Issuu on Google+

Follow-Up Report on the

Robert B. Kamm Distinguished Lecture in Higher Education

March 29, 2011

The Robert B. Kamm Distinguished Lecture in Higher Education Robert B. Kamm served in Higher Education as a teacher, counselor, and administrator at Oklahoma State University for more than 45 years, including service as president from 1966 to 1977. He was inducted into the College of Education Hall of Fame in 2000 and served on the College of Education faculty. During his lengthy service, Dr. Kamm emphasized academic excellence and underscored the centrality of students, faculty, and staff in the learning experience. The College of Education annually hosts the Kamm Lecture, a policyimpacting lecture/symposium that fills a major void in higher education policy-making. It brings private and public sector leaders together at OSU to discuss critical, cutting-edge issues that will shape the future of Oklahoma in general and the state’s higher education in particular.

Maxine and Bob Kamm

The Kamm Lecture was first held in OSU’s College of Education in 1992.

Dr. Kamm acknowledged that all people are of equal worth. He cared deeply about others, regardless of their nationality, race, religion, sex, economic status, or station in life. His love for people was manifested in many ways and he was known as one who truly cared about people. The Robert B. Kamm Fund of the OSU Foundation also supports the Robert B. and Maxine Kamm Fellowship Program for doctoral students in higher education administration.

Kamm Website: Connect with the Kamm Lecture on Facebook: Search: Oklahoma State University Kamm Lecture


Robert B. Kamm Distinguished Lecture in Higher Education

2011 Robert B. Kamm Lecture in Higher Education -- Steering Committee Holly Blakey, Events Coordinator, Oklahoma State University College of Education Lori Coggins, Ph.D. Student & Graduate Assistant, Oklahoma State University - Tulsa Bob Davis, Interim Dean, Oklahoma State University College of Education Ed Harris, Professor, Oklahoma State University College of Education Marty Howard, Executive Administrative Assistant, Oklahoma State University College of Education Kerri Kearney, 2011 Robert B. Kamm Lecture Chair & Assistant Professor, Oklahoma State University College of Education Josh Krawczyk, Ph.D. Student and Senior Academic Counselor, Oklahoma State University Christy Lang, Communications Specialist, Oklahoma State University College of Education Candace Thrasher, Manager of Education Outreach, Oklahoma State University, College of Education Brad Williams, Ph.D. Student Special thanks to Ann Hargis, First Lady of Oklahoma State University; Lee Bird, OSU Vice President of Student Affairs; Debra Blanke, OSU Kamm Fellow and Associate Vice Chancellor for Academic Affairs, Oklahoma State Regents Office for Higher Education; OSU Foundation; and student, alumni, and Kamm Fellow volunteers.

Oklahoma State University Educational Leadership Faculty John Foubert, Associate Professor and Program Coordinator, College Student Development Email: Ed Harris, Professor and Program Coordinator, Educational Leadership Email: Bert Jacobson, Professor and School Head, School of Educational Studies Email: Chris Jenkins, Assistant Professor Email: Kerri Kearney, Assistant Professor and 2011 Robert B. Kamm Lecture Chair Email: Bernita Krumm, Associate Professor and Program Coordinator, Educational Administration Email: Jesse Mendez, Assistant Professor and Program Coordinator, Higher Education Email: Tami Moore, Assistant Professor Email: Steve Wanger, Assistant Professor Email: Follow -Up Report


The 19th Robert B. Kamm Distinguished Lecture in Higher Education Welcome

Dr. Robert Davis

Interim Dean, OSU College of Education

Dr. Kamm’s Legacy Video produced by Mohamed Ibrahim

Recognition of Kamm Fellows and Presentation of Kamm Medallions Dr. Robert Davis and Dr. Bert Jacobson

Introduction of Speaker Ann Hargis

First Lady Oklahoma State University

Keynote Address

Beyond the Ivory Tower: Creating the Leaders of Tomorrow Dr. Robert Sternberg A book signing and reception follows in the lobby outside Willard 010.

Books available include: College Admissions for the 21st Century (2010) Teaching for Wisdom, Intelligence, Creativity, and Success (2009) Teaching for Successful Intelligence (2007) Explorations of Giftedness (2011) The video of Dr. Sternberg’s lecture is available online: Power Point slides from lecture are included on the following pages.


Robert B. Kamm Distinguished Lecture in Higher Education

2011 Kamm Speaker Robert J. Sternberg, Ph.D. Provost and Senior Vice President Oklahoma State University Robert J. Sternberg is Provost and Senior Vice President and Professor of Psychology at Oklahoma State University. He is also Honorary Professor at the University of Heidelberg, Germany. Prior to arriving at Oklahoma State, he was Dean of the School of Arts and Sciences and Professor of Psychology and Education at Tufts University. Before going to Tufts, he was IBM Professor of Psychology and Education and Professor of Management at Yale University. Sternberg’s Ph.D. in psychology is from Stanford and he has 11 honorary doctorates. His BA in psychology is from Yale. Sternberg is a fellow of the American Academy of Arts and Sciences, American Association for the Advancement of Sciences, Association for Psychological Science, and American Psychological Association. He is also Past-President of the American Psychological Association. He is President of the International Association for Cognitive Education and Psychology and is President-Elect of the Federation of Associations of Brain and Behavioral Sciences. Sternberg is on the Board of Directors of the Association of American Colleges and Universities. The author of roughly 1,200 journal articles, books, and book chapters, Sternberg has held roughly $20 million in grants and contracts. His research has primarily been on human intelligence, creativity, wisdom, styles of thinking, and leadership, as well as on love and hate. Sternberg has received two dozen awards for his research. Sternberg has been listed by the ISI as among the most highly cited authors in psychology/psychiatry and was listed by the APA Monitor as one of the top 100 psychologists of the 20th century.

Follow -Up Report


Robert and Maxine Kamm Distinguished Graduate Fellows The Kamm Distinguished Graduate Fellowship provides financial support for outstanding students who are pursuing an advanced degree in higher education. Students are selected annually for the the fellowship, which has been awarded to 27 rising stars in the field of higher education. The endowment was established in honor of Dr. Robert and Mrs. Maxine Kamm. Dr. Kamm served in higher education as a teacher, counselor, and administrator at Oklahoma State University for more than 45 years, including service as president from 1966 to 1977. Kamm Fellows Eric Archer Dale Barnett Ric Baser Stephanie Beauchamp Debra Blanke Edmund Brackett Eloy Chavez Dana Christman Jan Clayton Smith Suzanne Dextras Elizabeth Donnelly Jeff Ehrlich Blake Fry Eschelle Gilkey Lisa Kerr Congratuations to Josh Krawczyk, 2011-2012 Kamm Fellow Mert Martens Kristie Nix Maggie Payne Robin Ploeger Douglas Price Larry Rice Congratulations to Virginia Smith, 2011-2012 Kamm Fellow Richard Vollmer Congratulations to Meng (Vivian) Wang, 2010-2011 Kamm Fellow Virginia Whitekiller G. Erik Zoellner 6

Robert B. Kamm Distinguished Lecture in Higher Education

Virginia Smith

Meng (Vivian) Wang

Main Point

Bob Sternberg Provost and Senior Vice President OSU

• The mission of college and university education  should be to develop future active citizens and  leaders—graduates who will make a positive,  g , g meaningful, and enduring difference to the world • They will do so by thinking creatively, analytically,  practically, and wisely, and by acting ethically • And by being passionate, compassionate, and  caring citizens of the state, nation, and world


“WICS” View of Leadership

A Vision for Leadership Development in  Higher Education

• A college or university truly will excel not by  competing with other institutions of higher  learning or by comparing itself to such  institutions • Rather, it will excel by competing with itself— by being true to its own ideals

The (WICS) Core of Ethical Leadership • Leaders decide for leadership • Leaders are – Creative in generating a new vision – Analytical in ascertaining the value of the vision Analytical in ascertaining the value of the vision – Practical in implementing the vision and  persuading others of its value – Wise in ensuring that the vision helps attain a  common good, over the long‐ and short‐terms,  through the infusion of positive ethical values in  their actions

• • • •

Wisdom Intelligence Creativity Synthesized

Creative Skills

What Does It Mean to Think  Creatively?

