Design Thinking and Learning

In a seminar course required of students in my doctoral program, we spent a day on problem solving and creativity. Professor John Nash took us through an exercise that originated with the Stanford d.school where we used problem solving and then design thinking to create the perfect wallet for a student partner.

Our exercise included:

• Interviewing a partner to engage them and gather insights about wallet use
• Defining and articulating a point of view based on the interview insights
• Sketching new alternatives based on the point of view
• Testing ideas with our partner to gather feedback
• Acting on the feedback and building a wallet prototype from art supplies

This was a fun exercise that I think can be adapted for use with student leaders to encourage bigger picture thinking and processing. You can read more about the exercise and view a student interview at Nash’s blog.

Type links in student success

I am currently exploring research directed toward identifying if Psychological Type preferences affect student success at a research university. My interest is in determining if there is correlation of Myers-Briggs Type Indicator® (MBTI) preferences as a gauge of academic success in college. This idea originates from my work as a type practitioner and instructor of a first-year seminar course. Through my annual lectures introducing the MBTI to link personal preferences and learning styles, I quickly detected that my student population was overrepresented in some type preferences in comparison to national samples. Additionally, I found a higher number of students with specific type preferences demonstrating academic difficulty in the first college year.

My personal experience with type is that early in my career, I began to detect interpersonal roadblocks and miscommunication, particularly in the workplace, related to what I later learned were my type preferences. As I further researched type and my own preferences, I began to see opportunities for enabling students to understand more about themselves in the transition to college. As I was already an experienced first-year seminar instructor, I sought academic training to become a type facilitator to add type education in my course. I began administering the introduction to MBTI in my first-year seminar class and to date have assessed the type preferences of more than 700 students in the seminar course during their first semester of college. My goal is to complete a longitudinal study of the academic success and graduation completion of students administered the MBTI in their first year to determine if students with specific type preferences have more academic difficulty in their path to a degree. Ideally, this information will provide early identification for students who may require enhanced programming to meet their academic needs.

Related to this research, I have found type awareness to be extremely helpful in my own relationships, work, and communications. Type has become a touchstone for me, a frame of reference that allows me to dissect and review difficult relationships, expectations, and communications that may occur with others. My knowledge and use of type has been therapeutic in allowing me to recognize that we don’t all interact, process information or produce decisions in similar manners. And our differences make us stronger.

November reign

November always seemed to me the Norway of the year. ~Emily Dickinson

That Emily. Always a kidder.

My nose is buried in school work and budget forecasting. Until I survive those tasks, enjoy this charming video. It made me smile. Be sure to stick with it, the best part is at 0:45.

New socks. Two socks. Whose socks?

There are some days that throw us off balance. How we react to those days is how we define ourselves.

We are in the midst of a One Week of Twitter assignment in our first-year seminar class. This is my favorite tweet of the week (so far).

May you wear no socks in the shower today.

Happy Anniversary #SACHAT

We celebrate a year of #SACHAT this week, our regular water cooler gathering of student affairs colleagues. Each Thursday we take time to pause in our busy workday to share thoughts, ideas, best practices, gripes, and whatever else in 140 characters.

It has been transforming (and frequently laugh out loud funny!) to read the touching accounts of our community members reflecting on their #SACHAT experience. I recall the blank stare that I likely gave Tom Krieglstein when he pitched this brainstorm over a cup of coffee in late summer 2009. The path that we have traveled in such a short time is amazing.

I was certain that I would expound something about MBTI and Type here, but really, at #SACHAT, we are about sharing resources. We are about Challenge and Support (shout out to Nevitt Sanford). And most of all, we are about community. So it is easy to connect what we do to Ernest Boyer and his six principles of community.

The #SACHAT community is…

Purposeful: We share goals to develop our colleagues, our students and ourselves.

Open: Freedom of expression is uncompromisingly protected and civility is affirmed.

Just: Individuals are honored and our differences are what make us great.

Disciplined: Individuals accept their obligations to the group and guide behavior for the common good.

Caring: #SACHAT is a place where the well being of each member is supported and where service to others is encouraged.

Celebrative: We know why we ritually gather around computers, laptops and Smartphones each Thursday at Noon and 6:00 p.m. CST for this goat rodeo™ which has become our student affairs tradition. It is why we celebrate this entire week. And it is why we don't believe anyone who claims social networks have "weak ties".

Lurk, Learn, Drink the Kool-Aid.

Love to you all,

Debra

Earning respect.

Delaney: Why are you doing this thing, Mom?

The research project? It's part of my degree. Getting a Ph.D. means learning to do research and find out new things.

Delaney: The Ph.D. means I can call you Dr. Mom?

