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Office of Technology Marine & Industry Alliances Biotechnology Main Laboratory Marine Operations Campus Facility REEF/Aquarium WE ARE HERE: Student Affairs staff work across campus and in Isla Vista DIVISION OF to meet student needs SCHOLARSHIP | CITIZENSHIP | LEADERSHIP STUDENT AFFAIRS Division staff have offices in buildings marked red UC Santa Barbara Assessment Report 2014-15 Production Team COORDINATION TEAM PHOTOGRAPHERS Keri Bradford CommCollab: Brandon James Lupe N. Garcia SAMI (Student Affairs Media Internship) Team: Joe Arciniega, Stefan Le, Aja Marshall, Ahjaleah Price EDITING TEAM Mike Nesbit, Dave Palmer, Rod Tucknott Writers’ Café: Amy Boutell, Keri Bradford, Jeff Landeck, Chryss Yost ILLUSTRATORS Marisa Huston, Lupe N. Garcia, CommCollab: Keri Bradford Elizabeth Pulliam UCSB Artworks: Roberta Bloom The Office of Student Life has more than 500 registered clubs and DESIGN TEAM organizations, so whether students are looking to join the Gaucho Pep Band or the Chemistry Club, they do not have to look far to find friends CommCollab: Keri Bradford, Elizabeth Pulliam WEB TEAM with similar interests. Shown here are students involved in Greek Life, the Jeff Pignataro, Guillermo Leon, Lap Leung, I Heart UCSB club, the MultiCultural Center, the Health & Wellness Peer Leader program and the Resource Center for Sexual & Gender Diversity. Richard Wilson PHOTOS BY JOE ARCINIEGA, STEFAN LE, AJA MARSHALL, AHJALEAH PRICE / SAMI INTERNS
2 | UCSB STUDENT AFFAIRS ASSESSMENT HIGHLIGHTS 2014-15 © 2015 University of California Table of Contents Letter From the Vice Chancellor 4 Health & Wellness 23 Office of International Students and Scholars 24 In This Edition... 5 Office of Judicial Affairs 25 Academic Initiatives 6 MultiCultural Center 26 Office of Admissions 7 Non-Traditional Student Resource Center 27 Alcohol & Drug Program 8 Orientation Programs and Parent Services 28 Arts & Lectures 9 Department of Recreation 29 Associated Students 10 Office of the Registrar 30 Campus Learning Assistance Services 11 Resource Center for Sexual & Gender Diversity 31 CARE: Advocate Office for Sexual and 12 Gender-Based Violence and Sexual Misconduct Storke Student Publications 32 Career Services 13 Student Academic Support Services 33 Counseling & Psychological Services 14 Student Health Service 34 Dean of Students Office 15 Student Information Systems & Technology 35 Disabled Students Program 16 Office of Student Life 36 Early Academic Outreach Program 17 Student Mental Health Coordination Services 37 Early Childhood Care & Education Services 18 Undocumented Student Services 38 Educational Opportunity Program 19 Office of the Vice Chancellor for Student Affairs 39 Office of Financial Aid and Scholarships 20 Women’s Center 40 First-Year & Graduate Student Initiatives 21 For More Information 41 Grants and Development 22 Competency References 42
UCSB STUDENT AFFAIRS ASSESSMENT HIGHLIGHTS 2014-15 | 3 Dear Friends: Welcome to the 2014-15 Assessment Highlights for UCSB’s Division of Student Affairs, which this year — as a part of our ongoing Divisional assessment initiative — focuses on learning and operational outcomes for more than 35 departments and programs. The 2014-15 academic year has been a period of transition, change and healing for our campus community and Division. With the memory of the May 2014 Isla Vista tragedy still fresh and weighing on our hearts, fall quarter began with 5,000 students and many campus and community members attending the “Come Together: Remember, Reconnect, and Unite” vigil and concert in Storke Plaza, featuring UCSB alum Jack Johnson. At the end of January, Vice Chancellor for Student Affairs Michael Young retired after 25 years of outstanding leadership and service to the University. The campus bid him farewell with an event attended by hundreds of faculty, staff, students, alumni, community members, and governmental dignitaries, many giving moving tributes. The following day friends of Student Affairs gathered at a gala fundraising dinner in his honor. During the year, UCSB students, staff, and faculty worked together to strengthen the community and make Isla Vista a safer place through a series of initiatives and programs. Notable examples include the student-organized “I Heart UCSB” pledge and campaign and Pathways to Healing, a partnership between Student Mental Health Coordination Services, the Dean of Students Office and Counseling & Psychological Services (CAPS). Pathways to Healing offers programs that support the healing process and a comprehensive website that serves as a centralized location for information about campus resources, recommendations for managing grief and healing from trauma, and self-care tips. In addition, many offices, organizations, and student groups collaborated to put in place creative and safe programs for students during the Halloween and Deltopia weekends. Events included concerts, free roller skating, live disc jockeys, costume contests, movies, etc. By all accounts, these efforts were highly successful, with large student participation, and, indeed, Isla Vista was quieter and safer with medical transports significantly reduced over previous years during both high-profile weekends. The 2014-15 academic year saw some significant milestones for the campus as well. Perhaps the most important was earning the designation as a Hispanic-Serving Institution (HSI) by the Hispanic Association of Colleges & Universities (HACU), making UCSB the only HSI that is also a member of the prestigious Association of American Universities. This designation represents many years of hard work from faculty and staff across campus. In Student Affairs, it reflects decades of outreach efforts from both Admissions and the Early Academic Outreach Program and major progress toward the campus goal of making UCSB’s student population increasingly reflective of the California population. From 1999 to 2014, the percentage of UCSB bachelor’s degrees awarded to Hispanic students each year increased from 12% of graduates in 1999 to 22% last year. The role that the Educational Opportunity Program continues to play in the academic success of our many first- generation students is crucially important to this success and was highlighted in UCSB’s most recent WASC accreditation report. Furthering our already impressive outreach efforts, the Office of Financial Aid and Scholarships launched its pilot “Promise Scholars Program” in 2015, designed to help enroll top-tier, first-generation and low-income students from California. Recipients are eligible for a minimum of $120,000 in grants and scholarships over four years. In addition, Promise Scholars are offered admission to the Woods Scholars Program, which invites top-level UCSB students to explore the University research environment and provides academic opportunities for a community of scholars with support from faculty and graduate student mentors. Three-hundred Promise Scholar offers were made to students from California high schools from which UCSB has traditionally been unable to enroll frosh. We expected our yield to be between 25 to 50 students, but the final count exceeded all expectations at 133 (a 44% yield rate). Other significant happenings this year: The Resource Center for Sexual and Gender Diversity celebrated its 15th anniversary; in January we dedicated our second photovoltaic array (adjacent to the Student Resource Building on Parking Lot 22); and in June, the Orfalea Family Children’s Center dedicated its newly renovated play yard: “visionary and sustainable” play spaces designed to connect children with nature in “a creative and whimsical environment that values the magic of childhood.” The 2014-15 academic year ended as it began with introspection and reflection on the events of last May, including a dedication of the Isla Vista Love & Remembrance Garden, and an inspiring message from Chancellor Yang: “Our community is strong. Our Gaucho family is united. Our light shines brightly, and we will share it with the world.” Sincerely,
Mary Jacob, Acting Vice Chancellor for Student Affairs
4 | UCSB STUDENT AFFAIRS ASSESSMENT HIGHLIGHTS 2014-15 Student A airs Assessment Initiative In this edition... The Division of Student Affairs’ departments offer an assessment snapshot from one area of the wide range of services they provide to the campus community. Although each department is a universe of services unto itself, they each collaborate and contribute to the larger Division mission of anticipating, planning for and responding to the needs of a diverse and changing student body, promoting physical and emotional well-being, fostering intellectual and personal development, and ultimately, creating the supportive and challenging living and learning environments and sense of community essential to advancing the University’s goals of excellence in education, research and public service.
To keep the Division moving in its assessment efforts and in the improvement of practice, this year’s report has a focused task. Each department was asked to align an assessment effort with core competencies for the profession (see Competency References on page 42). Each assessment study also includes a learning or operational outcome, measure, analysis of findings and implications for the improvement of their department’s Student Affairs practice.
The resulting assessment highlights demonstrate the unique manner in which each department aligns with the Division and campus mission statements and standards for the Student Affairs profession. Our inaugural 2013-14 Division of Student Affairs’ Annual Report, http://www.sa.ucsb.edu/home/student-affairs-annual-report, will remain an archival record and overview of the fuller range of department services.
As we develop and refine our services, we are cognizant of the opportunity assessment presents to exercise a full range of professional competencies. This edition demonstrates Student Affairs’ efforts in areas such as Service; Managing Financial Resources; Sustainability; Law, Policy and Governance; Technology; Communication; Diversity and Inclusion; Resource Management; Teaching and Learning; Integrity and Transparency; and Innovation and Change Management. We hope that you enjoy this glimpse into the diversity of services that Student Affairs provides to the campus community.
Yours in Assessment,
Lupe N. Garcia, Chair, Student Affairs Assessment Initiative Assessment Initiative Team Diana Antova, Student Information Systems & Technology Lupe N. Garcia, Student Academic Support Services Keri Bradford, CommCollab Mark Shishim, Academic Initiatives David Dunlop, Disabled Students Program Gary White, Disabled Students Program Ignacio Gallardo, Career Services Laurel Wilder, Institutional Research, Planning and Assessment
UCSB STUDENT AFFAIRS ASSESSMENT HIGHLIGHTS 2014-15 | 5 Academic Initiatives DEPARTMENT MISSION OPERATIONAL OUTCOME identify resources and opportunities for Academic Initiatives facilitates In order to identify and strengthen collaboration to support enrollment and applied scholarship, community institutional opportunities for African student services for African-American engagement, student academic and American students, Academic Initiatives students at UCSB. The newly formed research experience, and stronger created a diverse committee of Black Resource Committee (BRC) relationships among the Division students, faculty and staff leaders. This will partner with AI to improve the of Student Affairs, UCSB Academic outcome meets the CAS and NASPA/ enrollment, retention and graduation of Departments, and the broader ACPA competency areas of Equity, African-American students at UCSB. Isla Vista and Santa Barbara Diversity and Inclusion. community. METHODS CONTEXT Invitations were sent to representatives A campus and system-wide goal is from multiple campus departments Composition of Committee to increase enrollment numbers for and points of contact for African African-American students who are American students to participate on 10% underrepresented when compared the Black Resource Committee. AI 13% to the population at large. Academic created a list of objectives and surveyed Initiatives (AI) is uniquely positioned as the approximately 40 resource team a bridge department between academic members to assist in establishing 44% and Student Affairs divisions. AI can priorities for the collaborative efforts. 15%
18% RESULTS In your opinion, how is UCSB doing in the following areas? Student Faculty Ranking from 1-5, with 1 being the best. 44+ Affairs staff Academic 18+151013 12 Non-Student Affairs 10 Affairs staff Students 8 Based on 6 a sample of Top three areas of focus 16 committee 4 members present As ranked by members of the BRC 2 at the conclusion Foster the institutionalization of the April 2015 1. of practices that demonstrate 0 BRC meeting UCSB’s commitment to supporting 1 2 3 4 5 African American students’ scholarly Enrolling African-American, African, and Caribbean students endeavors, personal growth and Supporting the success and academic achievement of the Black student body well-being Campus climate and diversity Facilitate networking, 2. mentorship and research opportunities ANALYSIS & IMPLICATIONS Help coordinate existing As a result of the survey analysis, short- and long-term goals were established. 3. and/or new programs and Short-term goals include: Inventory institutional resources available to and used by activities that may improve the African-American students to determine areas for growth. Examine policies and the retention of African-American intersections that may be supporting or limiting student success. Long-term goal students and lead to higher levels includes: Make recommendations for resource allocation to support expansion of of educational achievement existing programs where successful, and creation of new programs where needed.
6 | UCSB STUDENT AFFAIRS ASSESSMENT HIGHLIGHTS 2014-15 Office of Admissions DEPARTMENT MISSION OPERATIONAL OUTCOME The Office of Admissions Prospective California community college (CCC) transfer students who receive in- is charged with assisting person or virtual contact advising from UCSB during the fall 2015 application period the campus in reaching its will be more likely to apply, to be admitted, and to enroll at UCSB. This outcome will undergraduate admission meet the UC Core Competencies of Communication and Service Focus. and enrollment objectives in accordance with the University CONTEXT RESULTS mission and campus enrollment This outcome addresses the goals. A Faculty Senate committee Communication competency because We connected either in-person or sets annual admission criteria, it assesses how the connections we virtually with a total of 1,420 prospective following University of California make with transfer students influence CCC transfer students before and during the application period for fall 2015 admission policy. Department them to apply to UCSB and to submit their Statement of Intent to Register admission. Below is a break down of efforts are focused on increasing how contact occurred. the academic quality and (SIR). It also addresses the Service Focus competency because Admissions 5% diversity of the entering class 4% neither while maintaining the required is committed to delivering high quality both enrollment level. The Office of service to prospective CCC transfer Admissions seeks to implement students. the campus admission goals by providing a number of services METHODS 16% and events. We will review in-person and virtual virtually attendance logs to find the number of CCC The Office of Admissions transfer students who received advising: 75% in person promotes postsecondary a) Only in person (college fairs, open education; encourages houses, campus visits, campus tours, applications from historically early outreach high school programs underserved populations and for transfers, advising appointments, schools; provides admission classroom visits, conferences) Of this pool, 50% applied to UCSB and information to high school and b) Only virtually (virtual open house, 50% did not. Of those who did apply, community college counselors, transfer webinars, video chats, virtual 84% were admitted. CCC students who teachers and administrators; transfer appointments, online chats, connect prior to applying are more provides admission advice to phone calls from students) likely to be admitted. Further, in-person contacts yielded higher application prospective frosh and transfer c) Both d) None and admit rates than virtual contacts. students; reviews and evaluates Students in both category types are more applications; develops recruitment The lists of in-person versus virtual likely to apply and are admitted at more strategies and events for admitted contacts will be cross referenced with CCC than twice the rate of virtual contacts. students; reviews coursework applications submitted to UCSB. for transfer credit; and creates a presence on campus that is consistent with UCSB’s mission ANALYSIS & IMPLICATIONS and high academic standards. Our findings show that in-person contacts applied at a 54% rate versus virtual-only contacts who applied at a 33% rate. If a student had both types of interaction, Several units within the they were most likely to apply at 79%. Transfers who had both types of interaction department provide these were also most likely to be admitted. This indicates that though an in-person services: Administration and contact is more successful than virtual only, multiple interactions with a student Processing, Visitor Center, High increase the application and admit rate. The inclusion of virtual interaction with an School Services, Transfer Services, in-person interaction also has a positive impact on a student’s likelihood to apply. Application Evaluation, and Therefore, our goal is to make at least two interactions with CCC students in order Information Systems. to encourage them to apply to UCSB.
