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Tackling Big Challenges for Big Results with Student Affairs and Academic Affairs

Partnerships~

NASPA 2017 Annual ConferenceSaturday, March 11, 2017 | 1:00PM – 4:00PM

Convention Center Room 225 D

Welcome Attendees!Member Type

Professional Affiliate

Faculty Affiliate

Graduate Student

Undisclosed

Institution Locations

Alaska California Canada Colorado

Illinois Indiana Iowa Kazakhstan

Minnesota Missouri Nebraska New Jersey

North Carolina Ohio Singapore South Carolina

Texas

Meet Your Presenters• Karen D. Boyd, University of Tennessee Knoxville

• Tony Cawthon, Clemson University

• Jemilia S. Davis, NC State University

• Leah Howell, Bowling Green State University

• Kirk Robinson, Miami University (OH)

• Christina Wright Fields, Indiana University Bloomington

Today we will…1) recognize and understand one’s own higher education sub-

culture and the difference in the other’s subculture

2) apply the knowledge gained through this program to better understand and improve collaborations between student affairs and academic affairs at their institutions

3) learn about stewards of collaborative efforts across Student Affairs & Academic Affairs

4) discuss innovative ideas that can enhance university-wide partnerships at their institutions

Initial Perceptions

Initial Perceptions1. What are some perceptions of Student Affairs culture?

Academic Affairs and faculty culture?

2. How did we come to know those perceptions?

3. How do we judge the validity of those perceptions?

4. What impact do these perceptions have?

Literature Review• There has been a longstanding call for

coordination between faculty, administrative staff, and students in higher education (American Council on Education, 1937; 1949)

• Among many benefits of partnerships is potential for seamless learning between curriculum/co-curriculum for students (Kuh, 1996)• Empirical evidence of such learning from partnerships

verified (Elkins Nesheim et al., 2007)

SAPAA Foundational DocumentsThemes in the scholarship• Charge to Partner in Student Affairs’ DNA • Types of SAPAAs - Shift from service to learning-

focused in early 1990s (ex. LLCs)• Evidence SAPAAs enhance student learning • Sub-cultures are different and differences cause

problems in partnership (culture-specific/emic)

See Foundational Documents –An Annotated Bibliography Project

SA and AAs – A Cultural Lens• Organizational, Workplace and Occupational cultures

(Trice, 1993; Trice & Beyer 1993) • Organizational culture and occupational sub-cultures in

higher education (Kuh & Whitt, 1988)• Scholarly - implication of difference (Barr & Fried, 1981) • Qualitative - two distinct subcultures (Arcelus, 2008)• Subtle sub-cultural differences and a shared higher

education cultural of typological and learning preferences (Boyd, Robinson, and Cawthon, 2014)

Challenges in Cultural Differences• Play different roles on campuses and values within

different networks (Barr & Fried, 1981)• Faculty and student affairs often do not fully

understand or appreciate each other’s different roles

– Faculty perceive student affairs’ work as lessening theprominence of academic work in the academy

– Student affairs perceive faculty as having little appreciation for the educational work of student affairs practitioners (Arcelus, 2008)

Think, Pair, & Share Activity

Intercultural Theory

Recommendations for Success• Awareness of differences between cultures in SAPAAs (Barr & Freid,

1988)

• Begins with investigating and understandingone’s own culture (Magolda, 2005)

– Creates foundation for working acrosscultures

• Intra/inter group dialogues as ways to understand faculty and student affairs practitioners’ roles, beliefs, concerns, and viewpoints on student learning (Arcelus, 2008)

Intercultural LearningKnowledge: cultural-specific/-general - Cultural self awareness- Knowledge of cultural worldview frameworks

Skills - Empathy- Verbal and nonverbal communication

Attitudes - Curiosity- Openness

Intercultural Knowledge and Competence, AAC&U Value Rubric

Intercultural Maturity Dimensions

Knowledge (Cognitive)- Cultural self awareness- Knowledge of cultural worldview frameworks

