“Inserting The Topic Card From - Ohio University



“Infusing Action into the Strategic Plan for OHIO’s Division of Student Affairs”December 7, 2017December 11, 2017December 15, 2017Ohio UniversityAthens, OhioDesigned by:Renea MorrisTable of ContentsDesign for Meetings ………………......................................................................3Retention and Persistence Session Participants…………………….……4Retention and Persistence Top Ideas………...…………………………….…5Retention and Persistence Key Results…………………………………....…7Diversity and Inclusion Session Participants………………………………9Diversity and Inclusion Top Ideas………........……………………….……...10Diversity and Inclusion Key Results……………………………….………...13Student Learning Outcomes Session Participants………..…….…......15Student Learning Outcomes Top Ideas………...………………....…….....16Student Learning Outcomes Key Results……………………………...…..19-685800-342900Infusing Action Into the Strategic Plan for OHIO’s Division of Student Affairs00Infusing Action Into the Strategic Plan for OHIO’s Division of Student Affairs4114800-342900Permission Meter 800Permission Meter 84114800171450Objective: To engage all students in meaningful programs, services and activities to increase retention and graduation rates00Objective: To engage all students in meaningful programs, services and activities to increase retention and graduation rates-685800171450Background00Background914400171450Overall Purpose of Each Session00Overall Purpose of Each Session2514600171450Purpose of Today’s Session 00Purpose of Today’s Session -685800687705The DOSA Strategic Planning Team began a 15-month process in 2017 that will culminate in March 201800The DOSA Strategic Planning Team began a 15-month process in 2017 that will culminate in March 2018-6858001600200The final plan will determine the work of the DOSA and empower its employees to realize their impact at OHIO00The final plan will determine the work of the DOSA and empower its employees to realize their impact at OHIO914400687705To develop KRs and consensus around each of the three strategic plan themes 00To develop KRs and consensus around each of the three strategic plan themes 2514600687705To discover ways to engage all OHIO students in order to increase retention and graduation rates00To discover ways to engage all OHIO students in order to increase retention and graduation rates25146001600200To create, measure, and strengthen a set of common learning outcomes across all DOSA departments00To create, measure, and strengthen a set of common learning outcomes across all DOSA departments9144001600200Non-Purpose of Each Session00Non-Purpose of Each Session9144002628900To fit every DOSA employee into every action plan00To fit every DOSA employee into every action plan9144002116455To be constrained by budgets or staffing00To be constrained by budgets or staffing41148005029200DIVERSITY AND INCLUSIONHow will the DOSA hold itself accountable to its equity and social justice framework?00DIVERSITY AND INCLUSIONHow will the DOSA hold itself accountable to its equity and social justice framework?41148004229100DIVERSITY AND INCLUSIONList some ways to ensure that an equity and social justice framework is embedded in the day-to-day habits of the DOSA00DIVERSITY AND INCLUSIONList some ways to ensure that an equity and social justice framework is embedded in the day-to-day habits of the DOSA41148003543300DIVERSITY AND INCLUSIONWhat are the components for developing a framework for equity and social justice?00DIVERSITY AND INCLUSIONWhat are the components for developing a framework for equity and social justice?41148002857500DIVERSITY AND INCLUSIONWhat words would you use to describe a group that values equity and social justice?00DIVERSITY AND INCLUSIONWhat words would you use to describe a group that values equity and social justice?41148007086600STUDENT LEARNING OUTCOMESHow will the DOSA be held accountable for these learning outcomes?00STUDENT LEARNING OUTCOMESHow will the DOSA be held accountable for these learning outcomes?41148006515100STUDENT LEARNING OUTCOMESWhat learning outcomes could be common across DOSA?00STUDENT LEARNING OUTCOMESWhat learning outcomes could be common across DOSA?41148005829300Objective: To create, measure and improve upon common student learning outcomes across DOSA departments00Objective: To create, measure and improve upon common student learning outcomes across DOSA departments25146007200900Timeframe00Timeframe25146006629400Person Accountable00Person Accountable25146006057900Department Responsible00Department Responsible25146005486400How We Will Measure It00How We Will Measure It25146004914900Key Result00Key Result25146003771900Key Results (KRs)In five years, we will [insert objective] as measured by this set of KRs00Key Results (KRs)In five years, we will [insert objective] as measured by this set of KRs-6858002295525Mission NEW! We care. We empower students. We foster community. We make OHIO stronger.00Mission NEW! We care. We empower students. We foster community. We make OHIO stronger.