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Development and Design of an Efficient and Effective Off‐Campus Living and Commuter Student Services • Welcome to our commuter student services seminar!• We are excited to spend time with everyone today • Provide a little background on my career • Introductions –

• Name• Organization• 1 fun fact about your organization• What is 1 thing you hope to get out of this session today?

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2 Go to slide master view and add unique titles to all slides. They will not be visible, but will be used by screen readers.tOSU uCOM; 2015-12-28

• Thank you all for sharing. • As I mentioned yesterday, context is very important. Although what may work at

one institution or city, may not work at all schools and communities, the key elements will remain the same:

1. There is no substitution for strong relationships, regardless of your context.

2. Hard work, dedication and resiliency are immeasurable assets when working with such diverse populations

3. Being able to adapt to the ever changing needs of our constituents and our stakeholders is crucial

4. And utilizing technology to further our goals and objectives is essential in the work that we do

5. Learning from one another and sharing stories amongst our network are important in our own growth and development

• You’ll hear me talk about these key components often and emphasize the importance to reaching your mission and vision

• Next I would like to provide what I hope you will each get out of this session today:1. Review the Council for the Advancement of Standards in Higher Education as well

as incorporate these CAS standards throughout our discussions2. Basic knowledge of approaches to change, such as:

• Design thinking• Which incorporates aspirational goals (and not just attainable goals)

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3. You will each create and leave here today with a vision board, to remind yourself of the goals and vision you see for your organizations and communities

4. You will learn about at least 3 initiatives other organizations are currently implementing

5. You will be able to identify the necessary components of an Off Campus Living and Commuter Student Services and determine how that can potentially be implemented within your context

6. You will commit to at least 2 things that you will do within the next 2 months to further your organization’s mission

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10 add alt text to all graphics including photos, charts, and shapes. Right click the object, choose format shape, then edit the alt text title and description. tOSU uCOM; 2015-12-28

• As discussed yesterday, CAS Standards are designed to foster:• student learning• development, and achievement• and in general to promote good professional practice

• As a reminder, the Council of Advancement of Standards in Higher Education defines commuter and off‐campus students as those who do not live in institutional‐owned housing on campus.

• Commuter and off‐campus student comprise over 85% of college enrollment (Horn & Nevill, 2006)

• We will utilize the CAS standards as a basic platform for our discussion today. As you all know, there are 12 common criteria, which are essential components to any functional area.

• The CAS Standards and Guidelines take the approach that all students must have equitable access to institutional services, engagement opportunities, and the total educational process regardless of where they choose to live.

• CAS Standards currently address student needs in 43 areas. As the CAS website states, no other body exists that so comprehensively speaks for this important field of endeavor. CAS will continue to have a significant impact, especially as:

• Institutional effectiveness,• Student learning,

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• Outcomes assessment,• Accountability and• Quality assurance become increasingly important to higher education

• Each CAS standard contains 12 common criteria categories (referred to as “general standards”) that have relevance for each and every functional area, no matter what its primary focus. In addition to the general standards, all functional area standards are comprised of both specialty standards and guidelines.. Guidelines are designed to provide suggestions and illustrations that can assist in establishing programs and services that more fully address the needs of students than those mandated by a standard.

Part 1. MissionPart 2. ProgramPart 3. Organization and LeadershipPart 4. Human ResourcesPart 5. EthicsPart 6. Law, Policy and GovernancePart 8. Internal and External RelationsPart 9. Financial ResourcesPart 10. TechnologyPart 11. Facilities and EquipmentPart 12. Assessment

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• Key Components of a mission statement:• What do we do?• How do we do it?• Whom do we do it for?• What value are we bringing?

• Many of your organizations already have well established missions. But others may be just starting out. Regardless of what stage you are currently at, it’s important to ensure that all of your efforts tie back to this mission statement.

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• You’ve all indicated why you decided to join us today – we all want to know how we can work together to enhance student city environments as well as the student experience.

• So first I’d like to talk about the challenges that we believe our off campus and commuter students face. (audience engagement – talk through the many challenges and then post on the screen)

• And with these many challenges, we all work to help students overcome these obstacles.

• We know that we cannot treat off campus students or commuter students as one entity, but rather must acknowledge the diversity amongst these groups of students. We must work towards understanding the wide range of lifestyles and the varying journey these groups of students take and learn how to best work with each subset of students.

• Some of you may already have efforts to address these challenges, and others may not be there yet. Regardless, change is necessary in order to better support our students and ultimately enhance their experience.

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• Next I would like for us to discuss successes. What are you all doing well?(audience participation)

• Leverage these successes to continue innovation. Learn what works well and allow that to inform your work.

• Some of you may already have efforts to address these challenges, and others may not be there yet. Again, even when talked about successes ‐ change is still necessary in order to better support our students by enhancing those things that we are already doing well.

• Thank you all for sharing.