UCSB STUDENT AFFAIRS ASSESSMENT HIGHLIGHTS 2014-15 | 7 Alcohol & Drug Program
DEPARTMENT MISSION The UCSB Alcohol & Drug Program strives to create a safe, healthy and learning-conducive environment through the promotion of healthy choices concerning the use of alcohol, tobacco and other drugs. The program emphasizes the elimination of harmful use, high-risk behavior and related violence.
LEARNING OUTCOME safety and mandatory reporting more confident in assessing As a result of participating in a College requirements. potentially dangerous situations, Alcohol and Substance Education which demonstrates that students (CASE) program, students’ confidence Specific content covered includes: gain information literacy while in assessing potentially dangerous Alcohol and drug information participating in the CASE Program. situations and taking action in real (such as the effects of blood alcohol 13% of responders answered life situations will increase. This effort concentration and impact on central “Neutral” to the question, while less addresses the Information Literacy nervous system) than 2% answered “Disagree” or competency as defined by the Health, social, academic and legal “Strongly disagree,” indicating that WASC Senior College and University consequences of alcohol and other the Alcohol & Drug Program needs Commission. drug use to improve CASE program content Warning signs and risk reduction and facilitation, in order to increase CONTEXT strategies (including how to information literacy in this area. The CASE program is an educational moderate drinking, identify an program designed to inform students alcohol or drug emergency, and After completing CASE, on the risks associated with use of recognize potential addictive alcohol and other drugs. More than behavior) I feel more confident in 1,000 students participate in CASE assessing a dangerous annually as a mandatory education METHODS situation and calling 911. requirement for students who violate The Alcohol & Drug Program evaluates 247 total respondents from policies and/or laws on the UCSB CASE through feedback surveys fall 2014 and winter 2015 quarters campus or in the community. Student completed by student participants at 125 participation is known to the referring the end of their three-week program. department as well as a select set of The surveys assess whether students 100 119
offices within the Division of Student retain the knowledge and skills taught 90 Affairs. to them by trained facilitators and the 75 effectiveness of the curriculum. 50 CASE is facilitated by Alcohol & Drug
Program staff and UCSB graduate RESULTS 25 33 3 students. Student participants are The findings indicate that the CASE 0 2 given the freedom to discuss their program positively impacts student +23+33+100+90+ experiences with alcohol and other participants. Agree Neutral agree substances in a confidential space, 85% of participants “Agree” Strongly Disagree Strongly with appropriate understanding of or “Strongly agree” with feeling disagree
ANALYSIS & IMPLICATIONS In order to improve the CASE program, next steps include increased attention to the delivery of curriculum and the exploration of more online assessments and educational interventions.
8 | UCSB STUDENT AFFAIRS ASSESSMENT HIGHLIGHTS 2014-15 Arts & Lectures
DEPARTMENT MISSION In order to promote the arts as an integral and necessary facet of education that elevates the human spirit and provokes the imagination, inspires personal discovery and intellectual inquiry, and sustains an inclusive and diverse community, UCSB Arts & Lectures embraces this mission: To present an innovative, unique, entertaining and diverse program of exceptional performances, film and lectures and thus: “Educates, entertains and inspires” Enhance the educational experience at the University Foster artistic excellence and creativity Connect UCSB and the richly varied communities of the Central Coast
OPERATIONAL OUTCOME Members of the Arts & Lectures (A&L) will review Student Advisory Committee pose existing data and conduct focus groups with the Nrityagram with students who participate in the ensemble, featuring Student Advisory Committee (SAC) in dancers Surupa order to increase A&L’s understanding Sen and Bijayini about how programming has enhanced Satpathy, kneeling, who performed their student learning and how the SAC has work Sriyah. promoted student attendance. This COURTESY PHOTO assessment activity meets the Core, WSCUC and CAS competencies on has impacted Arts & Lectures and our more aware of what students would Diversity and Inclusion. students at UCSB. like to see to make learning more fun, and to broaden their knowledge of the CONTEXT RESULTS diverse world around them. Students contribute thousands of By looking at existing data, since the dollars towards Arts & Lectures start of the SAC, we have seen a large ANALYSIS & IMPLICATIONS programming each year. It is important growth in the number of students that It is clear that the Student Advisory to Arts & Lectures to ensure that attend performances. This is because Committee has assisted in making Arts students are included in decision- of the SAC, who helped us lower our & Lectures a successful program and making and are being educated on the student tickets by $10-$20, making our helped make performances available diverse world through our performances. events more affordable for students. Arts to not only the public, but to more Receiving feedback from our Student & Lectures also now has free lectures students. Since the start of the SAC in Advisory Committee, who speak on and film screenings that have “helped 2003, students have been able to voice behalf of all UCSB students, allows them learn about the world outside of their opinion and feel included in the us to make sure we are fulfilling this what a classroom teaches.” events at Arts & Lectures. It is a part of mission. our mission statement to educate and From the focus groups, we learned that with the help of the Student Advisory METHODS putting on shows and lectures that are Committee, we are able to provide We analyzed existing data on the geared towards what students are also lectures and performances that will contributions of the Student Advisory learning in the classroom helps make continue to educate and show the Committee since its start in 2003 their learning more relevant to their public and students a world of diverse and also hosted a focus group with lives. Sitting in classrooms teaches cultures. We will continue to have a the current SAC team. This allowed for them what has happened in the past Student Advisory Committee that meets a broader understanding of how our but being able to watch real life shows monthly in order to let the voices of performances have enhanced their of what they are learning deepens their UCSB students be heard, and include diversity in learning and how being understanding of the world around and reward them for all that they have on this Student Advisory Committee them. With the help of the SAC, we are provided to us.
UCSB STUDENT AFFAIRS ASSESSMENT HIGHLIGHTS 2014-15 | 9 Associated Students DEPARTMENT MISSION best service outcome for students We, the UCSB AS Professionals, and to facilitate collaboration and What kind of project did empower, mentor, guide and support respect for student agency in decision you use the equipment for? UCSB students to deepen and making. The user survey will help Nineteen responded to the survey. enhance civic engagement and social AS understand how it can support responsibility by: students in the production of personal Athletics Department Other Facilitating learning through and academic projects and utilize or work student-initiated projects and student funds to benefit student programs. service needs. Ensuring student inclusion in shared governance of the University. METHODS AS Personal Initiating and facilitating AS created a survey and sent it to organization collaboration within the UCSB 100 students who had checked out community and beyond. equipment from July 1, 2014, through Student organization Safeguarding the continuity, winter quarter 2015. We received 19 financial stability and institutional responses to the following questions: memory of the AS organization for 1. What was checked out? Other class current and future students. 2. What was it used for? Film Respecting students’ agency to 3. What equipment would you like that Studies class create their own path. we do not have? 37+418159 4. How did you hear about the ANALYSIS & IMPLICATIONS equipment checkout program? We reviewed the results and would like OPERATIONAL OUTCOME 5. What is your class level? to know more about the projects being Through analysis of a student user 6. Would more training on the done — were they still photographs or survey, Associated Students (AS) equipment be useful? video? In addition, we have anecdotal will refine the AS Media Center 7. Do you do any post production at evidence that students want to check equipment checkout program and its the Media Center? out equipment, but find that it has future purchases and expansion. This 8. Open ended — Any comments? already been taken. These results have assessment activity meets the UC informed some of our purchases for the Core competencies of Service Focus RESULTS Media Center. We are reviewing ways to and Collaboration, NASPA and ACPA’s The majority of students checked more closely integrate our workshops Student Learning competency, and the out mid-range cameras and a few with the equipment checkout program following goals from the AS Strategic used available tripods. Most of the by providing additional training and Plan: projects were personal, followed by communicating with those who took ENGAGE 1: Provide Deliberate, use for class projects or organizations. part in the workshops or borrowed Thoughtful and Meaningful Student A small percentage used equipment equipment. We are also putting Opportunities that Invite Applied for departments or athletics. Many into place a method of continuous Learning students would like us to invest in assessment. As students return ENGAGE 2: Ensure Current, New microphones and various camera equipment they will be asked to fill out and Emerging AS Services and lenses. Most students heard about the survey while the desk attendant Businesses are Meeting the Needs our services through their friends or is completing the equipment check-in of Our Stakeholders a professor. Many would like more process. In addition, desk attendants instruction on the equipment. The will be trained to engage students in CONTEXT majority of users do not utilize the conversation about their projects in The AS Media Center equipment computers in the media center for any order to provide us with more detail. checkout program is relatively new. post-production work. This begs the Finally, we will begin offering a location AS chose to assess this measure question: how many students know on our website where students can post in order to improve and provide the that these computers are available? the results of their work.
10 | UCSB STUDENT AFFAIRS ASSESSMENT HIGHLIGHTS 2014-15 Campus Learning Assistance Services DEPARTMENT MISSION At CLAS, learning is our middle name: we help students understand course concepts; we engage students in the learning process; we guide students toward discovering solutions to problems; we encourage students to become independent thinkers and lifelong learners. Come. Learn. Achieve. Succeed.
OPERATIONAL OUTCOME RESULTS In order to maximize budgetary The findings led to a new model that not only met the EMS student demand, efficiency and meet student and but also increased the availability of writing services for all students. By opening faculty demands, CLAS will review access of services to all students, CLAS had fewer hours of unused services its English for Multilingual Students that were previously dedicated solely to EMS students. This resulted in a 13% (EMS) data. This operational budgetary saving. objective meets the UC Core Competencies of Service Focus and Resource Management. Year-over-year service uptake and budget snapshot
CONTEXT 2013-14 2014-15 The number of international Percentage of all writing tutoring services used students enrolled in EMS classes 46% 47% seeking writing tutorial help at CLAS by EMS students has increased from 125 students in 2009-10 to 339 students in 2014- Number of EMS Students 343 339 15. In response to this growing student population, CLAS assessed how to adjust the previous service Percentage of the quarterly writing program 60% 47% model while demonstrating efficient budget used by EMS students stewardship of student fees. In the previous model, each EMS course was assigned a designated The new 2014-15 model resulted in: writing tutor who was assigned EMS-specific hours to meet with each student for a standing weekly 30-minute appointment. 100% 48 40% Percentage of all Number of new weekly Percentage of writing service hours hours of writing increased writing METHODS now available drop-in and lab drop-in and lab CLAS used existing departmental to the entire student tutoring services, by day. service utilization data to compare population Evening hours EMS students’ usage of writing increased by 33% services from 2013-14 to 2014-15.
ANALYSIS & IMPLICATIONS While CLAS is satisfying student client demand of writing tutoring services, we plan to consult other stakeholders, including EMS and Writing Program faculty, in order to help determine the writing tutoring needs of this growing student population.