Why Creative Skills Are Important • Creative skills are important because, in a  rapidly changing world, those who are unable  to cope with novelty and with continually  changing economic social political and other changing economic, social, political, and other  conditions are left behind • Much of what we learn in school quickly  becomes outdated. We need to prepare for  the future world, not just the current one

• Generate ideas that are  – Novel – Good – Appropriate to the task at hand

• To – – – – –

What Is the Essence of Thinking  Creatively? • Decision to – Defy the crowd – Buy low and sell high in the world of ideas • People People all know they should buy low and sell high, but  all know they should buy low and sell high but they don’t • There are challenges to buying low and selling high – External Pressure  – Internal Pressure

Analytical Skills

Create Design Invent Imagine Suppose

What Are Some Specific Decisions  Creative People Make? • • • • • •

Redefine problems Sell ideas Recognize the limitations of knowledge Take sensible risks Overcome obstacles Find what they love to do

Why Analytical Skills are Important • More and more, the information explosion  makes it impossible to have all the  information one needs stored in one’s head;  rather, one needs to be able to locate,  retrieve, and evaluate information • Students need to learn especially to think  critically about information they acquire  through various media, including TV, Internet,  radio, etc.

What Does It Mean to Think  Analytically? • Comprehend ideas and evaluate them • To – Analyze – Evaluate l – Critique – Judge – Compare and contrast

Practical Skills

What Is the Essence of Thinking  Analytically? • To reflect upon rather than merely accept  what one hears – Advertisements – Political messages Political messages – “News” reports – Rumors

Why Practical Skills Are Important • Students can achieve an “A” in a course without  being able to use that information—e.g., they  could get an “A” in a foreign‐language course but  p g g , not be able to speak the language when abroad,  or they could get an “A” in a statistics course but  not be able to analyze their own data or that  presented by others • What is important is not inert knowledge, but  rather, knowledge for use

What Does It Mean to Think  Practically? • Transfer knowledge from the abstract‐ analytical domain to the practical domain • To – Use – Implement – Put into practice – Apply – Collaborate – Persuade

What Is the Essence of Thinking  Practically? • To apply one’s academic knowledge in  practical settings • To acquire and utilize tacit knowledge—what  one needs to know that is not explicitly taught one needs to know that is not explicitly taught  and often is not even verbalized

Why Wisdom‐Based Skills Are  Important

Wisdom‐Based Skills

• Leaders rarely fail because they are lacking in  knowledge or intelligence; they typically fail for  lack of wisdom—they are foolish • Failed leaders tend to display signs of – – – – – –

Unrealistic optimism Egocentrism False omniscience False omnipotence False invulnerability Ethical disengagement

What Does It Mean to Think Wisely?

What Is the Essence of Thinking  Wisely?

• To utilize one’s knowledge and skills for a  common good; by balancing one’s own, others’,  and higher order interests; over the long‐ as well  as the short‐term; through the infusion of  positi e ethical al es positive ethical values • To

• Dialogical Thinking—understanding things  from multiple points of view • Dialectical Thinking—understanding that what  is “true” is  true  or what works at one point in time  or what works at one point in time may not be “true” or work at another point

– – – –

Seek a common good Understand others’ points of view Think over the long‐ as well as the short‐term Think of the ethical implications of one’s actions

What Is the Basis of Ethical Action? • To:  – Recognize that a situation exists that is in need of attention – Understand that it has an ethical dimension – Realize that the ethical dimension is important enough to  attend to attend to – Appreciate that the situation is personally relevant – Identify ethical rule that applies to the situation – Figure out how to apply the ethical rule to the situation – Assess the possible costs and benefits of acting ethically – ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ – Act ethically

How Do We Develop the Leaders of  Tomorrow? • Three intervention points – Admissions – Instruction/Assessment (the visible curriculum) – Student Life (the invisible curriculum) Student Life (the invisible curriculum)

WICS Applied to Admissions

Applying the “WICS” Model to  Admissions • If the goal of college admissions is to admit the  active citizens and positive leaders of tomorrow,  then use of ACT and High School GPA, either  alone or in combination, is inadequate • We should admit students based on potential  broad “value added,” rather than narrow input  “value” • What kinds of measures could be used to  supplement standardized tests and high school  grades?

Applying the “WICS” Model to  Admissions • The Rainbow Project • The Kaleidoscope Project • The Panorama Project

Applying the “WICS” Model to  Admissions: Creative Assessments • It’s 1781 and the American colonies have just  been defeated by the British at Yorktown.  Imagine  history without the United States as we know it. • Draw a design or advertisement for a new product • Caption the cartoon below…. C i h b l • Write a brief creative story with one of the  following titles:   • The End of MTV • Confessions of a Middle‐School Bully • One‐way Ticket

Introductory Text • “___ develops leaders who will address the  intellectual and social challenges of the new  century.  Critical thinking, creativity,  practicality and wisdom are four elements of practicality, and wisdom are four elements of  successful leadership. The following topics  offer you an opportunity to illustrate these  various characteristics.  We invite you to  choose one and to prepare an essay of 250 to  400 words.  (And it really is optional!)”

Applying the “WICS” Model to  Admissions: Analytical Assessments • What book would you definitely include in  your personal library?  Why? • Select a movie that captured your  g p y imagination.  How did it capture your  imagination or affect your thinking? • If “curiosity killed the cat,” why do we  celebrate people like Galileo, Lincoln, and  Gandhi, who defied conventional thinking to  achieve great results?

Applying the “WICS” Model to  Admissions: Practical Assessments

Applying the “WICS” Model to Admissions:  Wisdom‐Based Assessments

• How have you persuaded someone of an idea  that the individual did not initially accept? • How have you persevered in standing up for a  g y belief when the odds were against you? • How have you learned from a mistake you  have made in your life?  What was the mistake  and what did you learn from it? • Of what practical accomplishment in your life  are you most proud?  Why?

• Describe one of your unsatisfied intellectual  passions.  How might you apply this interest to  serve the common good and make a positive  difference to society? difference to society? • Offer an open letter to the President of the  United States.  What issue would you like to  see addressed in the next 100 days?  What  should he do, and why?

