“The evolving principles of learning, continually informed by future advances in our understanding and knowledge of the learning process, hold great promise for improved student learning. By applying these principles to the practice of teaching, the development of curricula, the design of learning environments, and the assessment of learning, we will achieve more powerful learning. Realizing the full benefit of these applications depends upon collaborative efforts between academic and student affairs professionals — and beyond. It will require attention and action by all those affiliated with our institutions as well as by members of the larger community concerned with higher education to ensure that we achieve our mission of increased higher learning” (Powerful Partnerships, 1998).

Despite being written almost 20 years ago, this joint report issued by NASPA and ACPA still articulates today’s institutional goals of providing students with deep learning experiences.  While many theorists have attempted to define the process of learning, Patricia Cranton (2006) provides one of the most concise.  In her book, Understanding and Promoting Transformative Learning, she states, “learning occurs when an individual encounters an alternative perspective and prior habits of mind are called into question (p. 23).”  As an educator, this definition could arguably be considered one of the fundamental outcomes of higher education.  Challenging and supporting students in such environments is paramount to our educational environments and missions.  Furthermore, learning can occur both inside and outside of the classroom, and thus the need for collaboration between student affairs and academic affairs has become pivotal (Learning Reconsidered, 2004).

Several times throughout my Master and Doctoral program, the importance of cross campus collaborations were stressed.  As a student, it is one of the fundamental lessons you learn to being successful in the field.  Discussions, academic journals and debates are often held on the merit of such campus collaborations while working to educate the campus community of the importance of our work.   Higher education and student affairs preparation programs will encourage you to “build relationships”, help “others” to understand your work, invite them to offer feedback on current collaborations and be open to a new and different way of thinking.  As funding for higher education decreases and government agencies profess to “do more with less,” cross campus collaborations have seemingly become more important than ever.  Powerful Partnerships argues that one person or group is not enough to obtain deep learning experiences with students and thus, everyone on campus has a shared responsibility for student learning.

Since working full time in higher education, I have learned the importance of such campus collaborations.  It is simply not feasible to operate in a functional silo.  I have also witnessed the powerful learning that can occur when various campus partners team up to foster a student environment where true learning can occur.  These are a few things I’ve learned as an entry and mid level professional that they don’t necessarily cover in a graduate program.

Campus Partnerships Can Form In Unlikely Places

The best ideas often happen organically.  A student organization annual event, a happy hour and lunches are some of the common places that I’ve found this to be true.  That is not to say you shouldn’t follow up with a formal meeting and a plan.  However, I have found myself in countless settings on campus where you really get to know an individual and what drives their passion for student learning.  This is also the time when you may learn what an office, unit or department is focusing on, outside of their formal mission statement.  While I consider the unit at my institution I oversee to be well connected to many campus partners, not all of them were created based off a formal meeting between us.  For example, our collaboration with the Department of English for our Common Read program was created through a love of books, student learning and essay writing and key administrators requesting such a program.  The Library, Diversity Cabinet and Alumni Affairs have recently joined us as this on campus collaboration continues to strengthen.  Additionally, programs and services that offer such deep learning experiences have continued to expand.

Pull Your Weight

On countless occasions, I have been a part of a campus “collaboration” where myself or my team does all the work.  If you are going to be on a team, pull your weight! You also could be detrimental to student learning if you or your unit is listed as an intended learning outcome.  If you can’t deliver, don’t be afraid to say no.

I would encourage new professionals attempting to engage in campus partnerships to spend their first year learning campus programs that engage students in deep learning experiences.  Schedule appointments with campus constituents and spend time listening and taking notes.  It will go a long way in showing openness and will also reduce redundancy in programming efforts.

Admit When You Are Wrong

Campus partnerships and collaborations flourish when mutual benefit exists.  Mistakes and misunderstandings among campus partners will and do happen.  I learned this lesson early in my career as an entry level professional, when I accidentally left a campus partners name off a promotional item that we were giving to our first year students.  Once it was brought to my attention, I quickly took the steps to rectify the situation – including an apology.  While you may always have good intentions, it isn’t always perceived that way.  Be clear in expectations from the start and conduct damage control when necessary.

Don’t Approach Your Collaboration From A Budget Standpoint

Remember, the goal of campus collaboration is deeper student learning with meaningful connections.  While the parties involved in a collaboration may benefit from increased staffing, budget and lower workloads, educators must always keep student success in mind.  However, if the above reasons are the only reasons you are engaging in collaboration to begin with, the efforts are more than likely doomed to begin with.

While a campus collaboration may not always seem beneficial, it may be of interest to students or the campus community.  Finally, here are some tips to exploring potential campus collaboration opportunities:

1. Frequently read the student newspaper and other campus media outlets to gain a feel for student activities and groups that you can develop buy in with
2. Brainstorm with your staff – explore options to collaborate with already well established relationships
3. What are some common best practices that exist nationwide for your particular unit?
4. Attend local and national conferences to spark ideas
5. Create a timeline based on student developmental needs and collaborate among those topics
6. Invite non-traditional individuals to join committees (faculty members, students, etc.)

Until next time…