Book contents
- Administratively Adrift
- Administratively Adrift
- Copyright page
- Dedication
- Contents
- Figures and Tables
- Acknowledgments
- Preface
- Chapter 1 The Gap between the Student Experience and University Operations
- Chapter 2 Generation Z and the Traditional University
- Chapter 3 University Tradition and Conformity: Insights and Persistence
- Chapter 4 Faculty Influence and Influences on Faculty
- Chapter 5 The Evolution of the Student Affairs Profession and the Ethos of Specialization
- Chapter 6 Decision-Making, Governance, and the Distribution of Power: Implications for the Student Experience
- Chapter 7 Lost among the Silos: Students and Information Systems
- Chapter 8 Pinch Points and More: Insights from the Student’s Perspective
- Chapter 9 Reinventing the Student Experience: A Case Study
- Chapter 10 Administratively Aligned: A Blueprint for a More Supportive and Holistic Learning Experience
- References
- Index
Chapter 9 - Reinventing the Student Experience: A Case Study
Published online by Cambridge University Press: 02 June 2022
- Administratively Adrift
- Administratively Adrift
- Copyright page
- Dedication
- Contents
- Figures and Tables
- Acknowledgments
- Preface
- Chapter 1 The Gap between the Student Experience and University Operations
- Chapter 2 Generation Z and the Traditional University
- Chapter 3 University Tradition and Conformity: Insights and Persistence
- Chapter 4 Faculty Influence and Influences on Faculty
- Chapter 5 The Evolution of the Student Affairs Profession and the Ethos of Specialization
- Chapter 6 Decision-Making, Governance, and the Distribution of Power: Implications for the Student Experience
- Chapter 7 Lost among the Silos: Students and Information Systems
- Chapter 8 Pinch Points and More: Insights from the Student’s Perspective
- Chapter 9 Reinventing the Student Experience: A Case Study
- Chapter 10 Administratively Aligned: A Blueprint for a More Supportive and Holistic Learning Experience
- References
- Index
Summary
In 2009, American University shifted the bulk of its financial aid from merit- to need-based, leading to a more diverse student body. Concurrently, academic performance rose but student sense of belongingness diverged by race. Support services were plentiful, but not necessarily well matched. In 2015, with funding from the Andrew W. Mellon Foundation, AU explored an integrated approach to student support. Re-inventing the Student Experience (RiSE) involved faculty, students, administrators, and staff in workshops, retreats, surveys, and examinations of best practices in higher education as well as innovative approaches outside the university, all aimed at uniting the entire campus in supporting student well-being. After the grant, AU continued to fund RiSE internally. Major outcomes included new required first-year courses; a new role for some faculty as “guides,” who both teach and serve as primary contacts for accessing university services; a greatly revised core curriculum; and improvement in student engagement.
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- Information
- Administratively AdriftOvercoming Institutional Barriers for College Student Success, pp. 203 - 222Publisher: Cambridge University PressPrint publication year: 2022