UCSB STUDENT AFFAIRS ASSESSMENT HIGHLIGHTS 2014-15 | 11 Advocate Office for Sexual and Gender-Based Violence and Sexual Misconduct
DEPARTMENT MISSION The mission of the Advocate Office for Sexual and Gender-Based Violence and Sexual Misconduct program is to After attending anticipate and respond to the needs weeks of CARE of students impacted by stalking, Connect workshops, sexual harassment, dating/domestic Violence Intervention violence and sexual assault by providing Prevention (VIP), confidential advocacy and support. interns are ready CARE also works collaboratively with to host their own students, faculty and staff to educate awareness events as new peer the campus about the vital role that educators. each of us has in ending interpersonal COURTESY PHOTO violence at UCSB. on topics covered in the training, and of the CARE Connect training, 96% acquisition of or increase in knowledge of students agreed that they could LEARNING OUTCOME (if any), as a result of attending the recognize the signs of an abusive Upon completion of the CARE Connect program. Surveys were administered to relationship. The content of the training training program, participants will be participants attending CARE Connect focuses on identifying several signs able to identify and recognize the signs trainings between January and May of abusive relationships, including of an abusive relationship. The learning 2015. The pre- and post-tests include unhealthy relationships that involve outcomes assessed as part of the 10 questions utilizing a Likert Scale. humiliation, control, isolation from CARE Connect training are based on friends and family, as well as the cycle NASPA’s Learning Reconsidered student RESULTS of abuse. Additional signs of abusive outcomes. This objective meets the Of the 182 students who attended relationships covered in the training competency of Knowledge Acquisition, the training between January and are physical, sexual, verbal, and cyber Integration and Application. May 2015, 173 students completed abuse and stalking. the pre- and post-tests. The pre-test CONTEXT data reflect that prior to the training ANALYSIS & IMPLICATIONS Research indicates that students are 44% of participants agreed that Based on the final data, the curriculum most likely to disclose an experience they could recognize the signs of an for CARE Connect training effectively with interpersonal violence to a trusted abusive relationship. Upon completion teaches participants to recognize friend and not to a University official. signs of an abusive relationship. A In order to increase the utilization of Can you recognize signs consideration for future inquiry would campus resources by student survivors, be to determine if initial knowledge of an abusive relationship? CARE Connect focuses on training of abusive relationships is impacted students to be able to identify the signs 173 students attended the training by participation in other campus of an abusive relationship, so that they and completed the surveys education programs, such as Gaucho can effectively refer their peers to CARE 100 FYI or Haven. If so, then the CARE advocates or other campus resources. Connect training curriculum can be 75 96% changed to cover more advanced METHODS topics. Another area for further Students who attend the two-hour CARE 50 exploration will be to determine Connect training are given a pre-test. whether the increased knowledge 25 44% Upon completion of the training, a post- about signs of abusive relationships test is administered to all participants. who agreed Percent 0 will result in an increased likelihood The pre- and post-test questions are Pre-Training Post-Training of intervening if students see abuse designed to gauge initial knowledge happening in their communities.
12 | UCSB STUDENT AFFAIRS ASSESSMENT HIGHLIGHTS 2014-15 Career Services
DEPARTMENT MISSION The mission of Career Services is to help the students and recent graduates of the University of California, Santa Barbara identify and fulfill their career goals. We serve students throughout their college experience to help them understand who they are as emerging professionals and how to apply their academic and real-world knowledge and skills to their careers. By providing PHOTO BY DAVE PALMER comprehensive resources, programs, At Career Services’ résumé workshops, students get feedback from human resources professionals. and counseling on career development, internships, employment and graduate chose to assess the résumé workshop, content coverage varied across different school, we educate and support as it is one of our core areas of service. workshops, and therefore was not students and recent graduates on consistently aligned with the true/false how to make sound career decisions, METHODS assessment tool. Comparing the true/ develop professionally, and attain their We created a pre-/post-assessment false questions showed a 70% decline life goals. consisting of five true/false questions in incorrect answers after the workshop. and one writing exercise. Sixty-six Results from facilitators indicated they attendees completed the assessment. felt time constraints when giving the LEARNING OUTCOME The true/false questions covered pre-/post-assessment as they had As a result of attending the résumé various résumé topics we wanted limited time to cover workshop content workshop, students will be able to students to pay close attention to and and provide both assessments. improve upon an accomplishment the writing exercise asked students to statement that showcases their write an accomplishment statement. A ANALYSIS & IMPLICATIONS achievements. This meets the NACE pre-assessment was given to students Our next steps are to improve the and CAS standards on Career Advising before the workshop and a post- assessment method by: and Counseling and assists students to assessment was given immediately Incorporating the post-test as articulate their strengths, competencies following. We solicited facilitator an activity within the workshop to and achievements applicable to the feedback to record workshop issues. alleviate time constraints and to positions they are seeking. allow students to showcase learning. RESULTS Improving the alignment of the CONTEXT Our results indicated that students were assessment tool with the learning A shift is taking place in college able to improve their accomplishment outcomes of the workshop. career services nationwide, due to the statement by including an action verb We will make improvements to the recession and debate on “the value and providing a thorough description résumé workshop by: of college” from a career perspective. of their experience, thus proving the Identifying consistent learning The market for quality jobs is highly effectiveness of the writing exercise. outcomes for all workshops and competitive for students and this Of the students who attended fall and ensuring participant awareness of produces significant levels of concern for winter quarter résumé workshops, 75% the outcomes. them and their families. It also heightens who participated in the pre-/post- Creating two résumé workshops the demand for career services that are assessment showed improvement in — a beginner’s workshop and an effective and quantifiable. It is within the accomplishment statement writing advanced workshop — to have more this context that we are assessing our exercise. The results from the true/false time to cover the content and for workshops, events, counseling and questions indicated students learned students to achieve the learning employer services. For this edition, we important résumé knowledge. However, outcomes.
UCSB STUDENT AFFAIRS ASSESSMENT HIGHLIGHTS 2014-15 | 13 Counseling & Psychological Services
DEPARTMENT MISSION The mission of Counseling & Psychological Services is to help ensure that students — as well as the larger campus community — remain healthy in the pursuit of academic and personal success. CAPS promotes the emotional well-being of students through individual and group psychotherapy, crisis intervention and stress management services.
OPERATIONAL OUTCOME By partnering with Greek organization COURTESY PHOTO Pasha Foroudi and Lisa Mitalas present the “Recognize and Refer!” preliminary findings at the Best members in the development of a peer- Practices in Peer Programing conference at UC Irvine. to-peer suicide prevention program, CAPS will positively impact student an educational outreach workshop. other how to intervene when they see attitudes and behaviors toward seeking Partnering with the Greek community, signs of distress in their peers. These mental health services. This reflects members were given a web-based pre- results were sustained in a three-month UC’s Core Competency of Service and workshop survey. Participants were then follow-up. The results imply that after Collaboration and CAPS’ values. invited to attend one of five bystander participating in the workshop students training workshops, “Recognize and have more positive attitudes toward CONTEXT Refer,” offered over a two-week period. mental health services and that these Suicide is the second leading cause of Those who attended the workshops results may persist over time. death for college students. A study was were invited to complete a post- conducted to advance research and workshop survey. The workshop was led ANALYSIS & IMPLICATIONS programmatic efforts geared toward by two CAPS Mental Health Peers who Working with a specific campus mental health promotion and suicide were members of the Greek community. organization that has influence on prevention among college students. A similar survey was emailed three campus helped us to tailor our CAPS partnered with Greek organization months later to the original sample service and promote well-being in a members who were interested in mental regardless of participation in the specific group context that includes health issues and particularly suicide workshop. diversity of membership. Next steps prevention. Specifically, we wanted for CAPS include increasing peer-to- to increase mental health seeking RESULTS peer programs, focusing on helping behaviors, promote student well- Surveys were sent to 1,921 participants. students know the signs of distress, being, and assist students in creating The pre-test survey was returned by and increasing mental health seeking programs to better recognize signs of 578 participants and the post-test behaviors. The study also illustrates distress in themselves and their peers. was returned by 195 participants. The the effectiveness of peers working results suggest that the “Recognize within their own pre-existing group or METHODS and Refer” workshop had a positive organization. CAPS will continue to A research proposal was submitted to effect on self-reported willingness to work with students to offer workshops and approved by the UCSB Institutional seek out and/or refer another person specifically designed to reach particular Review Board. The design included to professional counseling. Peers were organizations such as those working a pre-test/post-test evaluation of found to be effective in teaching each with specific ethnic or cultural groups.
14 | UCSB STUDENT AFFAIRS ASSESSMENT HIGHLIGHTS 2014-15 Dean of Students Office DEPARTMENT MISSION a culture shift away from the risky The Dean of Students Office behavior associated with Isla Vista RESULTS collaborates with various departments and the perception to outsiders that to coordinate efforts that promote the community is an open place student well-being. Our efforts focus to come party, thus the “Keep it 52% on the health and safety of the Local” and “Keep it Safe” marketing Percentage of targeted students campus community and foster positive campaign was born. Our office who opened an email with parking interactions among UCSB students, devoted many resources to targeted information, sent Oct. 14 the University and the local area. communications to UCSB students before Halloween to help increase awareness of laws and ordinances. LEARNING OUTCOME 43% By communicating to students through METHODS Percentage of all students who the email marketing tool Emma, the The email marketing tool Emma opened an email with Halloween Dean of Students Office will increase was used to send emails to UCSB safety information, sent Oct. 15; student awareness of the laws and undergraduate and graduate students 44% of undergraduate students ordinances that will affect them during in October 2014. opened a Halloween safety major unsanctioned events in Isla 4,517 students whose local reminder emailed Oct. 29 Vista, such as Halloween and Deltopia, addresses were in areas of Isla and understand what event resources Vista affected by parking restrictions are of interest to students. This meets were sent an email with detailed the CAS Standard and NASPA/ACPA parking information and a link 2,029 competencies on Law, Policy and to buy a campus parking permit; Number of total clicks in the Governance, as well as the UC Core students were encouraged to move three emails; 41% were clicks Competency on Communication and their cars out of Isla Vista. to the Transportation and Parking the NASPA competencies on Alcohol 25,381 undergraduate and Services website & Drug Abuse Prevention and Violence graduate students were sent an Prevention. email with detailed information about Halloween laws and 1,645 CONTEXT ordinances and tips to “Keep it Number of clicks to fliers and The Dean of Students Office would Local” and “Keep it Safe.” webpages with information about like to improve communication efforts 21,929 undergraduate students alternative programming to UCSB students, in advance of were sent an email reminder two Halloween in Isla Vista, and learn days before Halloween highlighting what information is of most interest important safety information and Also, attendance at alternative on- to students. We believe if students tips to “Keep it Local” and “Keep it campus events that were promoted have information about how to Safe.” in the Emma emails was very high. “Keep it Local” and “Keep it Safe” Emma provides response statistics, The number of out-of-town visitors to during Halloween, the community of including how many students open Isla Vista on Halloween decreased Isla Vista and our students will be each email and how many links dramatically from previous years. safer. We are attempting to cause are clicked.
ANALYSIS & IMPLICATIONS After reviewing the average number of opens for our Halloween emails, it is clear that students are interested in Halloween safety information. Information about parking in Isla Vista and on campus appears to be the most popular information students received during October 2014. The decrease in out of town visitors to Isla Vista during Halloween can be partially attributed to our communications encouraging students to “Keep it Local” and not invite out-of-town friends. We will continue to devote resources to our email communications about Halloween with undergraduate and graduate students.
UCSB STUDENT AFFAIRS ASSESSMENT HIGHLIGHTS 2014-15 | 15 Disabled Students Program DEPARTMENT MISSION The Disabled Students Program (DSP) is committed to providing equal access to students with disabilities. This is a UCSB campus-wide responsibility. DSP is the central location for coordinating appropriate academic accommodations for eligible students who are regularly enrolled and working toward academic degrees.
OPERATIONAL OUTCOME As a result of participating in DSP’s RESULTS New Student Orientation, the newly Orientation Attendees Exam Accommodation Requests registered frosh and transfer students Exam accommodation requests made more than 10 days in advance versus the who attended will submit timely online total number of requests made, in fall 2014 and winter 2015 quarters requests for exam accommodations for fall 2014. This supports the CAS Fall 2014 Winter 2015 Exam type (total, both quarters) Standards’ Practical Competence 44 finals 49 39 finals 54 Finals 83/103 = 80.6% (requesting disability-related needs Midterms from others) and Intrapersonal midterms midterms 104/163 = 63.8% 46 & quizzes 70 58 & quizzes 93 & Quizzes Development (understanding one’s own needs and recognizing the need to Requests made 10+ days in advance Difference: 80.6-63.8 = 16.8% request assistance). Total requests made
CONTEXT To measure this outcome, DSP is looking at whether incoming students METHODS the time, and for winter 2015 students who attended DSP’s new student We extracted data from the DSP online submitted their requests at least 10 orientation in late September system on students who attended the days in advance 66% of the time. submitted their service requests at DSP New Student Orientation and Incidentally, for both quarters, exam least 10 days prior to their exams. used the online requests for exam accommodation requests that were While there are no deadlines for accommodations from fall 2014 and submitted at least 10 days in advance making exam accommodations winter 2015 quarters. Information on the were significantly higher (17%) for final requests, service history has shown following questions was examined. exams (80%) than for midterms (63%). that when students submit their exam For what type of exams accommodations request at least these students requested exam For midterms, the percentage of 10 days in advance, this gives DSP, accommodations requests submitted at least 10 days in instructors and departments enough Whether or not the requests were advance was slightly higher for fall 2014 time to make arrangements. It is made at least 10 days in advance (66%) than for winter 2015 (62%), important that students attend the although the total number of requests new student orientation because they RESULTS, CONTINUED were higher for winter 2015. For finals, are made aware of the procedures for For fall 2014, students who participated the percentage of requests submitted making requests and are encouraged in the new student orientation submitted at least 10 days in advance was to make requests at least 10 days in their exam accommodation requests significantly higher for fall 2014 (90%) advance. at least 10 days in advance 76% of than for winter 2015 (72%).
ANALYSIS & IMPLICATIONS The high percentage of on-time requests for final exams shows the value of the New Student Orientation program’s communication efforts to have students enter their accommodation requests early. The drop off in on-time requests from fall 2014 to winter 2015 also shows the need for ongoing contact with students to ensure that they continue to submit their requests in a timely fashion. DSP will investigate the use of online video segments to act as reminders for students to arrange on-time accommodations for their exams in each subsequent quarter.
