Division Meeting - Feb. 25, 2022 University of South Carolina Division of Student Affairs and Academic Support presenters: Megan Colascione, Student Life, Staff Senate Pam Bowers, Planning, Assessment and Innovation Jennifer Keup, National Resource Center for The First-Year Experience and Students in Transition

1. STUDENT AFFAIRS &
ACADEMIC SUPPORT
February 25, 2022

2. CONGRATULATIONS FEBRUARY GEMS WINNERS
GEM Recipients
Ambra Hiott Student Life – Leadership & Service Center
Anna Edwards Student Life
Katie Hopkins Student Success - University 101 Programs
Kirsten Kennedy Student Housing & Sustainability
Dan Friedman Student Success - University 101 Programs
Steven Huber Student Housing & Sustainability
Scott McDonald Student Success – Student Success Center
Joshua Schuman Student Life – Fraternity & Sorority Life
Kat Yoffie Dean of Students – Student Conduct & Academic
Integrity
Nominator Recipient
Rachel Taylor Student Life – Leadership & Service Center

3. 2022 OUTSTANDING ADVOCATE FOR FIRST-YEAR STUDENTS AWARD
• Award Description: The Outstanding Advocate for
First-Year Students Award recognizes individuals
who have made significant and extraordinary
contributions to the development of the academic,
professional, and/or personal lives of first-year
students.
• Who can be nominated? All University of South
Carolina – Columbia faculty, staff, and students
are eligible for this award.
• Recipient Recognition: The award recipient will
receive a $1,000 award and a plaque recognizing
this exceptional achievement.
• Direct any questions to Catherine Flowers
(cdflower@mailbox.sc.edu)

4. MEGAN COLASCIONE
Staff Senator

5. DSAAS BENEFITS FEEDBACK:
TOP 5 AREAS
1.Free or Reduced Parking
Permits
2.Medical Insurance with no
co-pay or annual deductible
3.Modified Summer Work
Schedule
4.Flexible use of sick leave as
wellness leave
5.Increased tuition assistance
options
STAFF SENATE BENEFITS
FEEDBACK: TOP 5 AREAS
1.Free or Reduced Parking
Permits
2.Medical Insurance with no
co-pay or annual deductible
3.Modified Summer Work
Schedule
4.Better Dental Coverage
5.(TIED) Paid Parental Leave
6.(TIED) Flexible use of sick
leave as wellness leave

6. STAFF SENATE
• Staff Senate is hosting a “Top 5”
drive for the Gamecock Pantry
from March 7 – 9
• Any donation helps!
• Questions? Please contact
Senators Katherine Hilson or Joe
Fortune for more information.

7. NEXT STAFF SENATE MEETING
• Tuesday, March 8 @ 3 p.m.
• Close-Hipp Building Lumpkin Auditorium (8th floor)
• or attend on Microsoft Teams via Staff Senate website
• More agenda information here:
https://sc.edu/about/offices_and_divisions/staff_senate/index.php
Connect with your DSAAS Senators: sasenators@sc.edu

8. DR. PAM BOWERS
Associate Vice President for Planning, Assessment & Innovation

9. Beyond The
Classroom Matters
9
UofSCExperience@sc.edu
pam.bowers@sc.edu

10. https://ehe.osu.edu/news/listing/college-education-may-be-more-valuable-today-ever/
Is Student Affairs
worth the cost?
WHY BTCM?

11. Is Student Affairs
worth the cost?
WHY BTCM?

12. What’s the evidence of
the value-added by
Student Affairs?
WHY BTCM?

13. National Association of
Colleges and Employers
(NACE)
Job Outlook 2022 survey
forecasts hiring intentions of
employers regarding new
college grads
https://www.naceweb.org/
>
>
>
>
>
>
Attributes
documented
in UofSC
Experience
transcript

14. Beyond The
Classroom Matters
14
Purpose: Improve quality of institutional data on student engagement and
learning in the co-curriculum, in order to improve:
Quality of co-curricular programs, services, events, activities
Evidence of educational impact
Visibility of educational purpose and design (intentions and methods)

15. HOW?

16. Beyond The
Classroom Matters
16
Design:
Engagement: a co-curricular program, event, or activity cataloged and
recorded in the BTCM system
Engagement Catalog – records educational purpose and design
elements of each Engagement
Records Repository – records student participation in an Engagement,
as defined in the Engagement Catalog

17. Beyond The Classroom Matters: Processes and tools to
catalog Engagements, record student participation, and interface BTCM records
with students academic and demographic records.
My UofSC Experience: Each student’s Engagement records; student
(and advisor) can access their records online at my.sc.edu
UofSC Experience Transcript: University report of a student’s
Engagement records, sent at student’s request to prospective employers and
graduate schools