Applying the “WICS” Model to  Admissions: Empirical Data

WICS Applied to  Instruction/Assessment

• WICS assessments increase prediction of  college GPA over SAT/ACT and HS GPA • WICS assessments predict participation in  p extracurricular and leadership activities • WICS assessments reduce ethnic‐group  differences in test performance • WICS assessments increase satisfaction of  applicants and their parents with the  admissions process

Applying the “WICS” Model to Instruction/Assessment:  My Nature of Leadership Course

Applying the “WICS” Model to Instruction/Assessment:  My Nature of Leadership Course

• Outside speakers:  Leaders in the community come in  to talk about the challenges they have faced in the  development of their own leadership (practical) • Group project:  Requires creation of a presentation  applying concepts to a real‐life applying concepts to a real life leader (group creative) leader (group creative) • Exams: Require students to analyze, compare and  contrast, evaluate concepts from the course  (analytical) • Reflection paper: Requires students to analyze their  own leadership, including its ethical dimension and  how they can make it better (wisdom)

• Creative – Create a group presentation on the life and leadership  of a leader of your choice – Design a study to test the situational theory of  leadership – Imagine that Abraham Lincoln were president today:  How might he manage relations with today’s  Congress? – Suppose that you were  Governor of Oklahoma: What  would you do about underfunded state pensions?

Applying the “WICS” Model to Instruction/Assessment:  My Nature of Leadership Course

Applying the “WICS” Model to Instruction/Assessment:  My Nature of Leadership Course

• Analytical

• Practical

– Compare and contrast the leadership of Nelson  Mandela and Robert Mugabe – Analyze why Hosni Mubarek why Hosni Mubarek was forced to resign was forced to resign – Evaluate the strengths and weaknesses of the  “trait” theory of leadership – Critique the class presentation of Group 1 on the  leadership of Mahatma Gandhi

Applying the “WICS” Model to Instruction/Assessment:  My Nature of Leadership Course

• Wisdom – Does the Tea Party movement in the United States  lead the country toward or away from the common  good?  Why? – Why have Italians put up so long with the antics of  Silvio Berlusconi?  Do they have a different point of  view from the way he is portrayed in the US media? – What kinds of leadership practices may benefit an  organization in the short‐ but not the long‐term? – Is democracy the only ethical form of government?

WICS Applied to Student Life

– Apply the contingency theory of leadership to a  leadership challenge you have faced – Use what you learned from President Hargis’s  presentation to the class to improve an aspect of your presentation to the class to improve an aspect of your  leadership – Collaborate to produce a group presentation on a  leader of your choice – Persuade the class why Mike Holder should adopt  your group’s suggestion for improving student  attendance at athletic events

Applying the “WICS” Model to  Instruction/Assessment • Empirical Data – Teaching in a way that enables students to capitalize  on strengths and to correct or compensate for  weaknesses improves their school achievement – Teaching for WICS results in higher achievement  across grade levels and subject‐matter areas – Teaching for WICS makes learning more enjoyable and  engaging – WICS teaching especially benefits those with diverse  learning/thinking styles

Applying the WICS Model to  Student Life • Student‐life experiences are not an “add‐on”  to the college experience; they are an integral  part of the college experience because they  develop WICS leadership skills at least as develop WICS leadership skills at least as  much as do classroom experiences • Much of the tacit knowledge one acquires in  college is learned outside the classroom in  informal‐learning settings

Student‐Life Example of WICS:  Athletics • Creative: Devising novel a strategy to defeat  the competition • Analytical: Ensuring that the strategy is a  g gy y “legal” strategy and that it is likely to be  successful • Practical: Executing the strategy • Wisdom: Ensuring that use of the strategy is  ethical as well as legal and that it promotes  the interests and reputation of the university

Student‐Life Example of WICS:  “Greek” Displays at Homecoming • Creative: Design a display that is novel and  interesting • Analytical: Ensure that the display is in good taste  and is technically feasible and is technically feasible • Practical: Actually build the display with the time  available and within the budget allocated to the  display • Wisdom: Ensure that the display is one that will  bring pride, not embarrassment, to the university

Student‐Life Example of WICS:  Student Organizations • Creative: Create initiatives that benefit the  university community • Analytical: Ask whether these initiatives are  appropriate to your particular organization appropriate to your particular organization • Practical: Persuade others of the value of the  initiatives; implement the initiatives in a way that  respects human and material resources • Wisdom: Ensure that the initiatives help achieve a  common good for the university community

Student‐Life Example of WICS:  Team Activities in General • Promote group creativity, analysis, practice,  and wisdom • Most activities in adult life involve working  pp p with others: Team activities help prepare  students for the challenges they will face  working in teams • These activities often more closely resemble  adult‐life challenges than do memory‐based  tests


What Makes a Great College or  University?

• WICS provides a basis for understanding and  synthesizing admissions, formal and informal  instruction, assessment, and student life • It is based on the notion that leadership is a  It is based on the notion that leadership is a decision—that one is not born a leader, but  rather decides for leadership and then follows  through with creative, analytical, practical,  and wise thinking, as well as ethical acting

• Research, teaching, and service that make the  world a better place • Value‐added to students and employees as a  result of the college/university experience result of the college/university experience • An atmosphere that encourages all its employees  to capitalize on their strengths and compensate  for or correct their weaknesses through the  development of creative, analytical, practical, and  wisdom/ethical thought and action

Applying WICS to Retention

Contact Information

• Teach in ways that help students to capitalize on their  strengths and correct or compensate for their  weaknesses • Give students the academic scaffolding they need  (memory‐analytical skills) • Provide students with the tacit knowledge they need to  succeed in the college environment (practical skills) • Help students through mentorship to cope flexibly with  novel challenges (creative skills) • Engage students in the college and making it a better  place (wisdom‐based skills) • Establish student self‐efficacy

• Please contact me with your ideas for how to  make OSU the very best place it can be: •