16 | UCSB STUDENT AFFAIRS ASSESSMENT HIGHLIGHTS 2014-15 Early Academic Outreach Program DEPARTMENT MISSION Early Academic Outreach Program (EAOP) helps students at underserved schools prepare for college and career, engage in academic-enrichment opportunities, complete all University of California (UC) and California State University (CSU) admissions requirements, and apply for college and financial aid. EAOP insures that a higher proportion of California’s young people, including those who are first-generation, socio-economically disadvantaged and English-language learners, are prepared for postsecondary education, pursue graduate and professional school opportunities, and/or achieve success in the workplace.
OPERATIONAL OUTCOME activities and events, and small group METHODS By placing at least one full time and one-on-one advisement sessions. EAOP reviewed transcripts, test permanent EAOP staff person at a high EAOP believes that having a staff scores and college enrollment rates school, EAOP will demonstrate that it person permanently located onsite in of students at Rio Mesa, Carpinteria satisfies each of its Statewide EAOP a collaborative partnership with the and South high schools. EAOP and Operating Standards and Expectations. high school positively impacts the non-EAOP students with at least a school’s college-going rates, especially 2.5 GPA were compared over a three- CONTEXT among students at high schools with year period. Seventy-two percent of all EAOP contributes to the UC Student historically low college-going students at these high schools received Academic Preparation and Educational enrollment rates. two or more services from EAOP staff. Partnerships (SAPEP) mission to raise student achievement and close RESULTS achievement gaps. EAOP strives to achieve the following operating How do EAOP students perform against UCOP’s S&E Goals? Standards and Expectations (S&E) A three-year report on EAOP students from Rio Mesa, Carpinteria and South high schools set forth by the University of California shows EAOP students exceed performance goals set by the UC Office of the President. Office of the President (UCOP): 70% Intent to Algebra 1 A-G SAT/ACT of EAOP seniors complete A-G college Register in Complete Complete Takers prep coursework fulfilling UC/CSU Higher Ed eligibility requirements and register for the SAT/ACT; 90% enroll in post- UCOP S&E Goal 80% 70% 70% 90% secondary education; and 80% of EAOP Intent to Algebra 1 A-G SAT/ACT 10th graders are Algebra I complete. Register in Complete Complete Takers EAOP uses a Dual Service model to Higher Ed provide 57 types of services in tandem EAOP 2011-12 95% 76% 81% 94% with Academic Service Coordinators at partnership schools. Services include EAOP 2012-13 98% 84% 93% 98% classroom presentations, after school EAOP 2013-14 96% 77% 91% 97% and weekend workshops, school day
ANALYSIS & IMPLICATIONS This assessment has helped quantify and demonstrate the effectiveness of the EAOP Dual Service model, and the results will be used to secure future service and cost-sharing agreements with new high schools and districts. The number of UCSB EAOP school partnerships is growing — next year, EAOP will place staff at six new schools. This will generate over $240,000 in cost-sharing and co-funding agreements, which will help restore EAOP staffing, programming and presence at school sites that had been discontinued due to the past decade of budget cuts. This expansion of EAOP services into the community will mean that more students from high schools with historically low college-going rates will meet eligibility requirements for the UC and CSU systems.
UCSB STUDENT AFFAIRS ASSESSMENT HIGHLIGHTS 2014-15 | 17 Early Childhood Care & Education Services DEPARTMENT MISSION We are committed to striving for the highest possible standards in early care and education programs and, in so doing, supporting the children, families, students and early childhood education (ECE) professionals of UCSB. University affiliation motivates us to be leaders in early care and education through direct service to families enrolled and as a valuable resource for the greater UCSB and surrounding community.
LEARNING OUTCOME areas. The training procedures we comments collected, TAs feel their own Student teaching assistants (TAs) will assessed include interview and hiring skills are weakest in Guidance and gain working knowledge applicable orientation, the TA Handbook, Children’s Interaction and Promotes Learning and to ECE classrooms skills and Center website, prior observation of Problem Solving. On a three-point scale, responsibilities by participating in classroom, quarterly TA orientations, “1” being most proficient, 41.18% of a variety of Early Childhood Care contacts with Peer Mentors, on-the- TAs rated themselves as a “2” or “3” and Education Services training job training, written guidelines for in skill proficiency in Guidance and experiences. appropriate interactions, posted signs, Interaction and 54.76% of TAs rated notes and directions, mid-quarter TA themselves as a “2” or “3” in skill CONTEXT evaluation with classroom teacher, proficiency of Promotes Learning and Approximately 150 UCSB students articles and resources provided by Problem Solving. serve as TAs each quarter, helping our classroom teacher, and modeling from staff provide a safe, consistent and other staff. The job performance areas ANALYSIS & IMPLICATIONS secure environment for the children measured include General Supervision, Because on-the-job training and in our care. In accordance with the Health and Safety, Promotes Learning modeling by other staff were rated as National Association for the Education and Problem Solving, Guidance and the most effective training techniques, of Young Children (NAEYC), our program Interactions, and Professionalism. we plan to increase opportunities for promotes positive relationships among observation and modeling and increase the required hours of observation and all children and adults to encourage RESULTS each child’s sense of individual worth shadowing of a peer mentor. We also and belonging as part of a community plan to create and expand resources and to foster each child’s ability to for TAs in order to improve their contribute as a responsible community 88.4% access to tools for enhancing their job member. We strive to provide resources Percentage of TAs who found performance related to Guidance and and opportunities for TAs to expand on-the-job training to be most Interaction and Promotes Learning and their knowledge and experience both beneficial for Promotes Learning Problem Solving. professionally and personally in a and Problem Solving service learning framework. Specifically, we plan to review our interview protocol, make training videos METHODS and articles readily available on our We surveyed our TAs regarding their 85.3% website, and provide teachers with perceived effectiveness of existing hiring Percentage of TAs who credited additional training and resources to and training procedures in relation modeling by other staff to be the supplement their supervisory skills and to five independent job performance most effective training tool for classrooms as training environments. areas. In total, 91 of 137 TAs returned learning proper Guidance and We want to strengthen and encourage a survey, for a 66% response rate. Interaction with children positive interactions between teaching TAs were also asked to provide a assistants and teachers and foster an self-assessment of their own current However, based on self-assessments of environment where everyone can grow ability level in each of the performance job performance and the open-ended personally and professionally.
18 | UCSB STUDENT AFFAIRS ASSESSMENT HIGHLIGHTS 2014-15 Educational Opportunity Program DEPARTMENT MISSION The Educational Opportunity Program RESULTS (EOP) is committed to providing a After meeting with an EOP counselor, were the quarter GPAs support and information base that of Associate and Regular EOP students above 2.0? validates each student’s experience Associate EOP student Regular EOP student and nurtures a sense of participation, GPA Number Average GPA Number Average belonging and empowerment. Through of Quarter of Quarter mentorship, academic programs, one- Range Students GPA Range Students GPA to-one counseling/advising, campus 0-0.99 0 N/A 0-0.99 6 0.76 student support service referrals and social/cultural programming, we strive 1.00-1.49 2 1.34 1.00-1.49 12 1.30 to maximize a student’s involvement 1.50-1.99 4 1.83 1.50-1.99 20 1.79 and success in the campus academic Fall 2014 Fall 2.00-2.49 6 2.40 2.00-2.49 47 2.20 community. EOP services all students while focusing on those who are income eligible 2.50-2.99 10 2.65 2.50-2.99 75 2.75 and first-generation undergraduates. 3.00-3.49 22 3.20 3.00-3.49 114 3.24 3.50-4.00 20 3.77 3.50-4.00 86 3.72 OPERATIONAL OUTCOME Associate EOP student Regular EOP student As a result of meeting with an Educational Opportunity Program Counselor, EOP GPA Number Average GPA Number Average students will increase their likelihood of Quarter of Quarter Range Students GPA Range Students GPA to remain in good academic standing (a quarterly and cumulative GPA of 0-0.99 2 0.88 0-0.99 1 0.25 2.0 or above). 1.00-1.49 1 1.53 1.00-1.49 16 1.15 1.50-1.99 6 2.28 1.50-1.99 21 1.75 CONTEXT 2.00-2.49 7 2.79 2.00-2.49 51 2.26 EOP plans to use the results of the data Winter 2015 analysis to improve counseling services 2.50-2.99 19 3.20 2.50-2.99 73 2.73 for students. This assessment supports the 3.00-3.49 14 3.70 3.00-3.49 93 3.23 CAS standard for Student Success and 3.50-4.00 20 3.77 3.50-4.00 68 3.71 Persistence. The majority of EOP students who met with a counselor remained in good academic METHODS standing. At the end of fall 2014, approximately 90% of all EOP students had a 2.0 GPA The academic progress of EOP students or higher. At the end of winter 2015, about 89% did. During both quarters that were who met with an EOP counselor during assessed, many of these students visited an EOP counselor more than once. the fall 2014 and winter 2015 quarters was analyzed. Using existing data, the ANALYSIS & IMPLICATIONS grade point average of these Associate EOP plans to improve targeted outreach efforts to better assist students’ and Regular EOP students was evaluated academic success and increase utilization of counseling services. Counselors against the minimum 2.0 GPA required will intentionally target at-risk students via campus collaboration and for good academic standing. A Regular programming. Additionally, an enhanced success tips document will be provided student meets income eligibility criteria to at-risk students during counseling sessions. Student peer mentors will work and is a first-generation student; an closely with counselors in providing intervention via office and residential hall Associate student does not meet the hours. Lastly, EOP will continue to track the academic standing of students who criteria. use counseling services to further enhance departmental practices.
UCSB STUDENT AFFAIRS ASSESSMENT HIGHLIGHTS 2014-15 | 19 Office of Financial Aid and Scholarships
DEPARTMENT MISSION Dr. Clyde Woods The Office of Financial Aid and was a soldier in the Scholarships (OFAS) provides students struggle for social with the financial resources and related justice teaching and scholarship at UCSB. services necessary to achieve their His passion for hands- educational goals. We are committed on student research is to providing accurate, user-friendly, the spirit that directs responsive, and respectful service the Woods Scholars to students and their families. We Program, to which Promise Scholars are administer federal, state, and University offered admittance. aid and scholarship programs in COURTESY PHOTO accordance with applicable policies and regulations while striving to be CONTEXT undergraduate career. In total, 300 an innovative and service-minded The grant allows students the offers were made to newly admitted department. opportunity to fulfill their educational first-generation, low income and goals at a world-class research underrepresented students from the institution by offering a minimum of State of California. The notification was OPERATIONAL OUTCOME $120,000 in grants and scholarships offered via written communication. By creating the Promise Scholarship over a student’s four years at UCSB. The Program for members of the frosh fall scholars program provides additional 2015 admissions’ cohort, the Office academic and leadership experience RESULTS of Financial Aid and Scholarships can as early as the frosh year. Through their attract and reduce the financial stress participation, the scholars will explore of top-tier first-generation, low income the University research environment 44% and underrepresented students from under the direct supervision of faculty Percentage of Promise Scholar the State of California and impact their and graduate student mentors. awardees who submitted intent success in fulfilling their educational to register to UCSB for the goals. Competencies addressed METHODS 2015-16 academic year. Further include: Prior to UCSB attendance, UCSB analysis will be completed on this Equity, Diversity and Inclusion Promise Scholars are pre-selected student population from NASPA/ACPA and CAS; and offered a comprehensive grant when they begin their studies Results Orientation and Execution and admission to the Woods Scholars on campus. from UC Core. Program for the duration of their
ANALYSIS & IMPLICATIONS By significantly decreasing external financial stressors, the Promise Scholarship Program seeks to promote first-generation, low income and underrepresented student attainment, completion and overall success in all aspects of their educational goals, and develop active and productive citizens of the UCSB community.
As part of the Woods Scholars Program, students check in on a quarterly basis with their graduate student mentors to help the students to successfully navigate the University environment and resources. An assessment will be done to understand how students’ time and experience (academically and within the community) is impacted by the reduction of significant financial stressors. Supplementary statistical data will be collected such as academic units attempted versus completed and whether completed units show significant grade achievements (“B” or better) compared to the non-Promise Scholar student population.
20 | UCSB STUDENT AFFAIRS ASSESSMENT HIGHLIGHTS 2014-15 First-Year & Graduate Student Initiatives
DEPARTMENT MISSION CONTEXT First-Year & Graduate Student Transfer students make up nearly RESULTS Initiatives supports frosh, first-year one-half of all college and university transfers and all graduate students students. At UCSB, approximately by helping them to make the most of 1,500 join our campus each fall. 80% University services and programs. The transition to university life is not Percentage of ED 118 easy for any student, and transfer respondents who answered students may find the adjustment “Somewhat Agree” to LEARNING OUTCOME to be particularly difficult. Every “Strongly Agree” to statements To better understand the transition and Student Affairs unit works with transfer regarding how the course educational needs of transfer students students. First-Year & Graduate contributed to their sense of and the impact of Education 118: Student Initiatives partners with the belonging and better prepared Introduction to the Research University, Gevirtz Graduate School of Education them to succeed at UCSB Transfer Student Success course, First- to offer a popular course designed to Year and Graduate Student Initiatives address transfer shock, help-seeking will use existing survey responses behavior, academic expectations and from the 2012-13 transfer cohort and honorable conduct, study tips, and an compare responses of students who overview of the structure and purpose 90% enrolled in ED 118 to those of students of the research university. Percentage of respondents who who did not enroll. This meets the said they would recommend the NASPA/ACPA and WSCUC competency METHODS transfer student success course of Student Learning. All first-year transfer students from the to first-year transfer students 2012-13 cohort were surveyed during the winter 2013 quarter as part of Compared to their non-enrolled the Transfer Student Transition Survey. counterparts, ED 118 participants This cohort was chosen as the more recent cohorts’ data are still under scored significantly higher on the analysis. Of the approximately 1,500 composite survey variables below. students surveyed, 550 (or one-third) knowledge of completed the survey. After the data was processed and filtered for errors campus resources and non-complete surveys, the number of ED 118 transfer student enrollees anticipated level of who responded was 83. From the non- campus engagement ED 118 transfer students, the survey COURTESY PHOTO response was 297. We compared perceived social Health & Wellness educator Michael Takahara responses of transfer students enrolled adjustment explains learning techniques to ED 118 students. to those not enrolled in ED 118 class.