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• For our first activity, I would like each of you to create a vision board. In order to accomplish this, I would encourage you to follow these steps.

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• Great, now that you have had a chance to independently reflect and write down some of your visions for change, I’d like to introduce a change theory known as appreciate inquiry.

• From the higher education world and many of our leading people in higher education use this approach.

• Leverage the things you are already doing well to leverage more change.• Appreciative inquiry is one organizational change model. It allows us to approach

change from a holistic framework. • It focuses on the positive aspects of our lives and leverages these positive aspects

to correct the negative. It allows us to search for the best in people, their organizations and the world around them.

• It involves systematic discovery of what gives a system ‘life’ when it is most effective and capable.

• Appreciative inquiry incorporates the practice of asking questions that strengthena system’s capacity to heighten positive potential.

• Instead of asking – what are you doing wrong or where are your efforts lacking? Ask – what are you doing right? Why are the students you are retaining coming back to school each year (rather than why are we only retaining 20% of our students) for instance.

• Which brings me to my question, have you all conducted any assessment to determine why you are retaining the 20% that you are? Why are they coming back?

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• Traditionally, the approach to change is to look for the problem, do a diagnosis, and find a solution. The primary focus is on what is wrong or broken; since we look for problems, we find them. By paying attention to problems, we emphasize and amplify them.

• Appreciative Inquiry suggests that we look for what works in an organization. The tangible result of the inquiry process is a series of statements that describe where the organization wants to be, based on the high moments of where they have been. Because the statements are grounded in real experience and history, people know how to repeat their success.

• Ultimately, appreciate inquiry truly embraces organizational change. • The reason I focus so much on this approach is simple. You are all the experts.

You have the knowledge and expertise to continue to make great things happen for our student cities. It’s important that you think about the challenges that you all face in a positive, growth‐oriented mindset – and then have the agency to make decisions that makes most sense for your context.

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• In today’s world, for our staff and with our students, technology is crucial.• Website (and mobile friendly)• Computers• Social media (and understanding how students utilize each mode)

• In the US, FB is more for older people to utilize personally, and younger utilize for information

• Twitter is how our students get their news• Snapchat is more for personal and fun use• Insta is combination personal and for information

• Videos• Mobile alerts (public safety, mobile club)• E‐newsletters

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• Now I’d love the opportunity to share with you one unique initiative that we’ve implemented

• After video:• This allowed us to utilize technology• Incorporate peer testimonials• And reach a large audience with minimal resources

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• Sounds like you guys already have the start of some great programs/services! • As a reminder on our CAS standards, we want to ensure that for all initiative, we

incorporate……..

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• I appreciate everyone taking part in this Show & Tell AND Learn. As this quote suggests, the learning component is so important.

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• Now that you guys have had the opportunity to share, it’s time to talk about how to implement your visions for change. I am going to introduce you to another theory, Design thinking.

• Talk through the basic steps 1) understand 2) explore 3) materialize• I’m going to frame a challenge that we have at the Ohio State University, and then

talk about the steps we are taking to combat this issue with the design thinking framework:

• Challenge: At Ohio State, first year retention rates are significantly lower for commuter students compared to students who live on campus (87% vs 94%)

• Understand• Empathize and Learn about issue/challenge students are facing

• We learned that commuter students are less involved with campus life and much less engaged with the University

• Commuter students spend less time on campus due to competing priorities, such as financial constraints and family obligations

• Identify key stakeholders• Commuter students• Commuter students’ families• The institution and the programs/services that are focused

specifically on the commuter student population• Explore

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• Determine potential solutions• University wide retention committee tasked with increasing

overall 1st year retention rate from 93% to 97% by 2020• Through approved budget proposals, $$ allocated for

commuter focused efforts• Creating spaces specifically for commuter students• Offering programing and services conducive to the

commuter student population• Incorporate interventions for commuter students earlier into

their college career• Find avenues for commuter students to work on campus

while still addressing their financial needs

• Materialize• Attempt solution

• Expanding mentoring program to 20 Commuter Liaisons (from 5).

• Data collection and assessment• Google analytics specific to commuter focused pages• Assessment from mentoring program• Retention rates of those that take part in the Commuter

Mentoring Program• Satisfaction with the commuter mentoring program• Commuter Liaison feedback (again, crucial to incorporate

our student leaders)• If successful continue and potentially apply in other areas

• Talk about where we are today and then transition to CSI

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• The Ohio State University has also recently begun a partnership with Ruffalo Noel Levitz, to incorporate the College Student Inventory in the work that we do. This inventory, which we have begun administering to all first year students during orientation, identifies at‐risk students using noncognitive indicators of college student success. Results provide detailed information regarding each student’s academic motivations, areas of risk as well as receptivity to specific student services. This information is then shared with partners across the University, in order to implement interventions with at‐risk students, ideally before the student begins to disengage. Because we just recently began utilizing this inventory, we do not have a substantial amount of data ‐ however we do anticipate positive results in the coming years. This tool is currently utilized by more than 1,400 institutions and completed by more than 2.6 million students.