OSU: Developing the New Leaders of  the Next Generation

Luncheon Participants

Allen, Mark, Division Chair of Arts and Sciences, OSU-Institute of Technology Appleman, Boomer, Dean of Students, Northern Oklahoma College Arter, Neil, Vice President for Student Life and Dean of Students, Oklahoma Christian University Ault, Bob, Assistant to Executive Vice President, University of Central Oklahoma Avant, Linda, Executive Vice President of Academic Affairs, OSU-Institute of Technology Baird, Stephanie, Program Development Manager, Oklahoma Christian University Baser, Ric, Vice President and Chief Academic Officer, Tulsa Community College Beauchamp, Stephanie, Director of Academic Programs, Oklahoma State Regents for Higher Education Bible, Robert, President, College of the Muscogee Nation Bird, Lee, Vice President of Students Affairs, Oklahoma State University Blanke, Debra, Associate Vice Chancellor for Academic Affairs, Oklahoma State Regents Office for Higher Education Bryant, Keisha, Academic Advisor, University of Central Oklahoma Bunner, Ange, Academic Dean, College of the Muscogee Nation Bush, Brian, Director of the Academy of Leadership & Liberty, Oklahoma Christian University Clark, Gary, Vice President for University Relations, Oklahoma State University Clarke, Sarah, Access Services and Distance Learning Librarian, Rogers State University Clayton, Jan, Associate Vice President for Student Affairs, Tulsa Community College Coggins, Lori, Graduate Assistant, Oklahoma State University - Tulsa Colwell, Judy, Vice President of Academic Affairs, Northern Oklahoma College Davis, Robert (Bob), Interim Dean of the College of Education, Oklahoma State University Dela Cruz, Jose, Coordinator for Academic Affairs, Oklahoma State Regents for Higher Education Denison, Denise, Technical Services Librarian, Oklahoma Wesleyan University deSteiguer, John, Vice President of Advancement, Oklahoma Christian University Dillon, Lisa, Division Head, Human Services, Oklahoma State University-OKC Donnelly, Elizabeth, Associate Vice President of Student Affairs, Oklahoma City University Fowlkes, Carol, Chair of Math Department, Mid-America Christian University Fry, Don, Director of Technology, Oklahoma State University College of Education Fry, Pamela, Associate Provost and Associate Vice President of Undergraduate Education, Oklahoma State University Gage, Kathryn, Vice President of Student Affairs, University of Central Oklahoma Goad, Bill, Executive Vice President, Oklahoma Christian University Gordy-Watkins, Anita, Vice President of University and External Relations, OSU-Institute of Technology Harris, Ed, Professor, Oklahoma State University College of Education Hicks, Cortney, Graduate Assistant for the Service-Learning Volunteer Center, Oklahoma State University Holder, Lisa, Director of Teacher Education and Minority Teacher Recruitment Center, Oklahoma State Regents for Higher Education Jacobson, Bert, Professor and School Head, School of Educational Studies, Oklahoma State University Jarmer, Keila, Registrar, Oklahoma State University - OKC Jenkins, Chris, Assistant Professor of Educational Leadership, Oklahoma State University Johnston, Brenda, Director of Student Health and Disability Services, Oklahoma City University Jones, Laurie, Professor of Legal Research and Writing, Oklahoma City University Kerr, Lisa, Leadership Minor Instructor, University of Central Oklahoma Krumm, Bernita, Associate Professor of Educational Leadership, Oklahoma State University Martin, Jana, Division Chair of Allied Health, OSU-Institute of Technology McCullough, James, Division Chair of Visual Communications, OSU-Institute of Technology Mendez, Jesse, Assistant Professor of Educational Leadership, Oklahoma State University Moore, Tami, Assistant Professor of Educational Leadership, Oklahoma State University Munoz, Ramona, Director of Trio/Rise Support Services, Tulsa Community College

Follow -Up Report


Neurohr, Karen, Associate Professor, Assessment Librarian, Oklahoma State University Newman, Scott, Division Chair of Information Technologies, OSU-Institute of Technology O’Neal, Mike, President, Oklahoma Christian University Olmstead, Steve, Division Chair of Construction Technology, OSU-Institute of Technology Ormsbee, Chris, Professor and School Head, School of Teaching and Curriculum Leadership, Oklahoma State University College of Education Pearsall, Kim, Interim Vice President, Oklahoma State University - OKC Pendleton, Kristi, Director of Student Engagement, Oklahoma State University - OKC Pittman, Pam, Executive Director of Community Engagement Center, University of Oklahoma - Tulsa Poole, Tom, Interim President, Northern Oklahoma College Price, Douglas, Dean of Global Education, Tulsa Community College Rice, Larry, President, Rogers State University Roddy, Shirley, Dean of the Adult College, Mid-America Christian University Romans, John, School Head, Applied Health & Educational Psychology, Oklahoma State University College of Education Sarani, Saeed, Curriculum Advisor, Minority Teacher Recruitment Center, Oklahoma State Regents for Higher Education Seibold, Kathy, Associate Vice President for Campus Relations, University of Oklahoma - Tulsa Smith, Steve, President, Eastern Oklahoma State College Smith, Virginia, Director of the BRIDGE Program, Oklahoma Christian University Solomon, Brenda, Senior Director of Development, Oklahoma State University Foundation Sternberg, Karin, Distinguished Guest, Oklahoma State University Sternberg, Robert (Bob), Provost and Senior Vice President, Oklahoma State University Taylor, Mike, Engineering Technologies Faculty, OSU-Institute of Technology Thomas, Deena, Coordinator of Minority Teacher Recruitment Center, Oklahoma State Regents for Higher Education Waddell, Josh, Director of Career Services, Oklahoma City University Wang, Meng (Vivian), Manager of International Outreach Programs, Oklahoma State University Whitekiller, Virginia, Associate Professor, Northeastern State University Williams, Brad, New Product Development Consultant Williams, Robin, Coordinator of Native American Affairs, Inclusion Center for Academic Excellence, Oklahoma State University Zoellner, Erik, Dr. Zoellner & Associates


Robert B. Kamm Distinguished Lecture in Higher Education

Kamm Lecture Luncheon Agenda Approximately 80 Oklahoma higher education professionals gathered in the living room of OSU’s Willard Hall to discuss application of the ideas, thoughts, and perspectives presented by Dr. Robert Sternberg during the 2011 Kamm Lecture


Dr. Robert Davis

Interim Dean, OSU College of Education


Dr. Debra Blanke

Associate Vice Chancellor for Academic Affairs Oklahoma State Regents for Higher Education


Dr. Nathan Mellor

President, Strata Leadership

Dr. Katye Perry

Associate Professor, School of Educational Studies Oklahoma State University


Follow -Up Report


Robert B. Kamm Distinguished Lecture in Higher Education Invited Luncheon 2011 Presenter - Dr. Bob Sternberg Provost & Senior Vice-President OSU Lecture Theme - “Beyond the Ivory Tower: Creating the Leaders of Tomorrow” Lecture Title - “A Vision for Leadership Development in Higher Education”

Context – One of the greatest challenges to preparing students to develop into “active citizens and leaders – graduates who will make a positive, meaningful, and enduring difference to the world” is student retention. Retention is a high priority for all educators, as we desire to see each student become “passionate, compassionate and caring citizens of the state, nation, and world.”

Objective – Today, we are seeking to think “creatively, analytically, practically, and wisely” about this issue and to “act ethically” in the development of strategies and tactics that provide students a favorable environment for success.

Framework – The framework we will use to provide a creative, analytical, practical and wise response to the issue of student retention will be the “WICS” (Wisdom, Intelligence, Creativity, Synthesized) view of leadership.

Outcome – Working in collaboration with colleagues from institutions throughout Oklahoma, we will

create a document that describes the challenges to retaining students and an overview of how institutions are working to solve the problem.

Applying the “WICS” Model to Retention

1. According to By Darla Slipke’s article, “Oklahoma takes steps to boost graduation rates” in the June 2, 2010 edition of The Oklahoman, “Only about 30 percent of Oklahomans between the ages of 25 and 34 have a bachelor’s degree.” This is in contrast to the “national average of about 38 percent.” Imagine how life in Oklahoma would be different if 40% of Oklahomans between 25 and 34 had bachelor’s degrees. (Creative) 2. If we can assume that most students who start college have a genuine desire to graduate, why do you think so many students do not? (Analytical) 3. How does your institution help students stay in school? (Practical) 4. Offer an open letter to the leaders of your institution. What do you think they need to know about student retention issues in Oklahoma? What should they do in the next 24 months? (Wisdom)