Yes, it's the highest degree that I can earn and it is well respected in my work.

Delaney: That's perfect for you, Mom! You are already well respected.

Thank you, Delaney.

(Go to) Class Investment

A student of mine missed class last week. After some checking, I found that a family emergency resulted in his missing at least two days of classes. And this was just the second week of the semester.

Lynn O’Shaughnessy discussed the phenomenon of students voluntarily missing class and featured the Skip Class Calculator on her blog. The calculator helps a student determine the cost of missing a class based upon class meetings per week, attendance history, and upcoming exams. A cursory glance at the Skip Class tool found one factor missing; the money invested in missing a class.

Running an estimate based on the full-time cost of attendance at our university, an in-state resident student invests $53 to attend an hour of class. For non-resident students, the amount increases to $86 an hour. Miss 10% of classes for a semester and a student can easily waste a grand or more.

At an institution where student loan debt at graduation is among the highest in the nation and as electronic course attendance systems become commonplace on college campuses, skipping class is pouring money down the drain.

Laws of Physics and College Transition

There is an amusement park near my home that has one of those lose your lunch inducing rides that spin faster and faster until the floor drops out. It leaves you stuck to the wall until the ride slows and you gradually resume your footing on solid ground. The science of this phenomenon is centrifugal inertial force.

My university is welcoming 4,356 new students to campus as we begin the fall semester; colleges across the country are welcoming thousands more over the next few weeks. Imagine the inertial force as these students navigate classes, new roommates, and campus cultures that are frequently in contrast to their personal experiences.

Now, imagine your campus as a giant spinning disk with a student planted firmly in place by centripetal force, moving along the curved path of the disk, going with the flow. All is fine as the student survives residence move-in, deciphers a schedule, and maneuvers the dining center. But soon the campus disk is spinning faster and the centrifugal inertial force can become greater than the centripetal friction force holding the student in place. A failing quiz grade, roommate argument, financial difficulties or homesickness can all be triggers to send our students flying right off the college ride.

As we in student affairs greet our new students and those who are returning, it is important that we keep these laws of physics in mind. Know what resources you have available to address student concerns. Advocate for your students when university networks are difficult to follow. Listen carefully for clues that a student may be struggling.

Understanding F = mv²/r may just save a student.

Worth the Price of Admission?

I never expect to see perfect work from an imperfect man. ~Alexander Hamilton

Middlesex University (U.K.) was in the news this week for falsely sending 2,500 admission acceptance letters to students who had not yet been accepted. I began my student affairs career as an enrollment services professional, serving as director of admissions for two small private colleges. On several occasions, I likely admitted a student that never should have been in college. I am not perfect. But I am certain that I never mistakenly notified 200 students or 29,000 students that they were admitted to college. Our students deserve better.

Cornell University sends email welcome to 550 rejected students

UC San Diego mistakenly congratulates 29,000 rejected students

2,700 University of North Carolina applicants receive email mistake

Vanderbilt University faultily accepts 56 international students

200 George Washington University applicants receive erroneous email acceptance

Would you like fries with that?

It's nice to know that I have something to fall back on if this Student Affairs gig does not work out.

Transition to College

Jacques Steinberg shared gems of wisdom for soon-to-be first-year college students in The Choice column with Advice on the Transition From Applicant to College Student. It included a recommendation from my friend, W. Houston Dougharty, who advises students to live in the moment and less in their social media updates.

As frequently happens in columns such as this, the best words of counsel came from experienced students who remind first-years to treat college like a full time job and learn to do their own laundry.

Tornado Watch: Assessments for Student Retention

As a resident of tornado alley, there is a summer tradition of dusting off the Twister DVD while scanning the afternoon skies for possible wall clouds. The film takes place in Oklahoma, but was filmed near my current home in central Iowa. The story follows a team of meteorological students and scientists as they attempt to place weather sensors in the path of a tornado to measure readings inside of the storm. After many failed attempts, injuries, and even fatalities, our protagonists successfully launch the sensors and save humanity. Err, save their research. As the flick can also be caught at least three times a week on cable during the summer, I catch up on all of my favorite lines.

Jo: [cow flies by in the storm) Cow.

[cow flies by in the storm]

Jo: 'Nother cow.

Bill: Actually, I think it was the same one.

Watching the segment as the sensors rise into the F-5 tornado and begin generating data, I am reminded of our students, particularly those in the first-year. If we could read their minds and extrapolate the whirlwind of thoughts and emotions, surely we could develop better methods for student success and retention. Fortunately, there are a variety of assessments to assist in this process.