18. • BTCM Purpose (intended outcomes): Improve quality of institutional data on student engagement
and learning in the co-curriculum, in order to improve quality, evidence, visibility
• Indicators of achievement of purpose / intended outcomes
• Engagement Catalog makes purpose and design visible
• Student records and transcript increase visibility of the role of the co-curriculum
• Engagement Data informs analysis of Engagement quality/effectiveness
• Numbers and characteristics of participants
• Are students participating in expected numbers?
• Is target audience engaged (for example, 1st generation students, transfer students?)
• Engagement Data informs institution-level analysis of educational impact
• How does co-curricular engagement contribute to student persistence? Timely graduation? Post-
graduation employment? Graduate school admission? Alumni satisfaction?
18

19. PURPOSE: Improve quality/effectiveness, evidence of impact,
visibility of educational purpose and intentional design
• BTCM Engagement Catalog
• UofSC Experience Transcript – Example
• Student resources - how to access records, create and order transcript
• Interactive Dashboards - characteristics of student participants
• Toolbox for Engagement Catalog Entries – how to submit Engagements to catalog
• BTCM reports – Engagements and participant numbers by department / unit
• Student Records – Engagement providers access to their participant records
19

20. 20
Engagement Catalog

21. Knowledge and
skills students
apply and
practice (named
by Engagement
provider) are
reported on
UofSC
Experience
transcript

22. Student resources – explains
what the records are, how to
access them, how to create and
order distribution of transcript

23. Interactive Dashboards

24. 24
Engagement
Providers can
review
characteristics
of participants
and compare to
representation
in the student
population.

25. 25
BTCM Reports
Engagement Summary Attendance >
Attendance Summary

26. 26
Engagement Providers can access student records here: https://www.sc.edu/btcmatters/forms/
- Click on “Verification” then click on student icon to see records (example below)

27. Fall 2018 Columbia Undergraduate Degree-Seeking Students
BTCM Engagement Combination in Fall 2018 Rate of Return in Fall 2019 Head Count Fall 2018
Tier 1 Tier 2 Tier 3 Freshman Sophomore Freshman Sophomore
+ + + 97.14% 94.12% 35 119
+ + 91.45% 93.51% 2,598 1,542
+ 73.46% 93.62% 765 1,881
+ + 90% 98.11% 10 53
+ 84.06% 84.54% 1,380 983
+ + 85.71% 92.98% 14 57
+ 50% 95.24% 2 21
66% 86.33% 1,391 1,792
Table illustrates retention (for the Fall 2019 term) of Fall 2018 freshmen and sophomores who completed various Tier combinations of BTCM recorded
Engagements.
* 2,598 freshmen completed at least one Tier 1 AND one Tier 2 Engagement; 91.45% returned for Fall 2019.
* 1,380 freshmen completed at least one Tier 2 Engagement; 84.06% returned for Fall 2019.
* 1,391 freshmen completed NO recorded Engagements; 66% returned for Fall 2019.
Source: Jonathan Poon, Office of Institutional Research, Assessment & Analytics.
Freshman Engagement and Return for Sophomore Year

28. Success is
defined as
graduating in
Spring or
Summer 2019
or returning to
UofSC for the
Fall 2019 Term.
Source: Jonathan Poon, Office of Institutional
Research, Assessment & Analytics.

29. How does/can
cataloging and
recording student
engagement in
BTCM inform
department/unit
planning and
improvement?

30. 30
I enhanced skills in
organization, listening,
empathy, communication,
collaboration, feedback,
facilitation, public
speaking, and a plethora
of other skills
I learned how to
develop and maintain
a professional attitude
on the job.
how individual identity plays
a role in how people think
and act, how to have open
and honest discussions
about controversial topics
“Briefly describe knowledge you gained and/or skills you developed from your participation”
Selected responses from survey of Fall 2021 ELO-designated, SAAS Engagements
I gained a lot of
experience in working
as part of a team and
forming good
communication skills /
habits.
confidence in
how I present
myself and what
I am passionate
about

31. 31
BTCM Website

32. Beyond The
Classroom Matters
32
UofSCExperience@sc.edu
pam.bowers@sc.edu

33. DR. JENNIFER KEUP
Executive Director of the National Resource Center for The First-Year
Experience and Students in Transition

35. How to Stay HIP:
Understanding and Using HIPs
in our Student Affairs Work
Jennifer R. Keup
Executive Director,
National Resource Center for The First-Year Experience and Students in Transition
February 25, 2022 keupj@mailbox.sc.edu; X7-2570

36. High-impact practices (HIPs)
were first introduced in 2005
and have shaped higher
education policy, pedagogy, and
principles since that time. This
session will provide a current
check-in on HIPs, including how
they’ve evolved, their equity
potential, and the role of
student affairs in their
development and delivery.

