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Presentation Learning Outcomes Understand why NUFP is important and still relevant to college campuses. Recognize the logistics and budgetary needs of sustaining NUFP. Critically consider the pros/cons of developing a campus-based program. Examine methods of evaluation and assessment.
Campus Profiles University of California, Santa Barbara Suburban/College Town Educational Leadership and Organizations Program 22, 212 Students 70% Receive some type of university financial aid Over 2, 104 faculty Old Dominion University • Urban/Metropolitan • Higher Education/Student Affairs Program • 24, 500 students • 50%+ Receive some type of university financial aid • Over 2, 500 faculty
NUFP Review & Historical Background Mission The mission of the NASPA Undergraduate Fellows Program is to increase the number of historically disenfranchised and underrepresented professionals in student affairs and/or higher education, including but not limited to those of racial and ethnic-minority background; those having a disability; and those identifying as LGBTQ. Learning Outcomes Writing, research, and presentation skills; Ethical decision making skills; Cultural competency skills; Professional networking skills; Ability to identify and develop personal, academic, and career goals; Awareness and understanding of engaged citizenship and service; Understanding about multiple relationships to power and privilege; Understanding of the history, mission, and purpose of student affairs and the various institutional types and structures within higher education; and Understanding of NASPA’s organization and structure. Campus Based Model and NASPA Program http: //www. naspa. org/programs/nufp/resources/Handbook 10 -11. pdf
Resources provided by NASPA Mentor Reading Worksheets http: //www. naspa. org/programs/nufp/resources/mentor. cfm Fellow Readings Scholarships http: //www. naspa. org/programs/nufp/resources/fellow. cfm
Mentorship, Coaching & Student Development Theory Mentoring is a process for the informal transmission of knowledge, social capitol and the psychosocial support perceived by the recipient as relevant to work, career, or professional development; mentoring entails informal communication, usually face-to-face and during a sustained period of time, between a person who is perceived to have greater relevant knowledge, wisdom, or experience (the mentor) and a person who is perceived to have less (the protégé). ” Wikipedia Coaching Models: Most coaching approaches share some things in common: The establishment of a relationship that's built on trust, unfeigned communication and confidentiality. The formulation of client-based, agreed upon goals and expectations. A deep questioning and learning dynamic in relation to people's goals. J. P. Cortes A mentoring community is a network of belonging. Such a community allows young adults to consider big questions that will shape their future lives: questions of meaning, purpose and faith. Mentoring communities also assist young adults in developing worthy dreams—imagined possibilities that orient meaning, purpose and aspiration. A sense of vocation or calling is the most complete and spiritual form of the dream. ” Sharon Parks Chickering’s Vector of Development-- Developing purpose. Developing clear vocational goals, committing to personal interests and activities and establishing strong interpersonal commitments. Arthur Chickering
NUFP - National Model Student Directed Application Process and Online Resources Mentor(s) and Fellow(s) Summer Leadership Institute National Conference and NUFP Pre-Conference Regional Conference and Meetings Summer Internship Program Participate in Knowledge Communities http: //www. naspa. org/programs/nufp/default. cfm
NUFP - Campus Model Campus Directed Application Process and Online Resources Mentor(s) and Fellow(s) Summer Leadership Institute National Conference and NUFP Pre-Conference Regional Conference and Meetings Summer Internship Program Participate in Knowledge Communities http: //www. naspa. org/programs/nufp/default. cfm
Starting a Campus Program Review NUFP online NASPA: Parameters and Expectations SSAO Approval/Institutional Support Identify Stakeholders: for a Coordinating Committee. Defined Student Affairs (SA) presence on campus Partnership Agreements: Budget and Administrative Support Plan of Action: Determine scope of NUFP Activities, i. e. mentor partnerships, internships, Summer Leadership Institute, etc. Mentor Selection and Training Marketing, Fellow Selection and Recruitment Process Handbook: Online NASPA Resources Develop Theme/Monthly topics of Interest Assessment Plan
Sustainability and Budgeting Defined Learning Outcomes Scope of the Campus Program (size, organization, and structure) Administrative Support Action Plan Assessment Accountability to Funding Source Credibility with NUFPs, Constituency Groups, etc. Institutional Buy-in NUFP Campus-based Program • NASPA Memberships • Supplies (Journal, certificates, etc. ) • Regional Meetings • Luncheon/Receptions NASPA National or Regional Conference • Fellow and Mentor Registration • NUFP Pre-Conference • Transportation/Parking/Shuttle • Lodging/Meals Hosting a Summer Intern • Room and Board • Stipend • Travel
The Evolving Program of NUFP “I have some ideas that I would love to see potentially implemented either this following year or in the future. I see so much potential in our program that I hope I can share with you. ” Returning NUFP 2010
Year at a Glance Campus Based Model Orientation: NASPA and NUFP campus program Introduction to Higher Education and Student Affairs Regional Drive Through: Careers in Student Affairs Day Hot Topics in Student Affairs Student Development Theory Ethical Decision Making Mock Interviews and Feedback Successful Networking Navigating Etiquette During Business Meals Regional and/or National NASPA Conference Attendance Student Affairs Professional Development Conference Student Staff Divisional Event Power. Point, Communication and Presentation Skills NASPA Campus Members Reception NUFP Presentations and Evaluation NASPA Summer Internships NASPA Summer Leadership Institute