The College Student Inventory™ (CSI) from Noel-Levitz allows students to answer questions regarding their strengths and challenges before they even arrive on campus. I ask my incoming students to complete this assessment after summer orientation and use the information to frame our beginning of the year 1:1 appointments. The student and advisor reports are handy for discussion and the group summary reports provide great information for planning our first-year seminar course and programming topics.

MAP-Works® offers a similar tool to discover student transition issues early in the semester. Students develop a personal profile based on their initial campus experience that is measured for potential barriers to success. A web-based report is generated immediately for students and faculty or staff advisors that compares with all first-year students on our campus. Campus resource services are suggested where needed.

The Myers-Briggs Type Indicator® (MBTI®) helps demonstrate theory that there are distinct patterns to individual psychological types even though persons exhibit these patterns in different ways. Helping students to understand their type preferences and how they affect personal learning styles provides a common ground for understanding differences and the transition to college. I provide an MBTI learning styles assessment for each student in our first-year seminar each fall. Students do not always grasp the type concept, but do find meaning from discussion of the transition to university style learning.

It is common knowledge among student affairs practitioners that students enter the college or university with varying degrees of emotional intelligence. Additionally, those familiar with retention issues will cite non-academic challenges as the frequent impetus for student attrition. Assessing emotional intelligence using the EQ-i® allows students to see potential areas for growth that may enhance adaptation and coping skills leading to academic achievement. I find the EQ-i particularly helpful for students seeking direction in their academic or life plan.

While no assessment tool can foresee every difficulty faced by our students on the path to graduation, I have found these tools to be helpful for communication, planning, and advising. Not a certified MBTI or EQ-i user? Check with your human resources office for recommendations.

Have you tried these assessments? Other tools you suggest?

Enjoyed Twister and need a good summer read? Check out The Stormchasers.

Tortoise and the...Tortoise

Unlike the hare of Aesop’s Fable lore that mocked and ridiculed the slow tortoise before losing a race to him, the tortoise featured in this video knows what it means to help someone when they are feeling down. Or upside down.

Our work in student affairs, particularly in the first-year, is about up righting students when they need it and giving them a nudge in a new direction. Some days it is not about the race, but instead it is about the journey and who we can help along the way.

Be a tortoise today.

First-Year Experience Prep: The Quiz

Our dean of students office contributes to sessions throughout the university's fifteen summer orientation programs including a welcome, faculty panel, family program and resource fair. Prior to the faculty panel that I facilitate most mornings, our orientation staff shares a list of discussion questions, a quiz of sorts, for parents and families to share with their student on the ride home from orientation. This quiz is a handy tool for any prospective first-year student and for the families they leave behind.

What is something you learned at orientation that surprised you?

What are your academic and social expectations for the first semester of college?

How will you handle things if your expectations aren’t met?

How often do you think we’ll talk and communicate during your first semester? What
will be the best times for us to connect?

How do you feel about your class schedule? Are you excited about your major?

What will you do if you get yourself into a jam?

How we should approach discussing money while you’re at school?

What information will we share through third-party access at the university?

What kind of meal plan do you think will be best for you?

How will we prepare for move-in day?

What will it be like to say goodbye?

When you think about beginning your first day at the university, what are you most excited about? What are you most nervous about?

What other topics should first-year students and their families discuss before the fall semester?

Oh, The Places You'll Go

Congrats to our new Hixson Scholar graduates and everyone else celebrating their academic achievements this month. Special props to one of our 2004 award recipients, Tyler Dohlman, who just completed his DVM.

But the unfortunate, yet truly exciting thing about your life, is that there is no core curriculum. The entire place is an elective. The paths are infinite and the results uncertain.

~Jon Stewart (2004 commencement address to The College of William and Mary)

So...get on your way!

photo credit Christopher Gannon/TheRegister

I've gotta feeling...

There was a day last week when my work day began at 5:45 a.m. with a two and a half hour drive to a meeting and concluded fifteen hours later in a final class meeting with our very talented peer mentors. And I was smiling. Because on days like that, I've gotta feeling that I have the best job in the world.

Little Engine That Could

April is what it is in Student Affairs.

Without doubt, it is one of the most challenging thirty day stretches

that those of us in the field face annually.

A holiday, one campus festival, and an out of town soccer tournament.

I think I can, I think I can.

57 graduation notes to send.

I think I can, I think I can.

Three budget forecasts to review.

I think I can, I think I can.

Two graduate assistants to hire.

I think I can, I think I can.

Two annual reports to complete.

I think I can, I think I can.

One birthday party to plan.

I think I can, I think I can.

562 scholarship applications to read.

I think I can, I think I can.

One research paper to write.

I think I can, I think I can.

April is the cruelest month?

