COLLABORATING FOR SUCCESS: APPRECIATING ALL THE COGS

IN THE CAMPUS WHEELDiliana Peregrina-Kretz, Kimberly Elias, Tricia Seifert, Christine Arnold, Jeff Burrow

Collaborations between faculty and staff are an integral piece to supporting students holistically as they foster a cohesive student experience, diverse learning opportunities, and promote students’ sense of belonging on campus (ACPA, 1996).

In this poster we showcase the findings from the Supporting Student Success Survey – a Pan-Canadian survey administered to over 2,500 faculty and staff across 11 institutions (9 Universities and 2 Colleges) that sought to investigate the correlation between organizational structures and staff and faculty awareness of and engagement with programs and services with student retention.

Specifically, we highlight the results of four questions that asked faculty and staff to reflect on their partnerships and collaborations within their own groups and across groups at their institution, and their perceptions of whether they are encouraged or discouraged to partner.

INTRODUCTION

In the past 20 years, numerous organizations have called for meaningful interaction and partnerships between faculty and student affairs staff members. For example, the Student Learning Imperative (SLI) urged for a collaborative emphasis between staff, faculty, and administrators in order to support students holistically (ACPA 1996).

Scholars such as Kezar (2005) and Schuh & Whitt (1999) have noted that for institutions to adopt a holistic approach to supporting students, there must be coordinated efforts that promote and encourage collaborations and partnerships between faculty and staff.

Most recently, Whitt and her colleagues (2008) highlighted seven characteristics of effective partnerships that they found effective across colleges and universities: a) fostering and advancing the institutional mission; b) promoting learning inside and outside of the classroom; c) building and nurturing relationships; d) understanding the institutional culture; e) valuing and implementing assessments; f) using resources creatively and effectively; and g) cultivating effective and diverse leadership.

As we engage in dialogue about supporting the whole student we cannot ignore the conversation about the impact of working together across academic and student affairs’ units.

LITERATURE REVIEW

Overall, almost half of staff and faculty felt encouraged or strongly encouraged to partner from various stakeholders. Many respondents felt partnering can positively influence student success. However, despite feeling encouraged, many respondents shared concerns about having the time to devote to such partnerships; time they simply did not have. Time spent partnering with others was time not spent elsewhere which can lead to burnout or compromising other aspects of one’s job. Thus, without acknowledging and valuing the time required to nurture a partnership, encouragement to partner is simply not enough.

FINDINGS

IN THEIR WORDS…

Some perceptions of being encouraged or discouraged to partner with others

at their institution…

“There is encouragement to do so, but not at the cost of establishing a research program. Senior colleagues made it clear to me that if I neglect research and publications, I will have problems getting promoted. The key is balance among the various activities of a professor; i.e., community service, teaching, research, scholarship.” - Faculty

“I don't think I can choose one [partnership]; they all, together, work towards creating students who are healthy, happy, and productive members of the [campus] community.” - Faculty

“I work closely with others from all over the College so it is imperative to my job that I have good partnerships with these areas. If I don't have these partnerships, I wouldn't be able to help students to the extent that I do.” - Staff

YOUR THOUGHTS…

CONCLUSIONS

Discouraged / Strongly Dis-

couraged

Neither Encouraged Strongly Encgouraged

0%

10%

20%

30%

40%

50%

60%Faculty

Staff

Extent to which faculty and staff perceive they are encour-aged to partner by Students

Discouraged / Strongly Dis-

couraged

Neither Encouraged Strongly Encgouraged

0%

10%

20%

30%

40%

50%

60%

70%

Faculty Staff

Extent to which faculty and staff perceive they are encouraged to partner by SAS Staff

Discouraged / Strongly Dis-

couraged

Neither Encouraged Strongly Encgouraged

0%

10%

20%

30%

40%

50%

60%

Faculty Staff

Extent to which faculty and staff perceive they are en-couraged to partner by Faculty Members

Discouraged / Strongly Dis-

couraged

Neither Encouraged Strongly Encgouraged

0%

10%

20%

30%

40%

50%

60%

Faculty Staff

Extent to which faculty and staff perceive they are encouraged to partner by Academic Program Coordinator or Program Director

Follow our research at: @CdnStdntSuccess

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Check out the research blog at:www.supportingstudentsuccess.

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