Students First! A “Learning Reconsidered Example”

Blaine Jensen

Vice President

Educational Services

Douglas College

Learning Reconsidered• To support today’s learning outcomes, the focus of education must

shift from information transfer to identity development (transformation). Transformative education places the student’s reflective processes at he core of the learning experience. The idea of transformative learning reinforces the root meaning of liberal education itself – freeing oneself from the constraints of lack of knowledge and an excess of simplicity. In the idea of transformative learning the purpose of educational involvement is the evolution of multidimensional identity, including but not limited to cognitive, affective, behavioral and spiritual development. Therefore learning , as it has historically been understood, is included in a much larger context that requires consideration of what students know, who they are, what their values and behavior patterns are, and how they see themselves contributing to and participating in the world in which they live. (p.10)

– Learning Reconsidered, ACPA, NASPA 2004

Learning Reconsidered

• A Campus-Wide Focus – integration learning & development– broad scope – Collaboration of learning outcomes– transformative education – practical framework for making a learning community

Learning Community• Learning is

– multi-centric, holistic– rooted in meaning-making– integrates academic learning and student development.

• support transformative education • All accountable at every level• Student Focused

Douglas College Context

• BC Expansion 25 K seats• Degree Granting• New Leadership• Enrolment Changes

Academic Plan

• Themes– First Choice institution– Recognized academic signature– Increasing student success & persistence – Regional collaborations– Substantial development of programs– Broadening the range of credentials

Academic Plan Development

• Faculties Performed – Environmental Scans– External Consulting – SWOT Analysis– program gaps– new program ideas– balanced and sustainable growth – fit within marketplace

Foundational Documents

A Path to the Future: College Vision and Academic Planning

A Signature for Douglas College

Learning First: Enhancing the Foundation Experience at Douglas College

Student Success Taskforce

Students First!

Creating a welcoming, engaging & supportive environment where the student experience and learning is paramount

1. Building Relationships with Students

2. Campus Ecology

Two Major Themes

Relationships with Students

• Learning Service Philosophy• Define the Student Experience• Office For New Students• Student Leadership Program• Physical Environment

Institutional Validation

• Consultation– Divisions– Educational Council– Unions– Students Union

• Approval Sr. Management• College Board

– January 2005

Learning Services Philosophy

• Enhance skills, knowledge, lives• Achieve Goals• Respond to society

Through• Classroom Curriculum• Co-curricular learning & development

The Student Experience

• College Wide Forum– Participants: Faculty,

Staff, Admin• Appreciative Inquiry

Key Elements

• Student Defined Outcomes– Friendly &Personable– Satisfying and Engaging– Growth Promoting– Relevant– Supportive

Lasting Experiences

Mutually Satisfying

Access to Key Information

Services

Personal Growth

Proactive

Holistic

Positive Experience

FlexibilityLearning From Each Other

Impact of Small Interventions

Connections/Relationships

Sensitivity & Responsiveness

Exceeding Expectations

Mentorship

Empowered

Draft Model

Friendly & PersonableGrowth Promoting

RelevantSupportive

Satisfying & Engaging

• Cross-College Group

– Define components

– Validate • Student Advisory Group

– Introduce New Cultural Elements• Create Stories

• Branding

The Experience Next Steps

Transformational Experiences

• Transformational Role for Students– Quantitative – Qualitative

• Developmentally Appropriate– Independence– Self-directed– Self-sufficient

Engaging Students • include students • communicate goals and strategies • alumni association • retention plan• currency with student issues

Campus Ecology

People &

Places

Campus Ecology - People• Support of Colleagues• Empowering employees• Policy to goals/objectives• Respectful workplace• College collaboration

Campus Ecology - Places• Physical facilities Communicate Messages

– Welcome Centres

• Campus Environment Committee– Entry to College– Signage– Colour– Open Learning Space

Tactical/Operationalizing

• Creation of Rolling 3 Year Tactical Plan (Academic and Services)

• Program and Services Reviews– Annual Review articles

• New Strategic Plan– Melding Academic and Students First– Avoid “WE – They” as much as possible

• Identification of Gaps

Learning Reconsidered Campus-Wide Focus Integration learning & development Broad scope Collaboration of learning outcomes Transformative education Practical framework for making a learning community

Questions?

Documents on-line:http://www.douglascollege.ca/instres/planning.html

Contact Information

BJ JensenV.P. Educational Services

Douglas Collegejensenb@dougllascollege.ca