-6858003209925Vision NEW! Every student at OHIO realizes their potential and makes a difference.00Vision NEW! Every student at OHIO realizes their potential and makes a difference.-6858004119880Values CommunityCharacterCivilityCitizenshipCommitment00Values CommunityCharacterCivilityCitizenshipCommitment-6858005143500Strategic Planning Objective ThemesRetention and PersistenceStudent Learning OutcomesDiversity and Inclusion00Strategic Planning Objective ThemesRetention and PersistenceStudent Learning OutcomesDiversity and Inclusion-6858006286500The DOSA will use the OKRs (Objectives and Key Results) method to drive focus, alignment, and engagement throughout the Division 00The DOSA will use the OKRs (Objectives and Key Results) method to drive focus, alignment, and engagement throughout the Division 41148002057400Objective: To ensure that a framework of equity and social justice is embedded into our day-to-day work00Objective: To ensure that a framework of equity and social justice is embedded into our day-to-day work41148001257300RETENTION AND PERSISTENCEDescribe initiatives that will influence student retention and graduation rates positively.00RETENTION AND PERSISTENCEDescribe initiatives that will influence student retention and graduation rates positively.4114800571500RETENTION AND PERSISTENCEWhat are the components of meaningful student programs, services, and activities?00RETENTION AND PERSISTENCEWhat are the components of meaningful student programs, services, and activities?251460054610To develop behaviors that will ensure equity and social justice becomes commonplace; and embedded into the daily work of the DOSA00To develop behaviors that will ensure equity and social justice becomes commonplace; and embedded into the daily work of the DOSA91440039370To focus on the next step of vetting with the larger Division and partners across the institution00To focus on the next step of vetting with the larger Division and partners across the institution-1270027940TopIdeas00TopIdeas-12700155575Department Listing00Department ListingRetention and Persistence Session - December 7, 2017 1:00 pm to 4:00 pmHRTC 141/145?The OHIO Division of Student Affairs will work to engage all students in meaningful programs, services and activities to increase retention and graduation rates.?Members of the Compression Planning Team:Gwyn Scott, AVP for Culinary and Bobcat Depot Char Kopchick, Assistant Dean for Campus InvolvementDusty Kilgour, Executive Director of Baker and Event ServicesJeremy Miller, Resident Director not presentApril Crabtree, Business Manager, Campus Recreation Nino Bradley, Resident Director Tim Epley, Business Manager, Event Services Brian Heilmeier, Sr. Asst. Dir.,?Campus Involvement Center not present Rich Neumann, Director of Culinary Services Facilitators:Mark KrumelGabrielle JohnstonSarah Lack“Top Ideas”Retention and Persistence Session - December 7, 2017 The OHIO Division of Student Affairs will work to engage all students in meaningful programs, services and activities to increase retention and graduation rates.“The RETENTION AND PERSISTENCE Group met and determined these following ideas would best serve their stated purpose to engage all students in meaningful programs, services, and activities to increase retention and graduation rates.”Top answers to “What are the components of meaningful student programs, services and activities” –Engaging, educational, and experiential (6 dots)Stretching ideas and perceptions (3 dots)Inclusive (relating to demographics) and available to all programming and services (3 dots)Compliments academic goals (2 dots)Community building (students building and connecting with students (4 dots)Other responses:Program meets a community need. Value (monetary)Core valuesAccessible (time and location based); offered at capacity, when students are availableFoster partnerships to drive promotion and participationProvide a safe spaceMake data