37. Qualifications

38. Section
1.
DEFINITION

39. High-Impact/Promising Practices…
“…are curricular and cocurricular
structures that tend to draw upon high-
quality pedagogies and practices in pursuit
of 21st century learning outcomes; they
are “teaching and learning practices that
have been widely tested and have been
shown to be beneficial for college
students.” (Kuh, 2008)

40. • Represent intentional and integrative learning experiences
• Structures rather than program
• Intentional connection to outcomes that go beyond retention
• Have the potential to shape campus culture
High-Impact/Promising Practices…

42. • Represent intentional and integrative learning experiences
• Structures rather than program
• Intentional connection to outcomes that go beyond retention
• Have the potential to shape campus culture
• May be able to “compensate for shortcomings in academic
preparation”
• Greater impact on historically underserved students
High-Impact/Promising Practices…

44. 98.3 96.5 93.1 91.0 90.3
83.2 80.6 78.1
0
10
20
30
40
50
60
70
80
90
100

46. Deep Learning General Gains Personal Gains Practical Gains
FY SR FY SR FY SR FY SR
Learning
Community
+++ ++ ++ ++
Service Learning +++ ++ ++ +++ +++ +++ ++ ++
Study Abroad ++ + ++
Undergrad
Research
+++ ++ ++ ++
Senior Capstone ++ ++ +++ ++

47. Academic
Challenge
Collaborative
Learning
Stu-Fac
Interaction
Supportive
Campus Env
FY SR FY SR FY SR FY SR
Learning
Community
++ +++ +++ ++
Service Learning ++ ++ +++ +++ +++ +++ ++ ++
Study Abroad ++ ++ ++ +
Undergrad
Research
+++ +++ +++ ++
Senior Capstone ++ ++ +++ ++

48. “There is a positive
relationship between…the
number of particular high-
impact practices students
experience and students’
engagement.”
(McKlenney, 2013)

49. HIPs and Deep Learning Experiences
51%
57%
64%
71%
0
10
20
30
40
50
60
70
80
No HIPs 1-2 HIPs 3-4 HIPs 5-6 HIPs

50. 60%
58%
43%
64% 65%
50%
69%
71%
57%
74%
76%
67%
0
10
20
30
40
50
60
70
80
Gains in GE Gains in Practical Competence Gains in Personal & Social Dev
No HIPs 1-2 HIPs 3-4 HIPs 5-6 HIPs

51. Section
2.
EVOLUTION

53. Promising Practices for CC Student Engagement
• Assessment & Placement
• Orientation*
• Academic Goal Setting &
Planning
• Timely Registration
• Accelerated or Fast-Track
Developmental Ed
• First-Year Experience*
• Student Success Course*
• Learning Community*
• Class Attendance
• Alert & Intervention
• Experiential Education*
• Tutoring
• Supplemental Instruction

54. 83.0
58.5 58.5 55.1
30.0
23.3 22.6
0
10
20
30
40
50
60
70
80
90
100

59. “While promising, they are not a
panacea. Only when they are
implemented well and continually
evaluated…will we realize their
considerable potential.”
(Kuh in Brownell & Swaner, 2010)
Consider Quality of HIPs

60. What does it
mean to be HIP?

61. Characteristics of HIPs
• Creates an investment of time and energy
• Includes interaction with faculty and peers about
substantive matters
• Real-world applications
• High expectations
• Includes frequent feedback
• Exposure to diverse perspectives
• Demands reflection and integrated learning
• Public displays of accountability

62. Metrics of Quality
• Creates an investment of time and energy
• Includes interaction with faculty and peers about
substantive matters
• Real-world applications
• High expectations
• Includes frequent feedback
• Exposure to diverse perspectives
• Demands reflection and integrated learning
• Public displays of accountability

63. “[HIP] key conditions can be adapted and
incorporated into any teaching and learning
situation inside or outside the classroom to
promote higher levels of student
performance. There are doubtless other
high-impact activities…in which large
number of students participate.”
(Kuh in Brownell & Swaner, 2010)

64. • Creates an investment of time and
energy
• Includes interaction with faculty and
peers about substantive matters
• Real-world applications
• High expectations
• Includes frequent feedback
• Exposure to diverse perspectives
• Demands reflection and integrated
learning
• Public displays of accountability
What are common
student
experiences that
have the potential
to become HIPs?