ANALYSIS & IMPLICATIONS The results indicate that initiatives tailored to UCSB transfer students facilitate their transition to the rigor and expectations of a research university. The work that Student Affairs First-Year & Graduate Student Initiatives does in partnership with faculty and academic units has measurable power. Our courses for frosh and transfer students offer a powerful delivery system for the values of scholarship, leadership and citizenship.
UCSB STUDENT AFFAIRS ASSESSMENT HIGHLIGHTS 2014-15 | 21 Grants and Development DEPARTMENT MISSION Student Affairs Grants and Development seeks charitable gifts and grants to support Division of Student Affairs student services and programs at UC Santa Barbara. We strive to secure philanthropic resources from friends of the University, alumni, current and past parents, businesses, foundations, and corporations, by networking, building relationships, researching prospects, grant writing, making appeals for support, and providing stewardship to our donors. We collaborate with Student Affairs departments to seek support from governmental agencies and secure sponsorships to enhance and expand our programs and services.
OPERATIONAL OUTCOME By establishing the Michael D. Young Endowed Fund for Scholarship, Leadership and Citizenship at UC Santa Barbara and communicating its terms to the public, Student Affairs Grants and Development will increase its outreach to the campus community, alumni, and friends and make appeals for charitable gifts to build the fund to an endowment level of at least $10,000.
CONTEXT We chose to assess if our communications with prospective donors resulted in charitable gifts to a newly established fund. This fund was created to honor Vice Chancellor PHOTO BY BRANDON JAMES/CommCollab for Student Affairs Michael D. Young Vice Chancellor for Students Affairs Emeritus Michael D. Young poses with the 2015 Student Affairs on the occasion of his retirement after Gala committee. An endowed fund established in his name has earned close to $30,000 to date. 25 years of service. The outcome of our efforts will be used to instruct our RESULTS ANALYSIS & IMPLICATIONS future strategies to solicit gifts. Our Communication with prospective We achieved our operational outcome. work meets the UC Core Competency donors yielded 121 gifts totaling Donors contributed nearly three times standards of Communication and UC $29,421 to help build an endowed our goal. We will request that the fund Core and NASPA/ACPA competencies Michael D. Young Fund for Scholarship, become a UC Regents fund functioning of Diversity and Inclusion. Leadership and Citizenship. Of these, as an endowment, one that will earn one $2,500 gift was received (at the interest and provide annual pay-outs METHODS Student Affairs Ambassador level) to the fund administrator, the Office We developed a list of prospective and eight $1,000 gifts (considered of the Vice Chancellor for Student donors and initiated our appeal and Chancellor Council level gifts) were Affairs. Moving forward, this department communication plan. Following our received. Twelve gifts were made using will form a committee to institute plan, we reviewed information about the the online credit card payment an application process to distribute charitable gifts made to the fund. We option. Thirty-seven gifts qualified the awards that reflect the fund’s priorities: analyzed the number and levels of gifts donors for half- or full-page tributes in Student Affairs services and programs and the gift payment methods. We also Celebrate Michael!. Three gifts were that support low-income, underserved, analyzed internal information about from donors who were table sponsors and first-generation college students, gifts requested and received for both at the first annual Student Affairs Gala and initiatives to promote student table sponsorships for the first annual honoring Dr. Young on January 24, mental health and wellness. The Student Affairs Gala and tributes in a 2015, at the Carrillo Center in Santa fund will provide new Student Affairs book created for the occasion. Barbara, California. services beginning 2015-16.
22 | UCSB STUDENT AFFAIRS ASSESSMENT HIGHLIGHTS 2014-15 Health & Wellness
DEPARTMENT MISSION UCSB Health & Wellness Program promotes the mental, physical and social health of all students by enhancing individual skills and positive relationships with families, peers and the UCSB/Isla Vista community. Health & Wellness staff works within a comprehensive research-based framework to foster healthy campus learning environments that nurture optimal student development, resilience and well-being.
LEARNING OUTCOME this survey based on outcomes Health & Wellness will analyze data to compiled from four college leadership How confident are peer better understand: sources, including the leaders in using leadership undergraduate peer leader UC Core Competency model. skills in daily life? self-efficacy when implementing A majority of respondents reported leadership skills and Student ratings of “confidence” in high self-efficacy levels. peer leader application of utilizing specific leadership skills are 3.6% Low leadership skills in daily life, applied as “self-efficacy.” Self-efficacy including in campus organizations, is defined as one’s belief in their ability student groups, or community to carry out behaviors or tasks related groups other than Health & to a specific situation. The survey 22.3% Wellness. also asked students to identify Moderate This outcome activity supports the leadership skills they have CAS Standard of Relating Knowledge implemented in daily life. to Daily Life. 74.1% High RESULTS CONTEXT Of 19 leaders, 18 completed the Peer leaders distribute the majority leadership survey. Of those surveyed, of health promotion messages on our 74.1% reflected high self-efficacy, campus. Development of leadership 22.3% reflected moderate self-efficacy, skills is therefore an integral part and 3.6% reflected low self-efficacy in of the Health & Wellness program. their ability to implement leadership By analyzing data on self-efficacy skills. Analysis of qualitative data in using leadership skills and the from the survey revealed that 100% implementation of leadership skills of respondents reported using a in daily life, Health & Wellness hopes leadership practice they have learned to gain a better understanding of how from Health & Wellness in daily life. well we are preparing our student Peer leaders reported the highest level peers to be strong leaders within the of self-efficacy in 1) communicating PHOTO BY BRANDON JAMES/CommCollab greater UCSB community. with supervisors, fellow leaders, and Health & Wellness peer leaders participate supervisees, and 2) giving/receiving in leadership training before school starts. METHODS feedback. All 19 leaders attended leadership training prior to fall quarter 2014. At the end of winter quarter 2015, we ANALYSIS & IMPLICATIONS administered an anonymous 18-item Peer leaders have major responsibility for coordinating and delivering Health Internet-based Leadership Assessment & Wellness messages to our student population. The data show that our peer survey asking peer leaders to rate self- leaders have high self-efficacy in using leadership skills, particularly in the area of efficacy in utilizing leadership skills on communication skills. Our program prepares students to be strong leaders in their a 5-point Likert scale. Staff designed daily lives and within the greater UCSB community.
UCSB STUDENT AFFAIRS ASSESSMENT HIGHLIGHTS 2014-15 | 23 Office of International Students and Scholars DEPARTMENT MISSION Our mission is to serve international students and scholars, as well as UCSB faculty and departments, by responding to their needs for immigration services, cultural programs, and related information, and to help the University achieve its mission of excellence as a world-class research university.
OPERATIONAL OUTCOME RESULTS find additional information rather than By assessing use of the redesigned The GAAO showed that visitors are explore other channels. In addition to a OISS website, OISS staff will be able spending 76% more time on the site new platform and structure, the Sitefinity to increase the effectiveness of their (from less than 2 minutes per visit platform allows us to create interactive online information services. This effort to more than 3 minutes per visit). forms. We have been using online addresses the UC Core Competency for Visitors are spending more time with enrollment forms for our free workshops, Innovation and Change Management the site content. Over 75% of 2015 which appears to increase attendance. users are returning visitors, compared We have also made it easier to find the CONTEXT to 50% of users in the past. This may forms that departments, students and Since 2008, the total population indicate that there is an increase in scholars need most often. We have had of international students at UCSB the perceived value and usefulness of over 1,000 unique visitors to our forms has almost doubled. OISS has been OISS web content, as people return to section since launch. leveraging technologies to increase our ability to respond to our constituents’ OISS total student population growth, 2008-13 needs for timely, accurate information without adding staff positions. This 2,500 included a complete website rebuild, 2,000 using Sitefinity’s content management system. OISS restructured the site’s 1,500 primary and secondary navigational 1,000 structures and continues to edit and 500 build new site content. The web is an especially important communication 0 channel for OISS because our students 45+47+52+60+70+802008 2009 2010 2011 2012 and scholars are often in much different time zones and sometimes Growth by the numbers have limited English skills. Year Population Year Population
METHODS 2008 1,099 2011 1,386 The redesigned site launched August 2009 1,106 2012 1,586 14, 2014. Web statistics have been 2010 1,149 2013 1,940 measured using Google Analytics
since 2013. We examined web usage statistics from February to April 2015 and compared them to the same ANALYSIS & IMPLICATIONS period in 2014 to see how users were As the OISS staff works to serve a growing population as efficiently as possible, interacting with the redesigned site. We new technologies will continue to create opportunities to automate responsive, used Google Analytics Overview (GAO), user-driven communications through the website, interactive forms, and targeted Audience Overview (GAAO) and Pages emails. Maximizing these opportunities will allow OISS staff to focus on students, (GAP) reports. scholars and campus departments needing individualized support.
24 | UCSB STUDENT AFFAIRS ASSESSMENT HIGHLIGHTS 2014-15 Office of Judicial Affairs
DEPARTMENT MISSION analyzed. Students who received a 94 moved through the Student-Faculty The mission of the Office of Judicial letter of admonishment were tracked Conduct Committee. The remaining Affairs is to maintain the integrity of the over time to see if Judicial Affairs 306 students who were reported for academic and co-curricular experience received additional academic integrity academic integrity violations received for all students and to ensure campus reports on the same student. a letter of admonishment. Eleven of safety and security through the the students who received a letter of investigation and adjudication of RESULTS admonishment were reported again University policy violations. Additionally, From September 2012 to May 2015, for an academic integrity violation, with we are charged with assisting students 400 academic cases were filed with one student “offending” for a in understanding the fundamentals our office. Of the 400 cases, third incident. of academic integrity and the rules and policies that govern behavior on campus. What is the rate of recidivism for students who already received a written notice of admonishment? OPERATIONAL OUTCOME In three academic years, 400 academic integrity cases were filed with the Office of
Judicial Affairs will analyze data on Judicial Affairs; 306 resulted in students receiving letters, while the remaining 94 cases academic integrity cases to see how moved through the Student-Faculty Conduct Committee. many students who receive a letter of admonishment for an academic Total academic integrity cases: 400 integrity violation go on to be reported 306 students received a letter for a subsequent academic integrity of admonishment 11 violation(s). This study meets the UC 94 cases processed through 89+ Core Competency of Communication. Student-Faculty Conduct Committee It involves communication to both 77+23 students and faculty. Recidivism rate from the 306 who received a letter of admonishment: CONTEXT One student offended a third time When faculty report cheating or 11 students were again reported plagiarism to Judicial Affairs, they for academic integrity violations have two primary options: The first is a light warning, called a letter Student Affairs of admonishment; or second, they departments work can process the case with the together to educate students about Student-Faculty Conduct Committee. academic integrity. At left Many faculty choose the letter of is a scene from a video admonishment. They prefer to handle CommCollab created to the case on their own (usually by giving help combat violations. Watch the whole the student an “F” grade), but want the video at http://bit.ly/ official notice sent from our office to ucsbacademicintegrity. the student to ensure that we are aware BRANDON JAMES/ of the incident. By analyzing data, CommCollab Judicial Affairs hopes to gain useful information about the effectiveness of ANALYSIS & IMPLICATIONS the letters of admonishment. The department is often asked about recidivism by faculty who are trying to decide between the letter of admonishment and a formal conduct process. The data METHODS collection shows that there is a 3.9% recidivism rate for students who receive a Data on academic integrity cases from written notice of admonishment. This is information that can be shared with faculty September 2012 to May 2015 were to help in their decision-making processes, thus improving our service to faculty.
UCSB STUDENT AFFAIRS ASSESSMENT HIGHLIGHTS 2014-15 | 25 MultiCultural Center
DEPARTMENT MISSION In 1987, the MultiCultural Center (MCC) was created in response to the demands of students who were severely underrepresented at UCSB. The MCC strives to promote a sense of belonging among students of color, international students, and gay, lesbian, and bisexual students; works to facilitate the retention and recruitment of students of color; and works to combat institutional racism and ethnocentrism through educational programming and empowering, validating events. The MCC has grown tremendously over the years, from being housed in a one-room temporary building to now having a spacious lounge, meeting room, and 154-seat theater for students to relax, host events and organize.
