A Good Job: Campus Employment as a High-Impact Practice Marianna Savoca, PhD

Transcription

1 A Good Job: Campus Employment as a High-Impact Practice Marianna Savoca, PhD

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3 Agenda Higher education landscape re: Student Employment SE Design Approaches: Macro and Micro SE Model (McClellan, Creager, & Savoca, 2018) Supporting the supervisor Concluding recommendations Q & A

4 Higher Education Landscape Rising costs coupled with declining aid Students working more hours to compensate Greater focus on High-Impact Practices (AACU) Experiential Learning (NSEE) National study of Student Employment (NASPA)

5 High-Impact Practices & ExL High expectations Investment of time & effort Relationships with faculty & peers Experience with diversity Structure opps for teamwork Solving real-world problems Frequent, timely, & constructive feedback Reflection Kuh, G.D. (2008). High-impact educational practices: What are they, who has access to them, and why they matter. Liberal education and America s promise. Washington, DC: Association of American Colleges & Universities.

6 Principles of Best Practice in Ex Ed 1. Intention 2. Preparedness and planning 3. Authenticity 4. Reflection 5. Orientation & Training 6. Monitoring & Continuous Improvement 7. Assessment & Evaluation 8. Acknowledgement Retrieved from:

7 The Opportunity Campus Employment is a target of opportunity Working on campus could become a developmentally powerful experience for more students if professionals who supervise a student in their employ intentionally created some of the same conditions that characterize the high-impact activities. - George D. Kuh Kuh, G. D. (2009). What student affairs professionals need to know about student engagement. Journal of College Student Development, 50(6)

8 Win-Win: Benefits of A Strong Student Employment Program STUDENTS better connected to the campus support network increased likelihood of persistence Applied learning Development of transferrable skills & career readiness competencies INSTITUTION increased retention rates student talent put to work on institutional challenges improved student employability

9 Career Competencies NACE (2017) Critical thinking Professionalism & Work Ethic Teamwork Oral & Written Communication Info Technology Application Leadership Global / Intercultural Fluency Career Management Retrieved from Hart Research 2015 (AACU) Apply critical thinking & analytical reasoning skills Analyze & solve complex problems Use ethical judgment in decision making Apply knowledge/skill in real world settings Work on team / collaborate in diverse settings Effectively communicate orally & in writing Stay current on tech & app to workplace Work with numbers /understand statistics Locate, organize, and evaluation information from multiple sources Be creative & innovate Hart Research Associates (2015). Falling short? College learning and career success. Washington, DC: Association of American Colleges & Universities.

10 Top 10 Critical Institutional Actions for SE 1. Develop a management structure that best aligns with the vision, scope, and availability of resources for student employment 2. Ensure hiring processes are transparent and provide clear details about the job expectations 3. Develop a vision and cultivate a culture for student employment that creates a meaningful work experience for students 4. Provide clear guidelines and support for supervisors of student employees 5. Make student employment a campus-wide effort

11 Top 10 Critical Institutional Actions for SE 6. Secure ample resources to provide employment opportunities and overall program management 7. Leverage technology to make the hiring, training, and communication processes more efficient 8. Address environmental factors that may impact success 9. Use data to understand and share impact of student employment 10.Identify and evaluate student learning outcomes of employment opportunities

12 Top 10 (re-ordered) 1. VISION & CULTURE of meaningful work 2. CAMPUS WIDE effort 3. Management STRUCTURE 4. Allocate RESOURCES 5. Identify LEARNING OUTCOMES 6. Address ENVIRONMENTAL factors 7. Leverage TECHNOLOGY 8. Support SUPERVISORS 9. TRANSPARENT hiring process 10.Use DATA

13 Student Success Orientation Development Recruitment & Hiring Area-Specific Training Learning Evaluation Shared Input & Recognition Legal Issues McClellan, G. S., Creager, K., & Savoca, M. (2018). A Good Job: Campus Employment as a High-Impact Practice. Sterling, VA: Stylus.

14 Support for Supervisors Ongoing training and support for supervisors is critical! Giving & receiving feedback Provide solutions to common problems Time & attendance Managing student-student conflict Be mindful of legal issues Eg. free speech as a student or restraint as a student employee whe she is representing?

15 1. How is this job fitting in with your academics? 2. What are you learning here that s helping you in school? 3. What are you learning in class that you can apply here at work? 4. Can you give me a couple of examples of things you ve learned here that you think you ll use in your chosen profession?

16 Where are you now? Conditions + Context + History + Tradition + Demographics Gather needs AND assets Engage your career development & ExL experts Priority: Job description audit Consultation & support for supervisors Create centralized supports for students & supervisors Consider a pilot with a small cohort Track, document, assess, evaluate

17 Data? Demographics of student employees Who hires students? Which departments? What do the jobs descriptions look like? Are they highimpact? How do students find out about jobs? Hidden or advertised? Supervisor assets and needs Evaluation from the supervisor & student employee perspectives Assessment of student learning

18 Student Success Orientation Development Recruitment & Hiring Area-Specific Training Learning Evaluation Shared Input & Recognition Legal Issues McClellan, G. S., Creager, K., & Savoca, M. (2018). A Good Job: Campus Employment as a High-Impact Practice. Sterling, VA: Stylus.

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