Robert B. Kamm Distinguished Lecture in Higher Education


According to By Darla Slipke’s article, “Oklahoma takes steps to boost graduation rates” in the June 2, 2010 edition of The Oklahoman, “Only about 30 percent of Oklahomans between the ages of 25 and 34 have a bachelor’s degree.” This is in contrast to the “national average of about 38 percent.” Imagine how life in Oklahoma would be different if 40% of Oklahomans between 25 and 34 had bachelor’s degrees. (Link to WICS model: Creative) • Economic impact. Better business. More dollars. • Increased enrollment in higher education. • Decrease of first generation students. • May repair K-12. More bonds for education. • Would increase student enrollment because would have more students. More funding for higher education. • May impact community college then larger university. • Work to get a skill or trade. o Better cooperation with vocational education. o The value of a degree depends on what industry values. • Is the goal the degree or the job it will lead to? o Where is the value? If Tulsa had 5% increase in population with Bachelor degrees, there would be an increased economic impact per capita. Oklahoma is a “flyover state” – companies don’t locate here because of low education levels. Need more than oil industry. Companies don’t see what other people see. Would be more jobs. Oklahoma is very job market concentrated in the Tulsa and Oklahoma City areas. Grew up in SW OKC – no industry except military or farming. Could easily become more with increased college education and entrepreneurial businesses. The farming community needs education as much as the urban areas. There are benefits to learning new technology. Would love to see more students in environmental education. I was the only one of high school class that went to college; not sure why they did not go to college. The number one influence factor is a parental expectation to go to college. “I knew when I was five that I would go to college.” Ultimately the impact of college degrees is about quality of life. How much does higher education need to be influenced by K-12 education? Oklahoma adopted new national standards for college readiness; there are attempts to work collaboratively statewide on concurrent enrollment. For example, OSU-OKC is teaching at Deer Creek High School. • • • • • • • • •

An increase in college graduates may not help or make the state smart. More industry would be attracted to the state. More degrees would draw more jobs to the state. There would be less poverty and drug abuse. Does the state economy drive the number of students graduating from college? The unemployment rate is relatively low; income earned is also low. Increased degrees could produce financial stability. Increased businesses would enlarge the job force. If we have more education, the income level will increase. What about people migrating out of the state for employment? This could continue to happen--especially our teachers. Follow -Up Report



• •

There would be increased expectations from communities. Civic engagement would increase. There would be a longer range, compounding positive impact on achievement, community, parenting in future generations.

• • • •

It would create diversity in business. That makes a difference in economics. The oil industry has scattered; an increase in college education could increase business, especially the import/export of human intelligence. There would be less poverty. Fewer children living in poverty would improve our schools. People can accomplish things when they aren’t focused on overcoming the poverty barrier. Everything is linked together. There is a trickle-down effect. In Oklahoma, there is a general lack of interest in higher education. Education can help you in all fields. A lot of people in rural areas are attracted to farming, etc. We need to understand who our target market is for higher education. We need to increase our expectations of K-12 students who don’t have higher education as a goal. The infrastructure would change. Currently in K-12 there are two tracks -- college bound versus technical. Everyone should follow a college-bound curriculum -- being college ready and career ready are the same thing.

• • • • • • • • • • • • • • • • • • • • • • • • • •

Would be able to attract more business because we would have a better trained workforce. Increased employment – more money – more dollars available to higher education. Would attract more conferences. Decline in prison population. Increase in quality of life. Increase in health benefits as workforce is educated. Perception of state would change. Change in discourse at state capitol. Culture would become more proactive than reactive. Would force us to think about content of our bachelor degrees and who we admit--plus how that ties into our career-tech system. Rural communities would be positively affected. The K-12 system would face changes. There would be an increased chance for a transportation system that would allow better access services. Funds could be re-allocated. Would increase the tax dollars available for higher education. Could recruit more business and industry to the state. Would affect other social areas – less crime/better health, decreased teen pregnancy, decreased drug/alcohol abuse, fewer first generation college students. Would keep people in Oklahoma. Would create a better economy if have useful degrees. More people would have the needed soft skills. Could re-evaluate Oklahoma curriculum (create accountability for skills). Would increase lifelong learning. There would be more outreach from higher education institutions (summer programs for community, etc). Would decrease prison population. Would be a general increase in quality of life – like in larger cities. Increase in tax revenue. Robert B. Kamm Distinguished Lecture in Higher Education

• • • • • • • • • • •

Fewer health disparities – greater knowledge and increased ability to afford services. A positive national record. Wouldn’t be overlooked for creating business and industry. The value of Oklahoma would increase. Would attract intellectual capacity/capital. More jobs = stronger economy. Would attract more business. Decreased domestic violence and child abuse. Decrease in high school dropout rate. Less substance abuse. If parents are college educated, they are more likely to encourage children to be college educated.

• • • • • •

Would have enriched lives leading to cultural aspects improving. Would have more arts pages and fewer sports pages. Communities would be more developed with more emphasis on variety and cultural opportunities. Would “raise the bar” not just academically, also ethically. An uneducated populace doesn’t keep up with world/current events so it’s hard to make good choices. Education = more accountability.

• • • • •

Would create fewer first generation college students, which would have positive impact on K-12 as well. Would help with attractiveness of state (to business). Might be limited to only seeing economic impact on metropolitan areas such as Tulsa, Edmond, OKC, etc. Value for the social good, community. Everyone benefits.

• • • • • • • • • • • • • • •

More large corporations. We would look more like Ft. Worth. Reduce poverty. Higher paying jobs. More expensive housing. Increased taxes / more dollars for education. Expectations for education would change. Large trickle-down effect. Motivated students – would be expected to go to college. Greater support of the Arts. Greater increase of students who take college preparatory classes. Districts would work as communities to promote education. Decreased need for social services. Win-win for everyone. Best teachers are rewarded by going to great schools.

• • •

Higher Economic Impact. Higher salaries. Businesses look for college degrees. Follow -Up Report


• • • • • • •

Higher in attendance of college for future generations. Higher success rates. Value of getting degree is often in gaining soft skills. May affect patterns of student progress in junior colleges and community colleges. BS/BA = highly valuable but it means nothing if not practical. Business looks for measurable, monetary outcomes. Bachelor degrees have value when they bring value to world.


If we can assume that most students who start college have a genuine desire to graduate, why do you think so many students do not? (Link to WICS model: Analytical) • • • • • • • • • • • • • • • • • • 14

Issues of economics o Economic barriers o Enrollment driven by jobs and economy o Technological aspects, diversity, economics, etc The first generation student doesn’t know where to find services, advisement, etc. As schools grew, we lost our personal touch with students. Campus life is important making the first contact with students Get pregnant; married life gets in the way; they are on their own. No one is encouraging them to finish – faculty don’t have time to get to know students to encourage them. Geographic location – accessibility is an issue. The only thing close may be the community college, so how do they get their bachelors? We need to meet the needs using online learning, having professors teach at different campuses. Misadvisement – advisors can encourage or discourage students. Students are looking for someone to trust. College is too hard. How do I pay? What should be my major? Health issues. Single moms going back to school have multiple challenges. We are not making the university user-friendly for international students. Need a center with student support systems. Need great advisement. Higher education system makes it easier to give up than push through – the systems fail, not the student. Students don’t see value in education. A problem is with our culture saying education must be convenient (must have alternate delivery systems). Students need campus life. Money. A basic knowledge set. Cultural fit not successful. Don’t feel welcome. Alienated. Lost. We need to do better at teaching at the colleges. Need to look at our quality of instruction. Life – it can get in the way. School shouldn’t take on all the components of life but should offer areas of support for students’ survival and to help to deal with their discouragement. Obstacles may also be created by the education system. Schools don’t always stay current with the population they are serving. Ex: online versus traditional classroom instruction. Schools that began online learning are considered heroes now. We must break out of our comfort zones. Robert B. Kamm Distinguished Lecture in Higher Education

Need to look at goal clarity for students. They don’t know where they are headed. Are not clear on career exploration and not able to cope with the levels of the unknown.