OPERATIONAL OUTCOME The MCC reviewed the qualitative comments RESULTS of attendees at the Judy Baca lecture How did attendance change Testimonial and its associated events to examine if at the Judy Baca events? participants’ awareness of the experience I especially enjoyed 200 of people of color and/or their sense our lunch with Judy, and
of belonging to the UCSB community 150 190 observing her interact with the increased as a result of attending. This students. She seemed to give a 100 event promoted the UC Core and NASPA/ lot of herself, and seemed to be 100
ACPA competency of Diversity and Inclusion. 75 50 at great ease with the students,
CONTEXT 0 30 and enjoyed not only sharing her The MCC collaborated with two departments Lecture Reception experience with them, but also to organize a series of events where Judy Average event attendance learning about the students’ Baca, a distinguished Chicana muralist Judy Baca event attendance experiences and perspectives. and UCLA professor, displayed her artwork I also felt that the combination and delivered a lecture on diversity at the MCC. The lecture occurred on October 16, empowered of Judy’s art exhibit with her talk 2014, in the MCC Theater. Related events was a wonderful way to provide included a luncheon with graduate and enriching a thoroughly rich experience undergraduate students, a dinner for faculty for the participants. and a reception. enjoyable These are some of the words – Ricardo Alcaino, MPA, METHODS expressed by attendees during the Director & Title IX Coordinator Observational and qualitative data Judy Baca event series. Attendees at UCSB Office of Equal Opportunity were collected from Baca’s lecture and consistently expressed their & Sexual Harassment / reception. Attendance was measured appreciation to Baca and the MCC. Title IX Compliance at both events, attendees’ interactions were observed, and verbal testimonials were informally documented. Attendance ANALYSIS & IMPLICATIONS information was logged and participant Given Baca’s diverse background as a muralist, Chican@/Latin@, and lesbian, feedback was transcribed for analysis. her presence on campus promoted diversity and inclusion for a variety of Fifteen people attended the luncheon, communities. It validated those who often feel disenfranchised. The findings including five graduate students, six highlight the importance of programming that enhances inclusion and raises undergraduate students, one faculty consciousness about issues pertaining to diverse communities and the member, and one staff member. The dinner intersection of their identities. Programs that celebrate and engage diverse was attended by 10 faculty members, most communities draw a deeper connection to the UCSB campus. The message and of whom were affiliated with the Chican@ representation speaks to attendees’ own identities. The MCC will employ similar Studies department. models of programming for communities it serves.
26 | UCSB STUDENT AFFAIRS ASSESSMENT HIGHLIGHTS 2014-15 Non-Traditional Student Resource Center DEPARTMENT MISSION METHODS The Non-Traditional Student Resource The Non-Traditional Student Services’ Center (NTRC) is part of the Women, staff conducted a survey of all Gender, & Sexual Equity department students utilizing the NTRC as walk- and is dedicated to providing in users during two weeks in Spring services to those who identify as 2015. The survey was distributed to non-traditional students. The NTRC is the non-traditional student Listserv designed to provide a common space during the same period. The NTRC for non-traditional students to share survey included qualitative and PHOTO BY BRANDON JAMES/CommCollab resources and create community, Lockers for use by Non Traditional students demographic questions to understand which provides a successful are just one of the many benefits available to how the center was being used and environment for student development. students who use the Resource Center. by whom.
OPERATIONAL OUTCOME RESULTS Through a student use survey, The survey was completed by 13 people. They all identified as non-traditional Non-Traditional Student Services students, largely in the 26-35 age category. The survey found that the dedicated staff can determine the impact of space for non-traditional students’ inclusion was what they most appreciated. the NTRC on students’ feelings of membership in the non-traditional I like to see other people in there and feel like I am not the student community. This assessment only person in a different situation than most of UCSB. supports the Student Learning and Development and the Equity, Diversity I appreciate the resources it offers, a quiet study space, and Inclusion competencies outlined but most of all I feel most comfortable here than by NASPA/ACPA, UC Core and CAS Standards. any other place on campus. When asked if the NTRC made them feel part of the non-traditional student CONTEXT community, nine responded “Yes.” The NTRC is a home for students who are 24 years or older, have I have felt welcomed and it has made dependents, or are re-entry students. my experience at UCSB so much better. It provides community space to welcome these students, guide them Respondents asked for support for: students and parent students; offsite to resources, and help them manage events on a day other than Friday evenings; graduate student only/focused the challenges associated with events; and efforts to keep the center for non-traditional students only. achieving their academic goals.
ANALYSIS & IMPLICATIONS While not a large sample, the results show that the goal of the NTRC to create a safe space for non-traditional students is being met. Students identify with the space and with each other. In response to the survey, the NTRC will provide increased opportunity for casual interactions among student users. It will both offer programs at more diverse times during the week on and off campus, and maintain its consistent programs to help students connect to the space and community. It will provide updated versions of the physical amenities (e.g., lockers, couches, refrigerator, study tables). NTRC staff will work to create visual cues to the presence and focus on the non-traditional community to sensitively distinguish the space as well as create a mutual understanding of the mission of the center.
UCSB STUDENT AFFAIRS ASSESSMENT HIGHLIGHTS 2014-15 | 27 Orientation Programs and Parent Services DEPARTMENT MISSION information was needed and what Campus Learning Assistance Services UCSB Orientation Programs and Parent resources or departments were being (CLAS), Counseling & Psychological Services designs and implements covered adequately. Services (CAPS), Community Service comprehensive student and parent Organization officers (CSOs) and programs that introduce educational, METHODS Student Health. The five least- social and personal resources to Orientation developed a comprehensive, mentioned services, resources or facilitate the success of new students. online survey that was sent to all departments in the survey question We focus on innovation, collaborate with student participants within two days of responses were GOLD, the UCSB Library, UCSB departments, and develop skilled attending an Orientation session (as financial aid/Money Matters, Disabled and confident Orientation leaders in well as via several reminder emails). Students Program and the Kiosk. order to meet the changing needs of our The survey asked students to rate diverse community. and provide qualitative comments on Did “Making the Most” their Orientation experience. The post- provide you with information Orientation survey was completed by about campus resources you LEARNING OUTCOME 47% of student participants in 2014. Orientation asked students to indicate, will remember and plan to Through a participant survey, Orientation use in the school year? Programs and Parent Services can on a scale from “Very True” to “Not True determine which services or resources at All,” if the information provided in the 47% of participants responded students remember the most from “Making the Most” presentation provided them with information about campus 0.7% Not true at all Orientation’s “Making the Most of Your 2.5% First Year” presentation and which resources that they will remember and Not very 4.4% Did not services or resources would benefit from plan to use in the upcoming school year. true attend increased emphasis. This assessment Orientation also included a qualitative supports the Student Learning and question in this post-Orientation survey 11.2% Development competency outlined by in which students were asked to list two Neutral NASPA/ACPA, as well as the Teaching resources, departments or programs that and Learning competency within the they remember from the “Making the 48.6% Very true WASC Senior College and University Most” presentation. 32.6% Commission. Somewhat true RESULTS CONTEXT The five most mentioned services Orientation reviews the content of or resources or departments in the the “Making the Most” presentation survey question responses were yearly, and we frequently have requests from departments to add additional information or include more on a ANALYSIS & IMPLICATIONS particular topic or resource. “Making The majority of students who completed the survey were able to remember specific the Most” is a presentation given to services or resources mentioned in the presentation and plan to use them in the Orientation attendees in a large lecture- upcoming school year. Because GOLD and the Kiosk are emphasized throughout hall setting, and it focuses on campus the three academic advising sessions and other places within the Orientation resources and support services that program, they are focused on less in this presentation. Students’ overall rating of many new students find helpful in their GOLD knowledge remained high in academic advising-focused survey questions. first year at UCSB. The post-Orientation Orientation will assess opportunities to include additional Financial Aid/Money survey was an ideal opportunity to Matters, the UCSB Library, and Disabled Students Program information within the assess where additional resource “Making the Most” presentation.
28 | UCSB STUDENT AFFAIRS ASSESSMENT HIGHLIGHTS 2014-15 Department Department of of Recreation UCSB Recreation DEPARTMENT MISSION important part of our program as they METHODS The Department of Recreation at are associated with a healthy, balanced In all, 140 participants from two UC Santa Barbara is committed to lifestyle and stress reduction, and they yoga classes taught by a newly hired creating a healthy and welcoming potentially contribute to long-term health instructor were surveyed at the end of campus environment for all students, and well-being. In recent years, the the fall 2014 Gaucho REC program. faculty, staff and community members. demand for yoga classes on campus We asked participants to answer 10 The department seeks to promote an has increased and the department questions rating the class and instructor active, balanced lifestyle that contributes has responded to this need by adding on a 1-5 scale where one is “Strongly to the development of the social, classes (e.g., more sections, types of Disagree” and five is “Strongly Agree.” We emotional and physical skills essential yoga) and hiring additional instructors. also asked three open-ended questions. to long-term health and well-being. Quality and innovation are guiding RESULTS principles in all programming and student development efforts. We strive to In total, 42 participants responded to the survey, which garnered an average be an industry leader in environmental rating of 4.74 (on a 1-5 scale, where five mean “Strongly Agree”). conservation and sustainability. 4.925 4.675 Top rating (on a 1-5 scale) Lowest rating (on a 1-5 scale) given, in response to the survey given, in response to the survey question “This instructor question “This instructor was enjoyed teaching and showed responsive to students’ skill levels.” enthusiasm for the activity.”
Open-ended feedback was largely positive with comments including:
COURTESY PHOTO In Recreation’s yoga classes, students can get I don’t see how she could improve! She’s great!! grounded, balanced, centered and de-stressed. OPERATIONAL OUTCOME This class was the highlight of my week! The Department of Recreation will survey participants from two yoga classes in We also received constructive feedback about the physical space and acoustics. order to gauge the degree to which yoga classes and instructors are meeting the needs and expectations of participants, ANALYSIS & IMPLICATIONS and to explore what improvements could Overall, we are very proud to know that our community appreciates our new yoga be made to yoga classes. Recreation instructor’s classes and believes the instruction is of very high quality. We also is committed to providing exemplary value feedback and strive to provide solutions that meet all stakeholders’ needs services and activities to students and desires. Participant surveys provided valuable feedback regarding locations and the campus community and for yoga, room acoustics, class size and ways to make spaces more conducive accomplishing the UC Core Competency and comfortable for yoga classes. This feedback is especially helpful for us as of Service Focus. we are currently remodeling to expand space dedicated to yoga. Specifically, we gained important knowledge about acoustics and climate control to create CONTEXT optimal yoga space. This, in turn, will allow us to further our goal of offering The Gaucho REC yoga classes are an exceptional services and maintaining our Service Focus.
UCSB STUDENT AFFAIRS ASSESSMENT HIGHLIGHTS 2014-15 | 29 Office of the Registrar DEPARTMENT MISSION The Office of the Registrar establishes and maintains the academic records of the University and provides students with the enrollment services necessary to attain their educational goals. We support the mission of the University by providing accurate, responsive, respectful service through the continual development of our staff, policies, procedures and technology. We promote an atmosphere of open communication and mutual support where effort, creativity and growth are encouraged and acknowledged.
OPERATIONAL OUTCOME The Office of the Registrar assessed How number of degree audits run by students correlates student perceptions of the degree audit to percentage of non-graduates system and examined historical data Ten years of data show graduation rate grows as students use new tool. to determine whether degree audit 50,000 18% has been successful in reducing the 16% 40,000 14% number of undergraduates who fail to 12% graduate in their intended term. This 30,000 10% 8% meets the Association of American 20,000 6% Collegiate Registrars and Admissions 10,000 4% 2% Officers (AACRAO) Registrar proficiency 0 0 in the area of Advising, Degree Audit, Graduation and Commencement. 20050+1+15+16+31+37+40+44+45+472006 2007 2008 2009 2010 2011 2012 2013 2014 Degree audits run by students Percentage of non-graduates CONTEXT Automated degree audits have been available to undergraduates measure the effectiveness of degree ANALYSIS & IMPLICATIONS through the Gaucho On-Line Data audit at reducing the number of non- The results of the assessment are (GOLD) registration portal since graduates, a 10-year trend analysis extremely encouraging and indicate 2007. A primary purpose of degree (2005-14) was performed to explore high satisfaction with the degree audit audit is to mitigate circumstances in the relationship between degree audit system. However, there is still room which students inadvertently miss or usage by students and the proportion for improvement, and many of the misunderstand degree requirements. of students who fail to complete their recommended enhancements are This is particularly important in light degree during the term for which they already underway. Students seemed of our data, which show that less declare candidacy. most interested in improvements to than 60% of UCSB undergraduates the user interface, which will take who fail to graduate during their RESULTS effect when the campus upgrades the intended term (non-graduates) go on On a scale of 1-10, students rated the degree audit software (anticipated to complete their degrees within the overall utility of degree audit in helping for 2016). Many also asked about subsequent two years, and that certain them to track progress-to-degree at 8.2. double-major audits, which are Ninety-one percent said that they ran at-risk subpopulations, including currently being tested and should be a degree audit at least once per year. underrepresented minorities and released within a year. Though the transfer students, are disproportionately The percentage of non-graduates has rate of non-graduates has dropped, impacted by this phenomenon. dropped substantially since the release of degree audit in 2007. In the few we would love to see it drop further. A concern for future inquiry is why METHODS years prior to the release, it consistently To gauge students’ perceptions, all hovered above 16%, whereas, in the last certain at-risk subpopulations registered undergraduates were few years, it has hovered around 9-10%. continue to be overrepresented. We surveyed in spring 2015 about Between Fall 2008 and summer 2014, hope to begin using degree audit data their general usage and opinions 95.3% of graduates had run a degree to identify struggling students earlier of degree audit. The five-question audit, as opposed to only 86.8% of in their academic careers and perform survey received 1,522 responses. To non-graduates. targeted interventions.