drivenOffering viable optionsProvide a program that reaches multiple constituenciesFUN!Involves students in the planningReturn on investment (time, space, money)Offering multiple optionsEmpoweringMust have a purposeIdentifying underserved populationsMeasurableMeeting students’ needsIntentionalFocused on well being (physical and mental)Services offered to allow student to build their networkCost benefit/financially viableTop answers to “Describe initiatives that will influence student retention and graduation rates positively”—Overarching OHIO Basic Needs (5 dots)Student employment (3 dots)Student leadership training and micro-credentialing (2 dots)Personal connectivity and availability (3 dots)Set expectations for academic advisors to identify/connect with non-engaged studentsOther responses:Collect data (exit survey/customer satisfaction surveys) at all timesOpportunity for cross educational sharing of DOSA departmentsBSOStudent involvement in organizations; facilitating advisor support check-insCrisis response to enable comprehensive student support/ Identify the individual in crisisSurvivor Advocacy Program/knowing and understanding their resources and how to contact those resourcesTraining: Alcohol Edu (students); Bridges (staff)Message from top leadership to students and familiesCLDC programs (major/career counseling for undecided students)Offering office services beyond 5 pm (smart facility hours)Bobcat to Bobcat (system for RAs to connect with residents 2-3 times a semester)Key ResultsIn five years, the DOSA will engage all students in meaningful programs, services and activities to increase retention and graduation rates as measured by this set of key results:COMPONENTS OF MEANINGFUL STUDENT PROGRAMS, SERVICES, AND ACTIVITIES:Key ResultHow we will measure itDepartment ResponsiblePerson AccountableTimeframeEnsure that the components identified (engaging, educational, experiential, community building) are part of student programs, services and activitiesIdentify key target audiences and develop an evaluation tool to determine in yearly programming “checks the boxes” for each of these audiences.Identify programming gaps with other entities across campus and fill these gaps in subsequent years.Event ServicesTim EpleyYear 1: Establish baselineYears 2-5: Ongoing measurement comparing against baselineDevelop programs/services that help students build community and feel connectedIdentify metricsDetermine that these methods benefit retentionBenchmark Year 1Evaluate in following years.Develop ways to enrich current or add new programs/ servicesCampus Involvement CenterChar Kopchick (or designee)Mark Ferguson (or designee)Benchmark: Year 1Years 2-5: Follow up each yearBuild engaging, educational and experiential programs/services that stretch student ideas and perceptionsSet a baseline: Take an inventory of current programs and servicesDevelop ways to enrich current or add new programs/servicesHousing and Residential LifeOffice of the Dean of StudentsPete Trentecoste (or designee)Chad Barnhardt or Jenny Hall-Jones (or designee)Set baseline/inventory (Year 1)Add/enrich (Years 2-5)Key ResultsIn five years, the DOSA will engage all students in meaningful programs, services and activities to increase retention and graduation rates as measured by this set of key results:INITIATIVES THAT INFLUENCE STUDENT RETENTION AND GRADUATION RATES POSITIVELY:Key ResultHow we will measure itDepartment ResponsiblePerson AccountableTimeframeInitiatives that influence student retention and graduation rates positivelyReview employee growth based on performance management; evaluate year after yearCareer and Leadership Development CenterImantsYear 1: BaselineYears 2-5: Show growth through annual evaluationsStandards for personal connectivity and availabilityStandards are developedVice President’s OfficeJason Pina (or designee)Department standards are developed in 1-5 yearsBolster/support OHIO Basic Needs InitiativeMake sure all components of OHIO Basic Needs are available year-roundOffice of the Dean of StudentsJenny Hall-Jones (or designee)ALWAYS AND FOREVERDiversity and Inclusion Session - December 11, 2017 1:00 pm to 4:00 pmHRTC 141/145?The OHIO Division of Student Affairs will ensure that a framework of equity and social justice is embedded into our day-to-day work.? ?Members of the Compression Planning Team:Nicole Schneider, Vice President of Student Senate Elizabeth Stermer, GA for the Dean of Students’ OfficeDennis