• • • • • • • • • • •

Economics may be the “easy” reason. Mismatched expectations of what goes into getting a college degree. Increased college rigor versus high school – students are not prepared. Students fail to connect – don’t get involved, don’t identify with institution, fail to get engaged. Poor advising – not connecting with students and making a plan, not utilizing appreciative advising. There is a problem when the institution does not understand who it is as an institution. The student cannot always find the right match for him/her. Not proficient in distance learning. We assume that all students’ goals are to graduate? There are cultural barriers. Students must convince their families of the value. We don’t do a good job of assessing “prior learning experience.” Some of the requirements for scholarship programs (ex: Oklahoma Promise) create barriers.

• • • • • • • • • • • •

Distractions. Conflicts with family needs/demands. Students do not have a clear goal or objective. Students cannot navigate the system. Students need more support. Have inability to study, plan and schedule. There is a lack of student engagement on campus. Students are not using resources available to them. Physical/mental health. They assumed that college was next step but they are not ready. Need a better fit with the institution. We don’t celebrate the small steps/the victories.

• • • • • • • • • • • • ��� • • • •

They are not surrounded by their peers. The support system makes it easier “not to finish.” Cultural considerations. Lack of personal discipline. Falling in love – not waiting to get married. Study habits are lacking. Are accustomed to having parents to “fix” the problems. Helicopter parents who interfere. Don’t allow independent learning. Lack of self sufficiency. Have been sheltered and are not ready for the independence. Economic factors. Access to student loans is difficult. Much of the dropout rate is related to personal choice. Social and financial issues. Lack of maturity. Lack of social skills. Tuition hikes – even with scholarships the rates of tuition make it difficult. Consumerism – colleges are being forced to see students as consumers; with this perspective, we don’t challenge students. Follow -Up Report



• • • •

Students want instant gratification – they can’t see the long term benefits. Not valuing higher education as much as we value other things – starts with parents who don’t save for education. Parents at poverty level cannot provide the dollars needed for education. Some students are accustomed to getting good grades and don’t do as well in college.

• • • • • • • • •

Students have no idea about of what is involved in gaining a degree: test taking, written papers. They don’t have a clear vision of what they want or need to do. Discipline is a problem. Study skills need to be increased. Students have freedom to do things on their own. Students learn differently and as institutions, we have not progressed toward meeting their learning styles. We are getting complacent. Students want skills and a job, not to graduate with a degree. Misconceptions by students—they do not have realistic expectations about getting a degree. Students want a meaningful experience that is unique for them. Parents are the ones with the desire—that pushes the student but doesn’t get the job done. There is a disconnect for students between expectations for time and preparation and reality.

• • • • • • • • • • • • • • • • • • • • • • • • • • •

External factors: family, finances. Psychological factors: Intention. Enter college unprepared for demands. Should we pressure kids to choose a career between ages 19 and 20? Maybe we should give them time to mature. Which would decrease the waste of time and money. Some people don’t need college out of high school. Other countries look more at vocation than degree. We (USA) are less structured about education. This actually restricts choice. USA demographics are different, more diversity. Kids can’t make career choices at 19 years old. Only in America would I be 39 to get an Ed.D. Scheduling can cause conflict with college attainment. Creative scheduling is needed. We treat too many colleges as ivory towers. There are mismatches, which is not the student’s fault. We are not creating a product that students want. We need a better connection. Teaching by practitioners is helpful. We need to be able to answer questions as to why we need to teach traditions and the basics – the things students don’t see the value in. Do we need to redefine our mission? Economics are a huge factor. It always costs more than expected. Family. Job. Valuing diverse perspectives. Technological changes. Not always prepared for curriculum. Discouraged. Frustrated. Money issues. Family. Intimidation. Low drive, determination. Could reasons be different in each institution? Robert B. Kamm Distinguished Lecture in Higher Education

• • • •

Connectedness – has the student made contact and connections to an organization or group? Huge classes that prevent faculty mentoring. First-year experiences are lacking. Connecting student’s family to campus creates a family culture that values education. Some students do not see the value of staying in school, have “culture shock.”


How does your institution help students stay in school? (Link to WICS model: Practical) • • • • • •

We have faculty advisors. We get faculty engaged. Have faculty who know the students and get involved. We let students know who the faculty and advisors are. Programs where community college and universities work together (such as OSU/NOC gateway program). Our office of diversity has summer programs that provide mentors and college exposure for first generation students. We have an early academic warning system.

• • • • • • • • • • • • • • • • • •

Library resources help students succeed. We need to look at the holistic role of libraries. Libraries are a place to connect. In the student success literature, there is not much about libraries. They are taken for granted. But if students don’t know how to do research, they won’t be successful in classes. Research is a life skill you take with you after school; is a necessity to always be learning. Academic socialization. Study groups. Student advisement. Short-term assessment. Cohort structures. There is a difference between assessment for assessment sake and worthwhile assessment; we use the data. Have a student success center. Everyone knows the professors and each other. A smaller university that is a community, not a bureaucracy. Academic advising can help keep students in school – if strong academic advising, students come in for help. They know someone will help them. Have new orientation classes for everyone’s degree program. This gives them a group and faculty to link to. Individual advising. Life on campus is program area specific, ex: teacher dorm, engineering dorm, etc. Have strategies for academic success, which is required for Tulsa Achieve Scholarships. Have practical assignments. Early alert system. Faculty focus on current methods and utilize new technologies; they are not “importers” of knowledge. Students today need to be multi-tasking, so we don’t fight it. There is pressure on colleges to have large student numbers, but should that really be the case? Some students can’t really read or write and need specific attention. Follow -Up Report


Are we scrambling to retain students who shouldn’t really be there anyway?

I deal with enrollment appeals – the things some people go through and still go through for school are amazing. Need a friendly face, someone to answer “dumb” questions. We “unsilo data.” We collaborate – learn what works and doesn’t work. Teach life skills, which improves retention rates. Mentoring – research shows this is successful. Early academic alerts for students – need to know how they are doing academically. Have student advising centers – we receive names, contact students and offer help. We are “touchy, feel-y” in our culture. We provide a high level of healthcare and follow up with students and their families. We make them feel unique. Good advisement and planning—we are expanding advisor numbers. Have services and counseling for mental health and anxiety, relationships, and wellness. Have tutoring, academic support skills, and a writing center. Have career advisement. We link what is in the classroom to the real world of work, for example: green jobs. Service learning. We provide structure for out-of-class activities such as student life, housing, and student organizations. We have early intervention strategies – academic early alert system and strategies course for students on academic probation. We focus on basic study skills. We have a grant program that focuses on first generation and at-risk students. They have specialized support, federal funding for advisement, counseling, and tutoring. Our financial aid office works to find emergency funds and scholarships. We have a foundation office for building scholarships. Textbook rental programs. 18

Robert B. Kamm Distinguished Lecture in Higher Education

We had emergency loans. This has stopped and I’m not sure why because it was helpful for students with immediate expenses. We have implemented retention task forces. We offer alternatives like online courses and CLEP tests to deal with student needs that also affect their time or money. • • • • • • • • • • • • • • •

Have College Access Career Readiness – starting in 8th grade. At risk students are in specialized programs. Have a success class and proactive advising. Service-learning – academically based to engage community. Give students practical experience. Have programs on how to juggle family, work, finances. We utilize early alert programs. We provide connections within a learning community. Peer-to-peer mentoring. We have career services to help prepare students and get them on a career track: “industry days.” Also we have advisory committees to update us on trends in the industry. Coordinate student life programs to provide practical applications for development. Emergency loans. Scholarships. Summer internship programs. Offer student employment to attempt to reduce debt. Have Americorp programs – jobs.

