate for student needs and concerns and helping ensure that students have input into decisions that directly affect their lives. In addition, we share our knowledge of students gained through contacts, research and assessment.

35. Student Affairs Organization Chart

36. Theory Anyone? • Theory is a hypothesis which explains behavior or relationships. It suggests how, why and when something happens. • Student development theories include suppositions from a variety of disciplines which offer models for how students grown and learn, what prompts them to change, and when it is likely to happen.

37. Self-awarenessTheory Anyone? • In order to understand and use theories student affairs professionals must examine who we are and what we believe. • Identify an experience you had in junior or senior high school that you think helped define you as an adult. What was it? What happened? What’s your informal theory about it? • Identify a recent experience in which a student or colleagues did something you did not expect. How did you come to understand it or explain it to yourself?

38. Why use theory? • To understand what we are really hearing from students • It provides a framework for understanding students’ concerns, attitudes, and thought processes • It suggests questions to ask, avenues to explore, and hypotheses to test • It provides direction in contributing to student learning, advocating on students’ behalf, or providing appropriate support

39. Student Development • About becoming a more complex individual • Increasing the differentiation and integration of the self • Qualitative enhancement of the self

40. Types of Theory • Human development • Psycho-social • Identity (race, gender, ethnicity) • Cognitive • Typological

41. Challenge and SupportTheory Anyone? • Nevitt Sanford (1966) • Built on Erikson (1959) … a new stage occurs when there is a developmental crisis or turning point • A balance of challenge and support must be present for development to occur.

42. Social Contract Andrea Seabert Olsen

43. Principles of Good Practice • Engages students in active learning. • Helps students develop coherent values and ethical standards. • Sets and communicates high expectations for student learning. • Uses systematic inquiry to improve student and institutional performance. • Uses resources effectively to achieve institutional missions and goals. • Forges educational partnerships that advance student learning. • Builds supportive and inclusive communities.

44. Review • Introductions • Transitions • History • Campus Ecology • Tour • Theory Anyone? • Social Contract • Principles of Good Practice

45. AgendaWednesday • 10:30 a.m. Words of Wisdom • 11:30 a.m. An Ethic for the Profession • Noon Lunch – Our Students • 12:45 p.m. An Ethic for the Profession • 1:30 p.m. Multicultural Identity • 2:15 p.m. break • 2:30 p.m. Principles of Good Practice • 3:30 p.m. Closure

46. Words of Wisdom“Hidden Rules of the Workplace” • Andrea Coker-Anderson, Registration & Records • Andy Corn, Student Activities • Mary Craven, Student Activities • Terry Ford, Faculty • Wendy Freeman, Career Development • Steve Hunter, Enrollment Services • Sabine Riggins, Police Services • Julie Slone, Provost’s Office

47. An Ethic for the Profession • Ethic is the ultimate values or principles that one holds. …it defines an individual’s character. …revealed in a person’s decisions, actions, and behaviors.

48. An Ethic for the Profession • Contexts contribute to professional ethic • Personal • Institutional • Professional • Legal

49. An Ethic for the Profession • Be informed • Self-knowledge • Institutional knowledge • Maintain integrity • Respect individuality of students • Honesty and truthfulness • Confidentiality and trustworthiness • Discretion • Practice justice • Equity and impartiality

50. An Ethic for the Profession • ACPA Statement of Ethical Principals & Standards • Dedicated to enhancing the worth, dignity, potential, and uniqueness of each individual within post-secondary educational institutions and, thus to the service of society. • Committed to contributing to the comprehensive education of students, protecting human rights, advancing knowledge of student grown and development, and promoting the effectiveness of institutional programs, services, and organizational units.