Washington, General Manager, Boyd Market District Kendra Lutes, GA for the Career and Leadership Development Center Fred Weiner, Director of Counseling and Psychological Services Martha Compton, Director of Community Standards Kim Castor, Director of Survivor Advocacy Pete Trentacoste, Executive Director Housing and Residence Life Kerri Griffin, Assistant Director of Equal Opportunity and AccessibilityFacilitators:Mark KrumelGabrielle JohnstonSarah Lack“Top Ideas”Diversity and Inclusion Session - December 11, 2017 The OHIO Division of Student Affairs will ensure that a framework of equity and social justice is embedded into our day-to-day work.? “The DIVERSITY AND INCLUSION Group met and determined these following ideas would best serve their stated purpose to ensure that a framework of equity and social justice is embedded in our day-to-day work.”Top answers to “What words would you use to describe a group that values equity and social justice” –Aware (self-knowledge, broad awareness) (7 dots)Continuous learning and un-learning (7 dots)Equal opportunities (6 dots)Every represented (races, religions, identities…) (4 dots)Role-modeling (3 dots)Other responses:Challenging self and others (2 dots)Ethical (1 dot)Fairness (1 dot)Re-dressing systemic issues (1 dot)Voice (1 dot)Compassionate (1 dot)Continuing quest to break down barriersMultiple truths (not one size fits all)EmpathyScholarshipAvoid generalizingHaving people be seen and accepted for who they areTake others (be taken) seriously. (People matter)DiverseAdvocacy (use privilege)Question implicit biasTop answers to “What are the components for developing a framework for equity and social justice?” –Define social justice, equity and other pertinent terms within DOSA (5 dots)Communicating expectation (5 dots)Recognizing divisional diversity, different entry points (5 dots)Continuous (re) evaluation (4 dots)Other responses:Championing social justice (not settling for complacency) (4 dots)Flexibility (w/self to learn, un-learn; with others) (3 dots)Being non-judgmental (3 dots)Teamwork (2 dots)Mindfulness (How it may/may not reflect social justice) (1 dot)Knowledge of best practices (1 dot)Avoiding stereotypes (1 dot)Self-care (1 dot)PatienceDiversity of thoughtGraceNot a one-size fits allDo unto others…AwarenessRespect and comfort to challenge othersTop answers to “List some ways to ensure that an equity and social justice framework is embedded in the day-to-day habits of the DOSA” –Staff?: Invest resources (and encourage) (6 dots)Embedded in every aspect of hiring process and performance (5 dots)Collaborate and develop/nurture/(in)formalize partnerships (3 dots)Other responses:Embedded in performance evaluation (formalized) (2 dots)Provide staff to oversee (2 dots)Accountability (2 dots)Climate assessment (1 dot)Create behaviorally specific expectations (1 dot)Transparency with actions and plans (1 dot)Elevate the lived experiences (1 dot)Assessment of each office and their environments and practices (1 dot)$ (ID and commit funds (1 dot)Add in to all job descriptions (1 dot)Take actionElevate all voices—try to hear everyone (create a platform)Create training and orientation for undergrad employeesDevelop measures of successContinuous (re) evaluation (define these data) of needs and effortsTraining opportunities (ex. like Bobcats who care train the trainer)Support and understanding from leadershipGA in-servicesMentorshipRetreat (Remember the GA’s!)Top answers to “How will the DOSA hold itself accountable to its equity and social justice framework?” –People and divisions:Growth/improvement plans (6 dots)Analysis of where we’re at right now; what actions are we using right now (5 dots)Develop standards to measure against in the future (unit specific) (4 dots)Transparency—commitment to report out to community (4 dots)Other responses:Accountability partner program (People and/or departments) (2 dots)Departmental review/audits (2 dots)Benchmark against similar institutions (1 dot)Articulate priorities in language people can understand (1 dot)Solicit external feedback from other departments at OHIO (1 dot)Performance reviews (1 dot)Pre-assessment of individuals entry points Revisit definitions (Do we measure up?)Key ResultsIn five years, the DOSA will ensure that a framework of equity and social justice is embedded into its day-to-day work as measured by this set of key results:COMPONENTS FOR DEVELOPING A FRAMEWORK FOR EQUITY AND SOCIAL JUSTICE:Key ResultHow we will