• • • • • • • • • • •

Our doctoral students are working with undergraduate students on probation. Have a student success center – a place for student questions and faculty referrals (what do students and faculty need?) Have faculty associates assigned to residential areas. We are more approachable for students. We create relationships. Have student mentoring program – assigned “parents” (older people in the program) to create a college family. Have an early alert system – we refer students who are missing classes, etc. “What matters to me and why” – have a lunch were faculty talk to students about what mattered to them. Establishing connections/creating accountability. Hosting community events, financial literacy programs, tutoring, continuing education program. Have committees to link the university to commerce and vice versa. Students record messages highlighting school successes.

• • • • • • •

We have a BRIDGE program for underprepared students. We have tutoring and study halls. Freshman orientation. Emphasize the importance of personal intervention. With 300 students, everyone knows the students. We work together to encourage students. Our writing labs are open long hours. Early warning systems for social and academic factors – identifies students at risk. Follow -Up Report


• • • • •

Housing and some related programs help in development of a sense of community We have non-traditional students so we offer classes at appropriate time slots. Help non-traditional students develop their support systems. Need to figure out their “group.” Monitor Facebook to be aware of things/problems in an individual’s life. Early introduction of counseling.

• • • • • • • • • • • •

We have staff to focus solely on cohorts or groups of students. Lots of dialogue with students about outcomes. We look at it in terms of attainment instead of retention. We connect students through orientation, getting all staff and faculty to assist with the first year. Study skill seminars, student advising, leadership opportunities. Our best teachers teach the first classes (general education classes). “No rookies on rookies.” First-year professors do not teach first-year students. Student disability services. Promote physical wellness. College readiness center. Early alert system. Individual mentoring.

• • • • • • • • • • • • • •

We design our curriculum (online and in the classroom) to meet multiple learning styles. Facilitate rather than lecture. We lose students because many are not academically prepared. We are going to start learning communities. We form cohorts for students with two or more deficiencies. My program has cohort groups and they really do support one another, carry each other. Freshman connection classes – but they do not have enough time because they only met once a week. Making the financial aid process easier to navigate. Involving the family/spouses of non-traditional students. Early learning system. TRIO programs. Stronger advising and stronger training of advisors. Labs are open for non-traditional hours. Look to non-profits for help.

• Faculty Advisors o Know students names o Hold departmental activities • Cook-outs, parties, etc o Have connections to nearby institutions • Also remedial work with local high schools o Identify issues • Build research based on schools • Make plans and implement o Bridge program • Mid term grade contacts • Meet with students to help target problem and develop skills 20

Robert B. Kamm Distinguished Lecture in Higher Education

o o o o o o o o o o o o o o o

Students don’t often have a goal when they come here….help them identify the goal and develop a plan of action Customer service focus Student clubs and organizations • Stay in touch with students to see how they are progressing Smaller classes Tutoring available Early alerts Formal mentorships with faculty, students, and dissertation chairs Bring in industry leaders to build student awareness of what is possible Student organizations Follow up advising • Text, facebook, email, telephone Academic advising Remain flexible – sometimes “tradition” gets in the way. We work with students “where” they are and recognize what they “bring to the table.” “Service” to students should be built into the reward system – making sure that our “systems” recognize that students are our focus. We are student centered – even from the “tenure” point of view. We are becoming more intentional about offering deep, rich opportunities to learn. Provide good “experiences” and value for the dollars spent.


Offer an open letter to the leaders of your institution. What do you think they need to know about student retention issues in Oklahoma? What should they do in the next 24 months? (Link to WICS model: Wisdom) •

We need to find the faculty champions and have them advocate the cause. o You need buy in from different stakeholders who participate in the retention issue. o Need to garner student feedback about their experiences. o The value of family is important in rural, tribal life. We need to recognize it.

Not one size fits all; every student and institution are different. Allocate resources – prioritize. Worthwhile assessment. Strike balance – fostering student learning and building community. Reality checks for students – cost of living, how to support themselves, life lessons. Learning tools need to not be just school related-needs to be a balance between academics and social skills. Teach financial planning. It’s not just about getting a degree – need to teach life skills. Student loan debt is a big problem. The middle class is getting squeezed out because of the cost of higher education. We have need versus merit based issues.

All state institutions need to get together and create a “campaign” to parents on the importance of higher education. Poor families and first generation families overestimate the cost of college. Hand holding them through the financial aid process helps kids go to college. We need to help them be good consumers.

o Target lower income families to help them understand college. Improve accessibility to college for families. Make families a part of the activities/effort.

Follow -Up Report


o Figure out a way for commuter students to get involved in campus life. Live on campus 2 nights of the week? Make free space available on “BOB” (OSU’s Big Orange Buses). Make “BOB: available on weekends for activities. •

The issue is students coming out of high schools needing remediation. Need to evaluate the effectiveness of developmental education and use the data. Look at quality of developmental instruction.

Continue to concentrate on currently enrolled students. Turn the dropout process into a “step-out,” mainly for adult students. Make the drop out temporary by giving them options early.

Need better communication among the different levels of higher education. Stop the silos. How can we make a student leaving one institution for another a success? Need comprehensive strategy to encompass all of what we do (as a system) to ensure graduation for all students. Need to organize efforts at retention.

Two-year colleges differ from four-year institutions. A lot of students – many – attend for financial aid benefits only. The two-year system is broken because students don’t go to the college to graduate. There are financial incentives just to go.

o o o


Disagree- Two-year students may not be equipped for college. Some are on TANFF programs. If their car engine breaks down they can’t attend class. There are ethical dilemmas – open admittance policy may lead to multiple semesters of F’s. Accountability is the only way to make it work. More accountability and assessment is coming. Regarding student loans, the banks don’t care. There is no accountability.

At two-year colleges, about 20% of students graduate. Regional institutions graduate about 30-35%. Two-year students are underprepared. They need many remedial courses and that is a barrier to degree completion. There is a student lack of engagement; classes and campus community courses are not encouraging. For many students, the environment is intimidating – especially at large campuses like OU and OSU. When undergraduates find a group, it makes a difference; having groups to connect to matters in retention. We need to find ways to facilitate connections to groups – for instance, non-traditional students form study groups.

Teachers can make a difference. Mentoring matters – anyone working at university has the potential to mentor. I really like the cohort model –- it works to have the same classes together.

First generation college students: There are a lot of fees. It is completely overwhelming – textbooks are a huge expense. I rode the bus (OSU Big Orange Bus) over from Tulsa – was really surprised how many young people ride the bus to Stillwater. It is probably a lot cheaper to ride bus and live at home than to live on campus.

