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| 1 |
Enhance connections
between students and alumnae and among alumnae after graduation. |
- Create more opportunities for continuing education opportunities, networking,
mentoring, and alumnae-related internships. Connect alumnae with students
as career resource and mentors. Establish an alumnae mentoring program in
which students spend a day shadowing alumnae on the job for a day during breaks
or January term. Match students with alumnae in their professional field
of interest. (Suzannah Fabing, Carrie Brown) SD5-1,
SD5-3
- Bring more recent graduates back to campus to discuss their experiences with
current students.
- Establish alumnae speakers bureau as a resource for guest lecturers and consultants. (Carrie
Brown) SD5-1
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| 2 |
Link the Career
Development Office, Praxis, Women and Financial Independence, the leadership
program, summer science, and other college efforts to create a systematic preparation
for students’ lives beyond Smith. Enhance faculty awareness of and connection
to the CDO. |
- Assist students in preparing electronic "second transcripts" to document
and reflect upon their work-related skills and experiences developed during college.
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| 3 |
Highlight professional
pathways related to particular academic disciplines. |
- Appoint "professors of the practice," who could be regular or
visiting faculty whose areas of focus pertain to the professions and applied practice
of particular disciplines. (Linda Jones) SD5-2
- Imbed course projects that focus on real-world issues. Construct proxy
work environments on campus that mirror what students will face in their careers
(e.g., considerable work in teams, etc.).
- Incorporate session on professional development issues into selected courses,
such as is done in the engineering design clinic.
- Encourage students to reflect on connections among courses taken, particularly
as they relate to potential career paths. Increase discussion of professional
goals and intentionality during pre-major advising process.
- Provide opportunities for students to continue work on interesting projects beyond
calendar period for course.
- Offer intensive career discovery programs during January term for current students
and recent graduates, combining classroom work with experiential learning. (Suzannah
Fabing) SD5-3
- Use web conferencing to enrich coursework by allowing students opportunity to
interact with specialists, scholars, and practitioners in the areas they are studying. (Michael
Barresi) SD5-4
- Offer course on "Realizing Your Passion" as a first-year seminar. (Taiga
Ermansons) SD5-5
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| 4 |
Emphasize work-life
balance issues during orientation and other student life programming. |
- Establish position of Wellness Coordinator to address issues of alcohol abuse;
obesity, lack of exercise, and nutrition; and stress among students. (Les
Jaffe, Rae-Anne Butera) SD5-6
- Expand Smith Outdoor program with additional staff (part-time outdoor specialist)
to lead additional trips, check out equipment, train student leaders, and provide
leadership. (Lynn Oberbillig) SD5-7
- Create a Center for Community Wellness and Recreation to develop programming
around the fitness and wellness needs of students, faculty, and staff.
- Make personal training program available to the entire campus, including a fitness/wellness
assessment, personal plan, and record-keeping support.
- Create new programming emphasizing community fitness rather than programming
aimed specifically at students or staff.
- Provide incentive for participation in fitness and wellness programs.
- Provide mini-sessions to campus community on nutrition, recreation activities,
fitness assessments, and other healthy behaviors.
- Give students academic credit for participation in athletics or other structured
programs that achieve fitness goals.
- Hire fitness director to oversee Olin Fitness Center.
- Hire personal fitness trainers to support expanded programming. (Lynn
Oberbillig) SD5-8
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| 5 |
Improve work study
experience by increasing supervisor training and expectations of supervisors
for student performance and responsibilities. Create and implement more formalized
training standards and support opportunities for student workers and supervisors
designed to cultivate skills that can transfer to the world of work, including
a committee to develop training materials, workshops for supervisors, compensation
and evaluation systems, and development of electronic portfolios. (Stacie Hagenbaugh,
Kathy Zieja, Becky Shaw, Tamra Bates, Valerie Schumacher, Larry Hunt) SD5-9 |
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| 6 |
Coordinate alumnae
career services by providing web-based resources, cultivating career coaches,
providing alumnae job boards, and other resources. (Carrie Brown) SD5-1 |
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| 7 |
Bring together
leadership training and skill development efforts in the co-curriculum and
academic curriculum under the Lewis Leadership Program to deploy efforts more
effectively and consistently, including the January term program, pre-orientation
program, training for students in leadership positions, single-focus seminars,
classroom instruction, and capstone experiences. (Tamra Bates, Rae-Anne Butera,
Theresa Collins, Patrick Connelly, Hannah Durrant, Stacie Hagenbaugh, Mentha
Hynes-Wilson, Sara Punsky, Tiertza Schwartz, Nancy Harvin) SD5-10, SD5-11 |
- Develop a program to develop students as leaders on campus, highlighting opportunities
for leadership and serving as a forum to bring student leaders together.
- Shift campus center staffing model to create more meaningful work experiences
and leadership opportunities for students. (Tamra Bates and Sara Punsky) SD5-12
- Develop a high-profile effort culminating in a Leadership Institute to coordinate
speakers and panels as well as training in public speaking and delivering presentations. (Donald
Andrew) SD5-13
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| 8 |
Coordinate existing
resources, continue programs such as the museum’s alumnae symposium in
the arts, and strengthen the curricular partnerships between the museum and
academic departments to provide students with a clear roadmap of how to build
an academic and experiential foundation for a career in the arts. |
- Augment the curriculum with courses addressing issues of curatorial and critical
practice.
- Develop a January term course around styles of written presentation in museums
and galleries.
- Evaluate the Summer Institute program to determine if it should continue as a
summer program or should be integrated into the regular curriculum or within the
Five Colleges.
- Define a concentration of courses in the arts and sciences that provide an academic
foundation for graduate work in art conservation.
- Promote a partnership between the museum and the department of education and
child study to provide opportunities for teacher training and curricular development.
- Explore ways to strengthen the museum’s training programs and give them
more visibility on campus.
- Utilize the Museums10 network of museums in the Pioneer Valley to create internship
opportunities.
- Help students make connections through the CDO and Alumnae Association with alumnae
in the arts to arrange Praxis internships. (Jessica Nicoll) SD5-14
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| 9 |
Increase the hiring
and retention of staff from under-represented groups across the college. (Common
Ground Committee) SD1-4 |
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Strengthen
Essential Student Capacities
Promote a
Culture of Research, Inquiry,
& Discovery
Encourage
Purposeful Engagement with Society’s Challenges
Deepen Students’ Awareness &
Appreciation of
Other Cultures &
Global Issues
Prepare
Women for Rewarding Lives in a Rapidly Changing World
Support & Promote
Environmental Sustainability
Open Doors
to
Women of Promise
Extend Smith’s
Impact on the World
Other Proposals
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