measure itDepartment ResponsiblePerson AccountableTimeframeDevelop OHIO’s definitions for terms related to equity and social justiceDefinitions are developed, vetted, and approvedOffice of the Dean of StudentsVice President’s OfficeMartha ComptonCompleted by March 2018WAYS TO ENSURE THAT AN EQUITY AND SOCIAL JUSTICE FRAMEWORK IS EMBEDDED IN DAY-TO-DAY HABITS:Key ResultHow we will measure itDepartment ResponsiblePerson AccountableTimeframeBased on assessment, identify needs and appropriately invest human and financial resources (people, time, and money)Identify and allocate resources.Conduct a holistic assessment to determine impact (output/input) on measured factorsVice President’s OfficeJason Pina (or designee)After baseline is developed form assessment (Year 1) and evaluate/assess annually years 2-5Advancing social justice and equity through hiring and performance managementHow many systems/processes implemented in hiring and performance managementVice President’s OfficeMegan Vogel and/or Mark F. Year 1: Develop/ ImplementYears 2-5: Continuous EvaluationHOW THE DOSA WILL HOLD ITSELF ACCOUNTABLE TO ITS EQUITY AND SOCIAL JUSTICE FRAMEWORK:Key ResultHow we will measure itDepartment ResponsiblePerson AccountableTimeframeDevelop a continuous improvement and assessment processProcess is developed and evaluated regularlyVice President’s OfficeJason Pina (or designee)Year 1: Develop plan/process and establish baselineYears 2-5: Continuous measurement and analysisFoster partnerships with campus and community stakeholdersAssess based on the following: Resource sharingBuy-inCollaboration and visible cooperationOffice of Dean of StudentsPatti McSteenYear 1: Gap analysis and identify partnersYears 2-5: Continuous evaluation/AssessmentDevelop and implement growth and improvement plans for individuals and departmentsUsing annual assessmentOffice of Dean of StudentsMartha C/ Meagan VYear 2: By this time, plans developed and start to be implementedDevelop a plan to communicate progress, tools, outcomes, materials, etc. to DOSA, OHIO and greater community (Be transparent in all initiatives.)Plan in completedVice President’s OfficeMonica ChapmanTasha DeanFirst plan is developed during Year 1 and will continue annuallyDOSA Learning Outcomes Session – December 15, 2017 9:00 am – 12:00 pmTupper Hall 204The OHIO Division of Student Affairs will create, measure and improve upon common student learning outcomes across departments.?Members of the Compression Planning Team:Todd Myers, Professor and Chair, Engineering Technology and Management Jim Sand, Assistant Director of Residence Life Dana Wright, Administrative Specialist, Housing and Residence Life Imants Jaunarajs, Assistant Dean for Career and Leadership Development Megan Vogel, Special Assistant to the VP, Director of Resource Administration Mark Ferguson, Executive Director of Campus Recreation Patti McSteen, Associate Dean and Director of the Margaret Boyd ScholarsKassandra Mullins, GA in Housing and Residence Life Facilitators:Renea MorrisMark KrumelDavid Urano “Top Ideas”DOSA Learning Outcomes Session – December 15, 2017 The OHIO Division of Student Affairs will create, measure and improve upon common student learning outcomes across departments.The DOSA LEARNING OUTCOMES Group met and gained consensus on eight high level competencies—Intercultural Competency, Team Development, Innovation, Adaptability, Self-Awareness, Problem Solving, Interpersonal Communication, and Well Being. The group discussed pros and cons of adopting them across the DOSA: TEAM DEVELOPMENTPros:Helps students work well with othersHelps students translate their academic experience beyond OHIOConflict resolutionLearning how to be a good team player; understanding the different roles people play on a team.Focused effort towards goals togetherExperiential educationStudents with differing communication and learning styles, and from a variety of socio-economic status learn how to work together, meet a goal and be effective.Builds confidenceCons:Some students may not be engaged on a team or be aware of their team affiliationINTERCULTURAL COMPETENCYPros:Ability to effectively interact with entire OHIO communityAbsolute necessity given increasing diversity of our countryThis is a president and DOSA priorityEnables one to break barriers and be empathetic to others unlike oneselfMost of our students are from “majority” populations; this will help expose them to social justice issues.Positive impact