• I bring this up because this type of tool could be a beneficial tool for institutions in South Africa to utilize in the future.

• Just as we are working towards increasing the retention rate of our students in South Africa, The Ohio State University is also working towards increasing retention rates.

• Through this university wide committee, we have identified a number of at‐risk populations, including commuter students and first generation students. We have a number of targeted initiatives to support our at‐risk populations to increase

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student success. For instance, The Ohio State University coordinates dozens of peer to peer initiatives for first year students, commuter students, minority students and veteran students, to name a few. Data shows that those students who participate in these peer to peer initiatives have higher retention rates. Utilizing the effective models that already exist, this retention committee will continue to expand its reach and impact through peer to peer initiatives.

• We also have a variety of pre‐enrollment programs, addressing common barriers for historically underrepresented and potentially at‐risk students (self‐confidence, realistic expectations, integration/sense of belonging, support system), helping students to develop academic and study skills and addresses the transition from high school to college. Data shows that students who participate in pre‐enrollment programs are more engaged with the University community and have a higher success rate.

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• Our First Year Experience, who administers this College Student Inventory, also utilizes a peer driven approach in their work

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• They moved to an organization that focused on data‐informed outreach and relationship building to influence at‐risk student behavior and decision‐making.

• Peer Leaders allow the data to inform the work that they do

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• They incorporate a variety of methods to identify at risk students, including theStoplight approach ‐ a rapid assessment approach that allows peer leaders to provide assessment through personal interactions, determining if a student may have challenges within 3 categories: academic, social and engagement

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As you can see, there is a green, yellow and red light that quickly and easily allows peer leaders to provide input in the potential needs of a student

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• Ultimately, the combination of the CSI, the stoplight approach, as well as considering demographics, peer leaders are able to focus in on overlapping groups to identify the high risk students and provide appropriate interventions for these individuals.

• We are still in the materialize phase of Design Thinking

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• I need to write this on the board

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• Necessary components for any organizations and it’s initiatives include having:• Clear mission and vision• Ensuring all initiatives should tie back to the mission• Learning Outcomes• Goals• Collaboration with key stakeholders• Data collection and Metrics• Solid assessment plan and implementation• Process improvement plan• SOPs

• What is an important aspect that’s not on this list? $$• I was intentional to not include that, as it’s a given. But it’s also a piece that can

bog you down. I don’t want us focusing on what we can do with little, but rather what we need to do and how to get there.

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• For #2:• Write their answers on the board• Ask them to use the stickers and mark what they feel are the top 3

components

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• CAS Standards include an Organization and Leadership category as well as a Human Resources category:

• An employment policy always for clear expectations and is essential in any industry.

• We incorporated our student management team when creating our policy and continue to do so when reviewing the policy annually

• Consistent hiring process• Our student management structure

• Role students play in our work• Incorporating them in all decisions, conference, etc.• USG• Student Organizations• Videos and OCLG – testimonials• Meetings such as safety committee and retention committee

• Training process• Our performance evaluations (incorporating student leaders) as well as student

peer evaluations

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• I don’t have to remind you the importance of collaboration and continuously working with our internal and external partners.

• As a reminder, internal and external relations is one of the CAS standards. Having a strong plan of action when collaborating with key stakeholders is important to continue to advance in our work. We’ll spend the next few minutes diving deeper into our work with stakeholders.

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• Hand out worksheet• Write down ideas on how you incorporate this into your work with stakeholders

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• This is a great representation of what it means to be collaborative while giving back to the community

• Video can be found at https://www.columbus.gov/smartcolumbus/

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• OCHEP as buy in example

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• Next I would like to talk about SMART goals. Define.• Give a practical example

• After reviewing the Off‐Campus Living Guide, students will be able to identify at least 3 components to evaluating a rental property before signing a lease

• After receiving a free home safety walk through, students will have identified at least 3 strategies to improving safety in their home

• After participating in an off‐campus learning workshop, students will be able to list at least 3 resources available to them to assist them in their off‐campus housing search

• SMART – Specific Measureable Attainable Realistic Timely• The one thing I would challenge you to do is consider changing attainable to

aspirational goals. By removing the attainable aspect of the goal, we leave room for innovation and creativity. We want to push the boundaries. Don’t be constricted by what you think is realistic!

• And remember, the more you learn and the knowledge you gain, the more likely it is that goals that you set in the past may not be applicable now or may need to be adjusted. And that is ok!

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• Your reach should be larger than your grasp• Add aspirational goals info. Don’t let the attainable in SMART limit you. ASPIRE

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• I commit to reaching out to each of you individually within the next 2 months to see how things are going, to check in and see if you have met your commitments.

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