An interview with Programme Coordinator Jarell Alder on the new era of the university experience
Over the last few months the Division of Student Services and Development (DSSD) has had to rapidly transition operations to a virtual format to match the current environment while still meeting the needs of students. During this transition a “new era” of sorts has been created for student programming at UWI St Augustine that embraces a dynamic and comprehensive virtual environment and enhances the student experience during these uncertain times.
UWI TODAY had a chance to discuss this new era of student programming with Jarell Alder, Programme Coordinator in the Office of the Director, DSSD.
UT: What is student programming and what does this look like at our campus?
JA: Student programming in higher education largely describes the multidisciplinary offerings that share the mission of enhancing student life and promoting student development. Student services professionals refer to student programming as the suite of initiatives, activities, events, attractions and experiential opportunities that provide our student population with a fully integrated, holistic educational experience. Our offerings are anchored by the eight dimensions of wellness, are student focused in both design and delivery and ultimately empowers our students during their time at the university in exemplifying the attributes of The Distinctive UWI Graduate.
UT: How has student programming been affected by COVID-19 and how is it likely to function at our campus in the upcoming academic year?
JA: The COVID 19 outbreak has presented a considerable number of challenges to the traditional ways of administering student programming; particularly our efforts at using initiatives to “humanise” the student experience and facilitate out-of-classroom learning using in person delivery. While we have seen the positive impacts of engaging our students through this particular model over time, we have now identified a valuable opportunity to develop a vibrant and actively engaged online student community that will ensure that our student population is not merely surviving but thriving, staying connected, receiving support and feeling a sense of belonging.
In the upcoming academic year, we are planning to deliver new virtual programming that incorporates themes such as health and wellbeing; skill-based learning; and arts, culture and entertainment. Student retention and engagement is also one of our main objectives and to support this we are prepared to connect with students across unconventional platforms, solicit their feedback on a continuous basis and embark on investigative research that will help us in understanding the evolving needs of our students and offering effective interventions.
UT: What can new and returning students look forward to in the upcoming semesters and beyond?
JA: Our team is adopting a strategic design thinking approach to student programming which combines creative and critical thinking. Our new students can look forward to sustained orientation support through the various stages of transition to university life. Through the First Year Experience (FYE) programme they will be engaged in activities that promote self- efficacy while facilitating academic preparedness, transition progress, personal/social integration and the fostering of a genuine connection to their new university family.
Our returning students can look forward to increased engagement via virtual activities that promote personal and professional development. They will become part of an online community that connects them with their peers and enriches the student experience.
UT: What are some key considerations for higher education institution personnel wanting to advance their student programming?
JA: I believe a mindset shift is fundamental so that we understand that innovation is required to give us the competitive advantage we desire from student programming. We need to align our offerings with the campus’ digital transformation thrust. We should make our end users (students) the heart of what we do. We have to seek to understand their needs, challenge our assumptions/norms and redefine problems to identify alternative strategies and solutions. We must Empathise, Define, Ideate, Prototype and Test as an iterative process.
UT: What is the takeaway from all of this?
JA: A transformational change has occurred within our university environment and while many challenges have been presented, so too have opportunities. The perspective we have going forward is critical as it will affect how we function and how we see our reality. Some factors may have changed in student programming but our commitment to delivering transformational change, intervention and experiential opportunities across the student lifecycle, remains steadfast. The student culture, student experience and the success of our students going forward remains a campus wide responsibility and whatever our area of expertise we should challenge ourselves to identify the opportunities within our present circumstances and continue to explore strategies that will live up to our campus’ student centeredness promise.