on the DOSA, the University and the Athens communityCan influence enrollment, by showing that we careEncourages one-on-one friendly conversationsEmpowers students to make a differenceBuilds confidenceCons:May be contrary to enrollment managementNot easyPROBLEM SOLVINGPros:This is the basis of education: to learn and grow; think criticallyIt’s a portable skillBuilds resiliencyIt’s good publicity for the institution (showing innovation and problem solving)Helps one get to the root cause of issuesSupports a systematic/systems approach to solving a problemBuilds confidenceCons:Using a Band-Aid approach and not finding the root causeINNOVATIONPros:Teaches/challenges students to “think out of the box” to develop their own new ideasImportant not to just generate ideas but also to implement themImportant due to the changing nature of the worldEncourages risk-taking; to come forward with a new ideaSets up an opportunity for failure to be okBuilds confidenceCons:Subjective and hard to defineDifficult to be truly innovativeSELF-AWARENESSThe group saw some overlap between this competency and Intercultural CompetencyPros:Important to be ward our your own identitiesKnowing our personality traits and strengthsHelps with decision-makingProvides the tools so that students can use them/reflect on them when they are readyAble to identify own role in problems/solutionsEnables person to have better interaction with others (can impact decision-making)Builds confidenceCons:Difficult to measureADAPTABILITYPros:Helping our students further develop resiliency and grit to overcome obstacles and failuresTemper responses in good, bad, and uncomfortable situationsResiliency, psychological hardiness, grit, and adaptability = well beingHelps to change pre-conceived ideasDemonstrates our support for students; how we help themHelps one recognize when change is neededSupports the ability to survive and thrive in the future worldBuilds confidenceCons:How can we help students develop this?INTERPERSONAL COMMUNICATIONPros:Demonstrates empathy and vulnerabilityRequires listeningEntails acknowledging and learning different ways of communicating with othersCommunicating with each pathway/system and with age, gender, cultureBuilds confidenceCons:Technology gets in the way of verbal face-to-face communicationWELL BEINGPros:Understanding the complexity of well beingUnderstanding the impact on their livesSupports the management of stress in a healthy wayThere’s a lifelong importanceInvolves mental healthBuilds confidenceCons:Too broad (must be better defined)A portion of our student population uses alcohol or other drugs to deal with stressThe group developed the following key results to gain consensus and implement the eight competencies across the DOSA over the next five years:Key ResultHow we will measure itDepartment ResponsiblePerson AccountableTimeframeEducate to be sure: The DOSA knows what they areTo gain buy-inEveryone knows how they were developedThe number of professional staff that receive the information (Division staff meeting)The number of communications distributed (emails, newsletter, staff meetings)Career & Leadership Development CenterVice President’s OfficeMegan/ImantsMarch 2018 and OngoingConduct an audit to determine:What is already being done?How do these competencies fit within departmentsBenchmark current efforts and perform gap analysisOffice of the Dean of Students JennyJuly 1, 2018Review what’s been done and plan for the next yearNumber of departments that submit learning outcomesVice President’s OfficeMeganAugust 1, 2018Test fit by encouraging departments to determine specific learning outcomes can be created to support these competenciesNumber of departments that submit learning outcomes (specific to their work)Vice President’s OfficeJasonNovember 2018 (Before Thanksgiving)Departments develop key results to achieve their specific learning outcomesNumber of departments that submit learning outcomes key resultsVice President’s OfficeJason/JennyFebruary 1, 2019Measure all Learning OutcomesNumber of departments that submit an effective assessment planOffice of the Dean of Students Vice President’s OfficeJenny/JasonNovember 2019 (Before Thanksgiving)Close loop; improve/update Continuous improvement cycleNumber of departments that submit updated assessment and improvement plansOffice of the Dean of StudentsVice President’s OfficeJenny/ JasonJanuary 2, 2020 ................
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