Year at a Glance Campus Based Model – Syllabus format The Syllabus Format incorporates the Model from previous slide Mentor Contact NUFP Program Description Fellowship Description Learning Outcomes Course Assignments and Topics (week/month ) (defined by institution) Required Supplies Capstone Projects (defined by institution) NUFP Fellow Expectation Evaluation Suggestion for Success (defined by institution)
Evaluation and Assessment NASPA/Campus Based Model • Midyear Evaluation • End of the Year Evaluation • Evaluation of Conference • Summer Institute Evaluation • Summer Institute • Survey (Campus-based)
Pros and Cons of starting NUFP Cons This is not a “canned” program Must establish support both financial and philosophical Need defined goals and structure for maximum results Have to grow with your program-cater to your students Each year needs its own attention and focus Recognize there is a cost for this program Identify who will lead the program Structured vs. open ended models of delivery-new program Maintain buy in and consistency throughout program Students are generally hand picked-identify students and mentors for the program
Pros and Cons of starting NUFP Pros Allows for a formal program to feed the pipeline of Student Affairs professionals Demonstrates the institutions commitment to Higher Education Develops a cohort of likeminded Student Affairs professionals amongst staff and students Creates connections with NASPA and staff across the country Provides diversity in your work day and working with students Energizes you through interaction with the new generation Keeps a pulse on student needs, trends and issues Mentoring continues beyond participation year(s) Connects Senior Leadership It proves that we are more than fun and games - this is a learning opportunity
UCSB Survey Activities that helped meet NUFP learning Outcomes In rank order 1. NUFP Campus based program 2. NASPA Student Leadership Institute 3. NASPA Summer Internship 4. NASPA Conferences “NUFP program and NASPA really solidified my interest in my position as an ARD. It also gave me great insight into what it takes to be a young student affairs professional and helped build a strong foundation for the ARD position through professional networking and research. ”
UCSB Survey (continued) All respondents: Plan to enroll in a Higher Education & Student Affairs program. Affirm that NUFP helped prepare them for post graduate study. Plan to stay connected to fellows and mentors. Plan to stay involved in NASPA.
UCSB Survey (continued) Key Student Perspectives: “Being a part of the NUFP Program has definitely influenced my decision on continuing an education to obtain a degree in Student Affairs. I’ve really enjoyed everything that I’ve been a part of and without this program, I would not have had the resources (academic resources & relationships with professionals, other fellows, & mentors) to successfully go through this process. ” ”The NUFP experience challenged me to really figure out what it is that I want from a graduate program by providing me with the resources needed to begin that search. Those professionals involved with the program pushed all of us NUFs to look forward to grad programs and continue our education in ways that were not overwhelming or overbearing but inspiring and challenging. Through the NUF program I developed strong speaking skills and a good knowledge of what Student Affairs and Higher Education is as a division and institution within itself. It also pushed me to take my academics seriously and perform at a level that distinguished me from other undergraduate students. ” “This program has made an impact on my life as a young Student Affairs professional. It created a home away from home and gave me insight into myself. I made some amazing friends that I look forward to seeing every year and that I keep in touch with in-between conferences. We utilize each other as resources and work together on projects no matter what the distance is between us. My mentors in this program have supported me throughout my graduate application process and I know will continue supporting me as I take each step in my Student Affairs journey. This program provided so much to me and my fellow NUFs. It is something that will always connect us regardless of how far apart we are. Thank you to those who made this possible, both on a national level and here at UCSB. Without them I honestly do not think I would be where I am today. ”
NUFP Achievements UCSB Cohort Received scholarships to attend the National Conference annually Selected for Leadership Institute annually Selected for Summer Internships annually Experience with Placement Exchange (volunteering) One Received NASPA Rising Star Award
NUFP Achievements ODU Pilot Program Established and paired one NUFP with one mentor during 2010 -11 academic year Established full funding for NUFP during 2010 -11 academic year to attend NASPA annual conference and ACPA Next. Gen conference NUFP is participating in NASPA Summer Internship Program Looking to support two-four students during 2011 -12 academic year
References Chickering, A. (1993). Education and Identity. John Wiley & Sons, Inc: San Francisco. Cooper, D. L. , et. al. (2002). Learning through supervised practice in student affairs. New York: Routledge. Cortes, J. P. (2009). What-IS-coaching. http: //www. what-is-coaching. com/coachingmodels. html Gordon, J. (2007). The energy bus. Hoboken: John Wiley & Sons, Inc. Parks, S. (1991). The critical years: Young adults and the search for meaning, faith and commitment. Harper and Row: San Francisco. Walker, A. (1983). In search of our mother’s garden. Harcourt Brace Jovanovich, Publishers: Orlando.
Q & A w/Panel NUFP Queena Hoang Fred Tugas NUFP Alumni Sara Blair Jasmine Lefever
Thank you for Attending! Alice Walker: The absence of models…is an occupational hazard… models in behavior, in growth of spirit and in intellect…enrich and enlarge one’s views of existence. Contact Information Lupe N. Garcia Tourgee D. Simpson, Jr. Don Stansberry lupe. garcia@sa. ucsb. edu tdsimpso@odu. edu dstansbe@odu. edu