In the next thirty days, I will read more than 550 scholarship applications and help 100 students afford a college education. April is my busiest month, and by awarding nearly $1.5 million in scholarship dollars, also the most significant. We find students who wish to fulfill their dream of a college education. Every minute counts as we finalize application files, review FAFSA information, and crunch through committee reviews, all before May 1.

Ancient Chinese philosopher, Lao Tzu has a good reminder for me this time of year.

Do the difficult things while they are easy and do the great things while they are small. A journey of a thousand miles must begin with a single step.

Finding your Student Affairs compass

We speak a lot about the meteoric rise of student affairs professionals communicating on Twitter. Within #SACHAT, our participant numbers have grown 500% since our October 2009 debut. We have so many colleagues engaged that we had to add a second chat time three months into the venture. Our #SACHAT meet-ups are occurring around the spring professional conferences and organically as our student affairs family find themselves in similar locations.

I had an opportunity to meet several of our #SACHAT friends in conjunction with the ACUI conference and spent some time exploring New York City with one of those friends. We made a day of it, walking and sharing stories, stopping for lunch, shopping a bit, and before you knew it, found ourselves uncertain how to make our way back to the car. We stood at a busy street corner, attempting to get our bearings. We asked a passerby for directions and then headed off to find our way. After covering quite a few more blocks and not yet seeing any landmarks leading to the car, it dawned on me that I could use the map function on my phone to aid our quest. This handy little GPS tool is not essential for navigation in my small Midwest city, so I had forgotten that I had it.

We determined our present location, entered an address for the parking garage, and lo and behold, walking directions were magically provided. So, we started out again in the direction of our vehicle, enjoying the city scenery, chatting, and enjoying the day. Only to miss a turn and get off track, again. Ah, but this time we had the map and directions. We backtracked, paid more attention to our map, and finally made our way back to the car.

Early in my student affairs career, I found easy ways to network with colleagues. I joined professional organizations, served on committees, and chatted regularly with colleagues at other institutions as we planned trainings and conferences. As I advanced in my career, it seems that I lost some of those opportunities, as my own work required more of my time and focus. At some point along the way, I lost track of most of my network, also losing the community that helped me brainstorm and recharge with energy and new ideas.

Then along comes a social networking tool like Twitter and fun little communities such as the Student Affairs Blog and #SACHAT. Once again, I am linked with other professionals, sharing ideas, and learning new ways to do things. I am engaged in building a community that challenges and inspires me. It is a community that grew through social network technology and like a GPS, helped me find my way.

Triple Lutz Scoring in Student Affairs

It’s Winter Olympics time and we in the U.S. cheered as Evan Lysacek won the gold medal in men’s figure skating. The reigning gold medalist challenged him in this event, a Russian skater that burst onto the ice with a dynamic performance that included several complicated jumps. In the end, it was Lysacek, with a clean, consistent skate, who earned the most points. Juliet Macur explains that Lysacek used a new scoring system to his advantage, while his major competitor did not. The new figure skating scoring rewards bonus points for any jumps landed in the second half of the program. Lysacek landed five of his eight jumps in the second half of his program, while the Russian skater landed the bulk of his jumps in the first half of his program. This gave Lysacek an edge in points and ultimately the gold medal.

Institutions of higher education are facing critical financial situations and are changing the scoring as well. The University of Nevada Reno absorbed $33 million in budget cuts in the past year and is facing more. The Louisiana Community College System has lost $24 million in funding in the last two years. A $100 million budget gap is being faced at Dartmouth University. Very few colleges or universities have been unscathed in our recent recession. Institutions are revising budgets, raising tuition, eliminating staff, faculty, and programs. A new scoring system is at hand.

What is the new scoring reality in student affairs?

Think about your school’s strategic plan. When was the last time you read it? Does your program or unit align with the goals and desired outcomes of the plan? Find it, read it, know it. Your program mission statement should reflect the goals of your college or university. Use citations in your annual reporting to demonstrate how the work that you do meets these goals.

Think about how you measure success. How do you determine productivity? Do you collect student evaluations? Do your students achieve higher grades, improved retention, or higher graduation rates? Is your institution getting a return on investment from your salary, benefits, and program dollars? Programs that survive the next round of budget cuts are the ones able to show clear data supporting their value to the institution.

Think about why you are where you are. What service or leadership do you provide? Is it being provided elsewhere on your campus? Is someone else doing similar work better, stronger, faster? With whom do you collaborate? Be certain that you know your allies for support and funding. Build your community. Be certain that you are not the only one who can provide positive public relations for your programs.

There is a new scoring system throughout student affairs and higher education. Make certain that just like a new generation of Olympic athletes, you are using the scoring to your advantage.