Skills (Interpersonal)- Empathy- Verbal and nonverbal communication

Attitudes (Intrapersonal)- Curiosity- Opennesst (King and Baxter Magolda, 2005)

Cultural-General (Universal) Knowledge

Hofstede (2010) Dimensions of Culture

• Power Distance • Uncertainty Avoidance • Individualism-collectivism • Masculinity – femininity • Pragmatic – Normative (Long-Term Orientation) • Indulgence - Restraint

An anthropological approach to cultural difference

Small Group Discussions

• Group #1: Power Distance

• Group #2: Uncertainty Avoidance

• Group #3: Individualism-collectivism

• Group #4: Masculinity – femininity

• Group #5: Pragmatic – Normative (Long-Term Orientation)

• Group #6: Indulgence - Restraint

Theory of Intercultural Sensitivity

(Bennet, 2004)

Ethnocentric Ethnorelativism

Resource: A Self-Assessment

Break

Theory to Practice: Promising Practices in Action

Promising Practices in Action

Elizabeth Boretz, Ph.D.Assistant Vice President for

Student Success and Director of Academic Advisement

California State University-Fullertoneboretz@exchange.fullerton.edu

Promising Practices in Action

R. Gary HartzAssociate Dean, School of Technology

and Student ServicesGuam Community College

ronald.hartz@guamcc.edu

Theory to Practice: Promising Practices in Action

Promising Practices in Action

Dr. Mitchell LevyVice President of Student Affairs and Dean

Atlantic Cape Community CollegeCape May Campus

mlevy@atlantic.edu

Theory to Practice:Promising Practices in Action

Action Plan Development1. Create groups of 4 individuals outside of your institution

2. Individually develop a list of 3 programs or initiatives where Student Affairs and Academic Affairs collaborations would be instrumental to success

3. Answer the following questions for each: a) What challenges do or will you face in fostering this collaboration?b) What opportunities can or have not been explored to develop

relationships?c) What is one action you can take to foster collaboration within a week of

your return.

4. Choose 1 program/initiative and discuss with group.

5. Provide feedback to your group members and commit to holding each other accountable.

Thank You!Where do I go from here?

References• Arcelus, V. J. (2008). In search of a break in the clouds: An ethnographic study of academic and student

affairs cultures. (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses database. (UMI No. 3414294)

• Barr, M., & Fried, J. (1981). Facts, feelings, and academic credit. In J. Fried (Ed.), Education for student development, New Directions for Student Services No. 15, San Francisco, CA: Jossey Bass.

• Bennett, M. J. (2004). Becoming interculturally competent. In Wurzel, J. (Ed.), Toward multiculturalism: A reader in multicultural education (2nd ed., pp ). Newton, MA: Intercultural Resource Corporation.

• Boyd, K. D., Robinson, K. S., & Cawthon, T. W. (2014). The cultures of student affairs and academic affairs collaboration: An examination of typology in higher education subcultures. New York Journal of Student Affairs, 14(2),

• Kuh, G. D., Whitt, E. J. & ERIC Clearinghouse on Higher Education. (1988). The invisible tapestry culture in American colleges and universities. [Washington, DC]: ERIC Clearinghouse on Higher Education

• Gulley, N. Y. & Mullendore, R. H. (2014). Student affairs and academic affairs collaborations in the community college setting, Community College Journal of Research and Practice, DOI: 10.1080/ 10668926.2011.585115

• Magolda, P. M. (2005). Proceed with caution: Uncommon wisdom about academic and student affairs partnerships. About Campus, 9(6), 16-26.

• Trice, H. M. (1993). Occupational subcultures in the workplace. H.R. Press: Ithaca, NY.

• Trice, H. M. & Beyer, J. M. (1993). The Cultures of work organizations, Englewood Cliffs, NJ: Prentice-Hall, Inc.