• • •

Need an “ask students” campaign to find out stumbling blocks and reassess our processes. Follow up campaign with ACTION. Concentrate on retention as a priority as much as high enrollment numbers. Include retention rates in appraisals at deans’ levels, which will trickle down to department heads and faculty. Robert B. Kamm Distinguished Lecture in Higher Education

• • • • •

Collaborate with K-12 to address remediation issues. There needs to be a stronger direct responsibility for preparedness. The ivory tower concept in higher education needs to end. Need to change the reward systems to promote this. The “build it and they will come” mentality is no longer effective. Forget about competition with other institutions. Know what we do and do it well. Administration needs to encourage more creative teaching.

• • • •

We need to celebrate momentum and include students’ families in that celebration. We need to take info from today’s lecture and share it with our core leadership. We must retain current students before recruiting future students. Why not do exit interviews to really understand why students are leaving?

• • • • • • • • • • • • •

We have a retention problem! Acknowledge the issue! We need a mentoring/bonding process. We need different services for traditional versus non-traditional students. We need to get students involved. We need to create more opportunities for relationships to develop. Find “buy-in” opportunities for students -- service opportunities, community engagement. Need opportunities for students to “give back” – need to build it into curriculum. Ownership and belonging are critical. Need to help students clarify their goals – find their individual gift, their “reason” for being here. Need to develop relationships among institutions, and among campus units. We’ve not done a really good job with articulation agreements. We need to move to active dialogue with the state legistlature about what it’s going to take to increase retention, for example: not restrict access to Oklahoma Promise. We are at our best when we try to be the best we can be. We need to save ourselves the heartache by stopping the competition among state institutions.

• • • • • • • • •

The retention issue at our colleges and universities is not well known. Need to help people understand. It is a problem. Put it on the people’s radar. Change this mind set: “Some students are supposed to __” We have a need for both public and parent awareness – a need for multi-year plan. The entire organization should have to buy-in to the retention plan – custodian to president – everyone creates the campus experience. Remind leaders that their positions make an impact –their appearances at functions do make a difference. Leaders need visibility throughout campus. Retention must be a priority from the top of the institution. The top needs to show that retention is important. Leaders need to show commitment to retention. Leaders need to delegate the authority to others to practice even small acts of retention. Stress to parents and families the importance of students being connected to campus and finishing their degrees.

Follow -Up Report


There is no cookie cutter plan. There needs to be an action plan, something we can be passionate about. We need a leader who has vision and can engage students--something that will work for our campus, inclusive of faculty, regents, etc.

• •

It’s not just about accountability reports and data; need to also look at the big picture. Need to increase the marketability of jobs and benefits of living in Oklahoma.

We recommend advising be more focused, developed and respectful. We need to place more value on advising. More training for faculty if they are going to be advisors. We also recommend that we survey college “drop-outs” and find out from their perspective why people withdraw from school. We need to recognize we are old and this new generation has greater needs. We request more funding for recruitment and retention. We need to find a way to make developmental education more respectful--how can we do these programs better? Remember to keep things faculty driven. a. You need a series of champions who are primarily faculty. b. You can’t force people to buy in. c. The top-down approach doesn’t work. d. Acknowledgement and recognition are super important to staying motivated. e. Get the student perspective. You need to work with those you are trying to retain. f. Give people ownership to become champions. It won’t be easy but is more effective. g. Listen. i. Plans mean nothing if we don’t keep the students engaged. ii. Identify student barriers. iii. Remember to check--Did we meet their goals? h. Remember value of surrounding environment –family and community.


Robert B. Kamm Distinguished Lecture in Higher Education

Comments from Discussion Participants “This is a must attend event for any administrators in higher education within the state of Oklahoma.” “Expectations were exceeded.” "I benefitted from the input of people with whom I had little previous contact. I came away with several ideas that I plan on advancing on my campus." "I got a lot of ideas from other schools." "It was very beneficial to hear from such a great group of experienced professionals representing numerous areas in higher education." "The conversations were thoughtful and generated some wonderful ideas. I hope that these ideas will be shared with regents and other state leaders in the near future." "Raised numerous issues relating to Oklahoma higher education--as well as current and potential strategies for mitigating them." "Excited to participate in a unique and productive program." "I LOVE it, love to be in the company of so many educators, focusing on possibilities, being creative, being real."

Follow -Up Report


Thanks to all attendees at the lecture and luncheon for their time, efforts, and contributions. --The 2011 Robert B. Kamm Lecture in Higher Education Steering Committee

We hope to see you at the 2012 Kamm Lecture!

Kamm Website: Connect with the Kamm Lecture on Facebook: Search: Oklahoma State University Kamm Lecture

Supporting the Kamm Lecture

If you are interested in supporting the Kamm Lecture with a gift, please complete the form on the following page and submit it to the OSU Foundation. If you have any questions, contact: Dr. Brenda Solomon Senior Director of Development, OSU Foundation 400 S. Monroe Stillwater, OK 74076-1749 (405) 385-5156


Robert B. Kamm Distinguished Lecture in Higher Education

Gift/Pledge Form

Please print and mail to: Oklahoma State University Foundation 400 South Monroe | P.O. Box 1749 | Stillwater, OK 74076-1749 | ph. 800.622.4678 | fx. 405.385.5102

Please provide your contact information below.

This gift should be credited to my spouse/partner and to me.

Name _______________________________________________________

Spouse/ Partner’s Name _________________________________________

Home Address ________________________________________________

Home Address ________________________________________________

City/State/Zip ________________________________________________

City/State/Zip ________________________________________________

E-mail _ _____________________________________________________

E-mail _ _____________________________________________________

Home phone _ ________________________________________________

Home phone _ ________________________________________________

Major / Year __________________________________________________

Major / Year __________________________________________________

Employer name _ ______________________________________________

Employer name _ ______________________________________________

Bus. title _____________________________________________________

Bus. title _____________________________________________________

Bus. phone ___________________________________________________

Bus. phone ___________________________________________________

Bus. address _ _________________________________________________

Bus. address _ _________________________________________________

Bus. City/State/Zip ____________________________________________

Bus. City/State/Zip ____________________________________________

Bus. e-mail ___________________________________________________

Bus. e-mail ___________________________________________________

Gift Designation

I wish my gift to be designated to: _____________________________________________________________________________________________

___________________________________________________________________________________________________________________________ . *If you do not designate a specific fund your gift will be deposited into the General Scholarship Fund

Method of Payment


My gift of $______________ is enclosed. *Please make check payable to the OSU Foundation

Credit Card Please bill my gift of $______________ to my credit card.

Credit Card No. ____________________________ Exp. Date _______ Name on card ______________________________________

I pledge a total of $______________ (excluding any anticipated matching gifts) to be paid over a period of _______ years


Signature ___________________________________________ Date ___________

beginning _____________________ and ending ________________________.

Please remind me:





Signature ___________________________________________ Date ___________

Planned Gift I have included Oklahoma State in my will.


I / We wish to make a gift of property stocks real estate other ______________________________________________ . *You will be contacted by a representative of the OSU Foundation

Corporate Matching Gifts

This gift will be matched. *Please obtain and complete matching gift form, and send with your gift.

Please send information regarding:

making a gift and receiving a lifetime income making a gift with stock named scholarships and other named endowment opportunities including Oklahoma State in my will

Follow-Up Report - Kamm Lecture in Higher Education