30 | UCSB STUDENT AFFAIRS ASSESSMENT HIGHLIGHTS 2014-15 Resource Center for Sexual & Gender Diversity DEPARTMENT MISSION The Resource Center for Sexual and Gender Diversity (RCSGD) at UC Santa Barbara works with students, staff and faculty to ensure that LGBTQ and gender-expansive student experiences and concerns are represented and addressed in caring, holistic and humanizing ways. We aim to integrate the importance and value of queer identity into all aspects of campus life, in order to create a vibrant and engaging environment in which all community members can feel safe, comfortable and affirmed. The RCSGD hosts social and educational programming for the campus and offers volunteer, mentorship and leadership opportunities. The Center also provides access to professional and student staff for collaboration, support and advocacy, a comfortable study and lounge space, computer lab, a media library, and connections to campus, local and national resources and opportunities. The Center strongly focuses on the intersections of identity and aims to be a welcoming and supportive place that values and celebrates all differences.
LEARNING OUTCOME issues of LGBTQ acceptance and By attending the “Intervening as inclusion, and highlight the importance RESULTS an Ally” peer-to-peer workshop, of education. Through this training After attending the “Intervening participants’ self-efficacy will increase program, the RCSGD addresses the as an Ally” workshop, participants in relation to being able to interrupt training gaps in students’ abilities to developed increased abilities in homophobic and transphobic fully embrace this community. the following areas. language and behaviors. The UC Core and NASPA/ACPA’s competency of METHODS recognize LGBTQ Diversity and Inclusion correlates to In total, 455 participants were given identities, the WGSE Department mission. The a pre- and post-workshop self- experiences, issues CAS Standards also state that support assessment paper survey. It asked and awareness surrounding LGBTQ for demographic information and identify anti-LGBTQ identities must be integrated into the also about participants’ comfort and crime, incident, life of the institution. knowledge levels in assessing hate/ bias incidents and their confidence or microaggression CONTEXT in responding to them. True/false, “Intervening as an Ally” is a peer-to- multiple choice, and open-ended intervene and respond peer workshop that introduces LGBTQ questions assessed their self-efficacy to perpetrator(s) identities and how to recognize, related to the topic. The individual intervene, and report hate/bias responses were catalogued in Excel. In provide sensitive incidents and microaggressions. Its partnership with Dr. Tania Israel, SPSS support emphasis is to support those impacted, predictive analytics software was used directly address homophobia and to analyze the results. refer to campus resources for those ANALYSIS & IMPLICATIONS impacted These results directly align with the mission of the RCSGD and will be used to expand the peer-to-peer training program to also include curriculum on LGBTQ report incidents to people of color and transgender identities. Our goal is to provide as many students campus police and as possible with an even wider variety of workshops to increase awareness and Judicial Affairs inclusion for the betterment of all students.
UCSB STUDENT AFFAIRS ASSESSMENT HIGHLIGHTS 2014-15 | 31 Storke Student Publications DEPARTMENT MISSION The Daily Nexus is the student-run media outlet of the University of California, Santa Barbara campus and as such, we, the editors, place the interests and needs of the campus community above all else and seek to provide meaningful and essential news, editorial and feature coverage to our readers. We feel that it is more than just a privilege to publish student news through various media outlets, but a duty demanded by a democratic society. Thus, we carry out our duty to the best of our abilities following the high standards of professionalism as outlined in the American Society of Newspaper Editors’ Statement of Principles. Additionally, in alignment with the changing technological demands of the 21st century, we strive to produce accurate and engaging online content in a fashion that allows for more reach, engagement and accessibility to student readers.
OPERATIONAL OUTCOME CONTEXT By surveying seniors, the Daily Nexus Four years ago, when most of the senior RESULTS, CONTINUED staff will be able to gauge readers’ class began its frosh year, the Nexus How often do you visit the awareness and use of the newspaper’s was printed five days a week and the Daily Nexus website? website at www.dailynexus.com. This website was rarely updated. Now the study meets the UC Core Competency Nexus posts online five days a week Seventy seniors responded to the survey. of Communication. The newspaper’s and prints only once a week. website shares and receives information, actively seeks others’ METHODS 64% perspectives and follows the standards Between the fall 2014 and spring “There’s a website?” of professionalism outlined in the 2015 quarters, we collected data American Society of Newspaper Editors’ through a survey given to seniors who Statement of Principles. were waiting near the Nexus newsroom to take their senior portraits. We 27% “Monthly/A few selected seniors to survey because they times per month” are likely to have the most exposure to our publication. The survey was a single question with three possible answers. 9% “A couple times a week” RESULTS We were surprised that most of the students surveyed (45 out of 70) were online, there were 42,302 pageviews. not aware of www.dailynexus.com. In May 2015, monthly pageviews increased to 162,884. Our goal is to ANALYSIS & IMPLICATIONS continue increasing pageviews and Survey responses identified a lack user engagement by introducing a of awareness about the existence of new website design, by highlighting the newspaper’s website. This helped and promoting new online features, us understand that we needed to and by developing an app. In addition, find additional methods of bringing in summer 2015, the Nexus staff awareness to the student population. will launch a marketing campaign Due to daily content uploads and that targets the incoming frosh class cross promotions using social media through orientation tours, residence hall COURTESY PHOTOS sites, website views have continued to presentations and Week of Welcome The Daily Nexus publishes most of its content increase. In September 2013, when events that will include contests and at www.dailynexus.com. the Nexus began publishing more prizes that promote the Nexus.
32 | UCSB STUDENT AFFAIRS ASSESSMENT HIGHLIGHTS 2014-15 Student Academic Student A airs Support Services Assessment Initiative DEPARTMENT MISSION engagement, success and campus The Assessment Initiative formalizes operations. To understand the existing RESULTS assessment practice in Student Affairs by: assessment practice in Student Affairs 100 Consulting with departments on and the impact of the Assessment 76% assessment efforts through training, Initiative on department and staff’s 50 53% publications, sharing of best practices assessment confidence and practice, and mentorship. Student Affairs measured assessment 0 Pre-survey Post-survey Helping Student Affairs practice before commencing with a departments improve service delivery formal assessment effort and after a There was an increase in and show evidence-based impact of cycle of assessment activities. participants responding that their services. departments had one or more Facilitating communication and METHODS learning/operational outcomes collaboration on practices that Staff from each department in the aligned with a measurement effort. support Division of Student Affairs were Division and campus missions, designated to participate in an 100 operations and efficiencies, and assessment initiative training and a student learning, well-being and pre- and post-survey. They completed 50 48% success. an identical Qualtrics’ department- 24% focused pre-assessment initiative 0 Pre-survey Post-survey OPERATIONAL OUTCOME survey in March 2014 and a post- By implementing assessment training, a survey in April 2015 after a year of There was an increase in staff’s community of practice and assessment assessment-related activities. confidence to conduct assessment activities, the Student Affairs Assessment and evaluate their department’s Initiative (SAAI) will increase the staff’s The survey was developed as part success in meeting outcomes. confidence and practice of assessment of an overall assessment of Student in their departments. This meets the Affairs’ assessment practice. It Assessment and Evaluation competency was composed of 18 quantitative 100 84% for CAS, NASPA and WSCUC. and qualitative questions about 50 72% department assessment efforts and CONTEXT staff resources and confidence in 0 Student Affairs’ Assessment practicing assessment. The pre- (n=73) Pre-survey Post-survey Initiative was established in 2014 to and post-survey (n=41) responses In total, there was an increase in formalize the process of practicing were compared on select questions to participants responding that their assessment, and documenting and measure the impact of the Assessment department had staff dedicated to communicating evidence of Student Initiative’s activities on the department conduct assessment. Affairs’ contributions to student learning, and staff’s practice of assessment.
ANALYSIS & IMPLICATIONS Student Affairs’ Assessment Initiative is showing a positive impact on staff’s confidence and department’s practice of assessment. Although pre- and post-survey findings showed positive outcomes in Student Affairs practice of assessment, staff resources and time devoted to assessment, and an understanding of assessment itself, were challenges. Training areas that emerged include assessment measures, data analysis and how to embed assessment into practice. Additional training for staff will focus on the use of existing data mining sources, such as the Business Intelligence Model, to reduce the time impact on staff. Integrating assessment into staff’s day-to-day activities, job cards and mind set will be ongoing goals of the initiative.
UCSB STUDENT AFFAIRS ASSESSMENT HIGHLIGHTS 2014-15 | 33 Student Health Service
DEPARTMENT MISSION Student Health provides: RESULTS High-quality and accessible health How many students are screened and evaluated for ADHD? care From June 2013 to June 2014, 274 students were screened using the Brown Scale. Preventative and public health services for the entire campus 92% screened positive for ADHD Student-focused and convenient symptoms based on the Brown Scale patient care 8% fell below the minimum score Respect and celebration of that indicates ADHD campus diversity Campus-wide collaboration 43% had a complete promoting health and student ADHD evaluation done with paperwork success in their medical record 57% had no evaluation in medical record OPERATIONAL OUTCOME By assessing students presenting Students with ADHD evaluations concerns about Attention Deficit in UCSB records: 117 Hyperactivity Disorder (ADHD), Student 74% were evaluated by a community provider Health Service (SHS) will be able to optimize the limited number of 26% were evaluated at Counseling & Psychological Services (CAPS) psychiatric appointments available and still address the psychological needs Note: 3% did not get an ADHD diagnosis of all students. This meets the UC Core Competency of Service Focus. Students presenting with concerns about ADHD were administered the Brown CONTEXT Attention-Deficit Disorder Scales by Students with ADHD who receive SHS’s Social Work Services. This process treatment are more likely to have a was utilized to facilitate improved positive school experience and achieve screening; appropriate diagnosis; referral their academic goals. SHS wants to and treatment (including medication enable all students with psychiatric/ management); identification of key psychological issues to receive the practitioners both on and off campus; help they need. Students self-identify and to screen out students wanting as having ADHD for many reasons medication without need. PHOTO BY BRANDON JAMES/CommCollab Student Health screens and connects students (including wanting ADHD medications with ADHD to clinical services on campus. as a study aid). One of the effects of ANALYSIS & IMPLICATIONS this self-referral was that psychiatrist This intervention helped facilitate a newly ADHD diagnosed students. SHS appointments at SHS became overly defined method to screen, evaluate, will continue to explore cost-effective, impacted. To help streamline psychiatric treat, and monitor students for ADHD state-of-the-art screening tools, staffing services, these students were triaged by and other psychological issues. needs for comprehensive evaluations, our Social Work Services. Students received optimal treatment and medication management. while the schedules of the psychiatrists Ultimately, designing and developing METHODS were less impacted and more available a coordinated system with CAPS, Best practice protocols for ADHD for all psychiatric diagnoses. Next steps Disabled Students Program, Campus evaluations were first discussed for SHS are to work more closely with Learning Assistance Services, and other with CAPS and community providers community providers (psychologists providers will enable students to have a (psychiatrists and psychologists). and psychiatrists) to follow up on successful college experience.
34 | UCSB STUDENT AFFAIRS ASSESSMENT HIGHLIGHTS 2014-15 Student Information Systems & Technology UNIVERSITY OF CALIFORNIA, SANTA BARBARA
DEPARTMENT MISSION The Student Information Systems & Technology’s (SIS&T) mission is to support Student Affairs’ mission of serving UC Santa Barbara students by providing innovative and effective information systems and technology services. Through a team process, SIS&T develops and implements campus-wide technology solutions for staff, faculty and students.
OPERATIONAL OUTCOME By surveying its customers, SIS&T will RESULTS be able to gauge overall satisfaction How satisfied are you with the services provided by SIS&T? about services it provides and Completely satisfied determine opportunities for improving 87% quality of service. This meets the UC Very satisfied 85% Core Competency of Service Focus. Moderately satisfied 67% 65% CONTEXT Slightly satisfied As a technology service provider, the department direction must align with Not at all satisfied the needs of its customers, including Help Desk Suite of Communication Overall Graduate Division and Division of Applications Quality Student Affairs staff who ultimately of Service serve students, faculty, other staff members and the UCSB community. Registrar Information Systems manager Understanding and maximizing the Josh Andersen leads perceived and genuine benefits of the SIS&T team technology to those using SIS&T through an exercise services is critical to implementing in December. View department management objectives. full survey results at http://sist.sa.ucsb. edu/survey. METHODS PHOTO BY MIKE NESBIT/ This survey established a baseline SIS&T upon which SIS&T can measure improvements in using data. It was formatted to evaluate three main ANALYSIS & IMPLICATIONS service groups: people-centered Communication is critical to customer satisfaction. The survey itself provided a customer service, communications process for improvement. It provided a method for users to be heard and SIS&T and technology. The online survey was management to gain valuable insight. Effective technology is measured by those administered using Survey Monkey that use it, not by those that implement it. In the long term, the survey is the first during the time period of January step toward implementing strategic process improvements. SIS&T will continue 28 to February 4, 2015. The survey its efforts to analyze and understand the needs stated in the survey. Next steps population included 24 departments, will include holding various focus groups (SRB staff, for example) to develop an and there was a response from effective and comprehensive customer service approach, as well as a technology every department. In total, 131 road map that focuses on serving the diverse needs of the Student Affairs Division, responses were received. The survey Graduate Division, and the campus at large. Based on the evidence provided by was designed and analyzed by SIS&T the assessment data, SIS&T will make structural and process improvements to department management. increase satisfaction ratings for the people who use SIS&T services.