65. Emergent and Potential HIPs
• Campus activities
• Employment
• Student media
• Advising
• Athletics
• Physical fitness and wellness
• Supplemental Instruction
• Classroom pedagogy
• Housing and Res Life
• Student clubs and groups
• Peer leadership
• Common reading
• Housing & residential life
• “Transactional” experiences
• Course registration
• Enrollment management
• Financial aid
• Library

67. • Creates an investment of time and
energy
• Includes interaction with faculty and
peers about substantive matters
• Real-world applications
• High expectations
• Includes frequent feedback
• Exposure to diverse perspectives
• Demands reflection and integrated
learning
• Public displays of accountability
How are your
programs
measuring up to
HIPs
characteristics?

68. Section
3.
EQUITY

69. • Represent intentional and integrative learning experiences
• Structures rather than program
• Intentional connection to outcomes that go beyond retention
• Have the potential to shape campus culture
• May be able to “compensate for shortcomings in academic
preparation”
• Greater impact on historically underserved students
Remember This? HIPs...

70. “The most valuable finding [is] the ‘equity
effects’ that appear in students’ report of their
learning as their success is boosted by HIPs; the
equity-minded perspective that educators can
nurture; the principles of inclusive excellence
that can guide colleges and universities in
providing a liberal education that offers not only
equitable access to HIPs, but also equitable
achievement of outcomes.”
(Schneider & Albertine, 2013)

71. Gains in Deep Learning
11%
24%
35%
14%
26%
40%
0
5
10
15
20
25
30
35
40
45
1-2 HIPs 3-4 HIPs 5-6 HIPs
FGS Transfers

72. 38%
49%
65%
73%
55%
63%
68% 69%
0
10
20
30
40
50
60
70
80
0 HIPs 1 HIP 2 HIPs 3+ HIPs
CSUN Graduation by Ethnicity & Participation in HIPs
Latino/a Non-Latino/a

73. Considerations for HIPs and Equity
• Unequal pathways to HIPs
• Differential participation rates
• “Invisible” identity areas
• HIPs as spaces of privilege; need
to reframe
• Structures reify racialized and
other discriminatory practices

74. Section
4.
TAKEAWAYS

75. HIPs Takeaways
• HIPs are evolving and can be inclusive of student affairs practices
• HIPs characteristics are a tool for development, interrogation,
and assessment of our practices
• HIPs have great equity potential but need our help to meet it
• Student affairs is a key partner and advocate in the thoughtful
development and equitable delivery of HIPs

77. “Instead of a list of distinct practices,
we would offer that the idea of high-
impact practices is an invitation to
continue working to identify and
verify which practices are indeed the
best to which we can aspire and
actually implement given practical
limitations.”
(Hatch, Crisp, & Wesley, p. 16)

79. WHAT’S DENNIS READING? DISCUSSION
• Monthly discussions allow staff an informal opportunity to
discuss the news stories that have caught the attention of Dr.
Pruitt and the ones that have piqued their own interest.
• Thursday, March 3 from 9-10 a.m. via Microsoft Teams
• Register on the PD Team website to receive Teams link

80. 2022 DIVISION AWARDS
• Now accepting nominations!
• Nominations close March 15th
• Details & forms on the PD
Team website
• Nomination form redesigned
• Each form submission is for a
single award nomination
• Each award nomination can
have up to 5 people/offices
listed
• Scoring rubrics have been
added to the
award descriptions
• Division Awards Breakfast hosted
on Fri. 4/29 in RHUU

81. 2022-2023 PROFESSIONAL DEVELOPMENT TEAM
• Interested in serving on 2022-2023
PD Team?
• Opportunities to develop & enhance skills
• Increased connection w/ campus
resources
• Opportunities for professional growth &
progress towards career goals
• Increased sense of belonging
• Apply on our website now
• Have served at least one year in your role
• Have approval from supervisor
• Speak with one of our
current members
• Tad Derrick
• Lauren Martini Olson
• Melody Boland
• Lauren Epps
• Patrick Flynn
• Jason Halterman
• Jessie McNevin
• Michelle Otero
• Jennifer Pizolongo
• Josh Schuman

82. STUDENT AFFAIRS NIGHT AT FOUNDERS
• Join your SAAS colleagues at the
Gamecock Baseball game
• Tuesday, March 29 @ 7p vs Presbyterian College
• Register in advance to receive a food
voucher
• Hot dog, popcorn & soft drink
• Must have your Carolina Card
• Your Carolina Card gets you access to 2 free
faculty/staff tickets
• Must register by Friday, March 18 to be
eligible for food voucher
• First come first serve

83. DR. DENNIS PRUITT
Vice President for Student Affairs & Academic Support

84. QUESTIONS, THANKS & ASSESSMENT
• Questions?
• Ask in Q&A or send email to
sapdteam@mailbox.sc.edu
• Thank You for Attending
• Next Meeting Friday, March 25th
• In-person (RHUU Theater) & live-stream option
• Assessment
• Please scan QR code or click link in
Take 3 email to provide feedback to
PD Team