UCSB STUDENT AFFAIRS ASSESSMENT HIGHLIGHTS 2014-15 | 35 Office of Student Life
DEPARTMENT MISSION The Office of Student Life (OSL) promotes undergraduate and graduate student engagement and development through co- curricular programs and services, including Campus Organizations, Fraternities and Sororities, and Leadership Development. We encourage a set of community standards that affirms both the right of freedom of expression within our community and the campus commitment to the highest standards of civility and decency toward all. We champion student perspectives, initiatives, organizations and events. We seek to encourage widespread student involvement in campus life. We believe that student activities play an integral role in student retention and success and provide opportunities for human development.
LEARNING OUTCOME of changes that were implemented longitudinal study that measures frosh By the end of their first year at UCSB, to promote student involvement. In students’ co-curricular involvement, frosh students will join at least one addition to measuring the extent use of OrgSync (an online campus campus organization and self-report of first-year students’ co-curricular organization portal), and development that they have developed meaningful engagement, we also asked students of meaningful relationships. UCSB relationships with community to evaluate the extent to which they frosh were invited by email to complete members. This measure relates to established meaningful relationships the online survey; two gift cards were the CAS Student Outcome Domain of with community members as a result offered as incentive. The next phase of Interpersonal Competence. of their involvement. the study will be conducted in spring 2016 to assess the effectiveness of CONTEXT METHODS informational workshops, conducted OSL assessed first-year student The Office of Student Life partnered by resident assistants in Housing & involvement in registered campus with Christina Orzechowski, Michael Residential Services, in increasing organizations in order to establish a D. Young Intern, to design and co-curricular engagement and baseline to evaluate the effectiveness administer the first survey of a utilization of OrgSync.
RESULTS
64% 4,917 358 agreed they invited to completed gained complete the survey meaningful the survey 73% relationships never heard because of of OrgSync co-curricular involvement 1,933 opened the email 43% 30% involved reported 439 loaded in a campus the survey feeling organization 15% use neutral 358 took OrgSync the survey 6% disagreed
ANALYSIS & IMPLICATIONS OSL is committed to improving communication to incoming students about its services and opportunities for campus involvement, which has been demonstrated to improve educational persistence and complement academic programs. To ensure that the majority of first-year students are familiar with involvement opportunities and OrgSync, OSL is working with SA Academic Initiatives and Housing & Residential Services to provide resident assistants with a script for a “getting involved” workshop and OrgSync demo. In order to assess the effectiveness of this new outreach method, OSL and Academic Initiatives will conduct the second phase of this longitudinal study in spring 2016. Through this and other efforts, we hope to see the majority of first-year students involved in co-curricular activities and familiar with OrgSync in 2015-16.
36 | UCSB STUDENT AFFAIRS ASSESSMENT HIGHLIGHTS 2014-15 Student Mental Health Coordination Services
DEPARTMENT MISSION METHODS Student Mental Health Coordination SMHCS gathers information about referrals from the Advocate database, which is Services is a readily accessible single used as a case management tool. Data gathered from the Advocate database were point of contact for staff, faculty and assessed to discern the monthly totals of referrals to SMHCS and to discover trends students who are concerned about a in distressed student referrals. student in distress. The coordinators will consult about a student, provide RESULTS referrals to campus departments, develop action plans and follow up How many monthly referrals to SMHCS were made during the with students, staff and faculty as 2013-14 academic year and following summer sessions? appropriate. 125
OPERATIONAL OUTCOME 100 Student Mental Health Coordination Services (SMHCS) will review the 98 number of distressed students 75 83 referred to the office each month Referrals during the 2013-14 academic year. 50 65 63 63 58 By evaluating the monthly trends, 49 55 our goal is to better understand the 25 38 effect the tragedy in Isla Vista had on 28 26 28 students and the impact it had on 20 the office. Mental Health is a NASPA 0 Focus Area supporting ongoing efforts
July to address the mental health issues April May June March August that students face. October January February November December September September CONTEXT Each year, since being formed in After reviewing the monthly trend in distressed student referrals, it was determined 2007, SMHCS interacts with an the average number of referrals from October 2013 to April 2014 was 56. Following increasing number of students. In the tragedy in Isla Vista in May 2014, referrals were 76% above average in May 2013-14, more than 700 referrals to 2014. Referrals in the month of June 2014 were 49% above the average of 56. These SMHCS were made by staff, faculty, results confirmed our hypothesis that the tragedy caused an increase in distressed police, Housing & Residential Life, student referrals. The low number of referrals in September 2013 and July 2014 and concerned family and friends. through September 2014 is typical of summer quarter when most students are not Referrals to the office increased on campus or in Isla Vista. dramatically following the tragedy in Isla Vista in May 2014, underscoring the need for additional staff. Trends ANALYSIS & IMPLICATIONS are reported to the Divisional and Approaching the first anniversary of the tragedy, the findings were used to understand campus leadership in an effort to the needs of the community and students and to tailor outreach efforts to these highlight the need for increased groups. The findings also gave the department a better understanding of the long-term mental health services and staffing in student needs for recovering from the tragedy. These findings were used to demonstrate this critical area. the need for increased funding for SMHCS.
UCSB STUDENT AFFAIRS ASSESSMENT HIGHLIGHTS 2014-15 | 37 Undocumented Student Services DEPARTMENT MISSION critical for undocumented students Undocumented Student Services (USS) due to their financial aid packages and How helpful was the Dream at UC Santa Barbara is committed application differing from that of their Scholar Workshop Series? to fostering a safe and supportive peers. Moreover, these students must Ranging from “Not very” (1) to environment for our undocumented learn about taxes, debt, credit and “Extremely” (5) helpful, students students. USS strives to develop an future financial planning specifically in rated each financial literacy class understanding of the experiences regards to their undocumented status. 20 of undocumented students (while 101 102 103 maintaining the confidentiality of METHODS 15 individual students); to advocate on The Dream Scholar Financial Literacy 10 behalf of this student community; Workshop Series consisted of three 5 to provide resources and referrals to workshops. Responses address their unique concerns; and 101: Understanding Your 0 to develop campus responses and Financial Aid & Loans 1 2 3 54 processes to address their needs 102: Understanding Debt, Credit, Rating related to persistence, retention, and & Taxes graduation within a collaborative model 103: Managing Your Budget/CA in bank representatives to talk about of providing holistic support. Dream Act Application Help Night how they can help undocumented In the first workshop, OFAS walked immigrants. They recommended a OPERATIONAL OUTCOME through each part of an AB540 program that allowed for more student By collaborating with the Office student’s Financial Aid Award Letter. involvement and individual help. They of Financial Aid and Scholarships In the second workshop, AS CFF suggested that two sessions of the (OFAS) and Associated Students’ (AS) provided students with financial same workshop be offered at different Community Financial Fund (CFF) in the literacy vocabulary and undocumented times in the day. They also commented implementation of the Dream Scholar community-specific financial education. that it was good to hear other people’s Financial Literacy Workshop Series, The series culminated in a hands- questions and personal anecdotes. USS will improve the financial literacy on workshop for students to receive of undocumented students, particularly assistance in the completion of their ANALYSIS & IMPLICATIONS in regards to the implications of CA Dream Act applications. At the end Based on the responses received from immigration status on finances. of each workshop, students completed the evaluations, the financial literacy This meets the CAS competency a paper evaluation survey composed team will incorporate the following for Financial Resources, the NASPA of five qualitative and quantitative recommendations moving forward: competency for Advising and Helping, questions. 1. Begin hosting financial education and the NASPA/ACPA, CAS and UC workshops as early as fall quarter Core competencies for Equity, Diversity RESULTS and at the beginning of the quarter and Inclusion. When asked what was most helpful to ensure timeliness of information about workshops, students commented and greater student attendance; CONTEXT that they increased their understanding 2. Break workshop series into four The area of finances and financial aid of financial aid and learned about separate parts to allow more room pose some of the greatest barriers for loans, work study, building credit, credit for budgeting exercises and Q&A; undocumented students to access scores and credit score organizations. 3. Record the workshops for online higher education. Sorting through the They also learned about paying taxes access; and complex web of state, federal, and UC and had their tax questions answered 4. Incorporate an assessment policies and navigating the financial on-site. When asked what could mechanism to determine how much implications of their immigration status improve the workshops, they asked students understand the information is a challenge. Financial education is for scholarship resources and to bring presented.
38 | UCSB STUDENT AFFAIRS ASSESSMENT HIGHLIGHTS 2014-15 Vice Chancellor SCHOLARSHIP LEADERSHIP for Student Affairs CITIZENSHIP DEPARTMENT MISSION The mission of the Student Affairs Division is to anticipate, plan for, and respond to the needs of a diverse and changing student body by providing services and programs that promote physical and emotional well-being and foster intellectual and personal development. Divisional efforts to meet student needs are intended to create supportive and challenging living and learning environments and a sense of community essential to advancing the University’s goals of excellence in education, research and public service.
OPERATIONAL OUTCOME By generating renewable energy while Monthly REI solar array production and SRB consumption over time also cutting energy usage through 70,000 energy-efficiency measures, Student 60,000 Affairs will reduce utility costs and, 50,000 over the long term, reach a state of 40,000
Zero Net Energy (ZNE). This outcome Kilowatt-hour 30,000 meets the UC Core Competencies of Produced Resource Management and Results Consumed 12/14 1/15 2/15 3/15 4/15 5/15 6/15 Orientation and Execution, as well as the WASC Senior College and University solar arrays: the 155kW system on the RESULTS Commission competency of Fiscal Recreation Center’s Multi-Activity Court Results demonstrate that energy- Resources. (MAC), completed in 2007, and the efficiency measures in the Recreation 425 kW Renewable Energy Initiative Center have dramatically reduced CONTEXT (REI) array located on top of Parking consumption, enabling the solar array This operational action will allow a Structure 22, adjacent to the Student to provide a greater portion of energy greater percentage of Student Affairs’ Resource Building (SRB). This array, a consumed and providing a snapshot funding to be directed away from project that was student-driven and of a ZNE future. An important take operational costs and toward high- funded, came on line during winter away is that efforts to reduce energy priority student services and programs quarter 2015. While we don’t have a consumption would necessitate that directly support our mission. ZNE full year of data yet, March and April building fewer solar arrays, which have is the state in which Student Affairs is saw the array produce more energy relatively high capital cost (compared able to generate as much energy on than the SRB consumed. to energy-efficiency measures). each site as is consumed during any calendar year. Short-term progress METHODS ANALYSIS & IMPLICATIONS can be measured as energy generated The Recreation Center, subject of The benefits of combining solar arrays and usage cut. Two types of projects multiple energy-efficiency studies, with energy-efficiency measures will represent the different sides of ZNE: has accumulated several years likely grow over time: Southern California solar arrays to generate renewable of data from varied sources, with Edison is expected to further increase energy and efficiency measures (e.g., lighting being tracked pre- and post- tariffs as a result of closing the San lighting retrofits) to reduce overall retrofit via metering specific to the Onofre nuclear plant and the increased energy consumption. This approach space. Additionally, a meter located burden of its renewable energy portfolio saves money now while also offsetting at the MAC measures net energy — from 33% by 2020 to 50% by 2030. higher future energy costs, generating use which, when combined with the Additionally, we can all be proud of the interest in renewable energy, and giving solar-monitoring dashboard, allows 1.4 million gallons of water saved by UCSB students a real-world education the building’s total energy use to be generating renewable energy for the SRB and experience in “green” practices. determined as well as the combined from the sun rather than from fossil-fuel- Student Affairs has two operational effects of generation and consumption. based, steam-driven generators.
UCSB STUDENT AFFAIRS ASSESSMENT HIGHLIGHTS 2014-15 | 39 Women’s Center DEPARTMENT MISSION completed the survey in its entirety. The Women’s Center mission is to Analysis of the data indicated that educate, advocate and promote volunteers found the conference research on women and gender equity. beneficial, particularly in working …educate… with young students who held an Through student-led programming interest in STEM; 56% of volunteers and collaborations with our campus listed that they enjoyed working with and community partners, we prepare the young students in STEM-related students to recognize the ways in which fields. Volunteers noted that the gender is constructed and the diverse interaction with the young women COURTESY PHOTO experiences of self-identified women participating in the conference fostered Tech Savvy is a science, technology, engineering and men so that they graduate with an and mathematics camp for girls. intergenerational collaboration and understanding of how gender shapes mentorship conversations about STEM our social world. CONTEXT career preparation and opportunities. …advocate… Tech Savvy STEM conference is a one- Prior to attending the Tech Savvy We advocate for the needs of women day event targeting 6-8th grade girls. Its conference, 67% of volunteers and their allies while evaluating the goal is to promote STEM literacy prior to responded that they had no knowledge climate for women and promoting the high school matriculation. The Women’s of AAUW. After participating in the respectful exchange of ideas within our Center chose this event because it conference, 46% stated they had community. We encourage all students, provides a strong connection between learned about AAUW’s resources and staff and faculty to contribute to the UCSB and the local community, local role in the community. campus and greater Santa Barbara schools, and the AAUW. The conference community by educating themselves on complements the University’s strong ANALYSIS & IMPLICATIONS gender issues, promoting gender equity, record in promoting STEM literacy and The survey findings demonstrate the and seeking community involvement. exploration and prepares young women involvement of student volunteers in the …promote research… to consider STEM careers. Tech Savvy conference as an excellent Finally, we support academic research means of fostering partnership in by women and research that promotes METHODS motivating young women toward STEM our mission, encourages independent The AAUW conducted a post- fields. Participation also demonstrated thought, creativity and critical thinking. conference paper survey consisting the impact that the UCSB Women’s of 13 quantitative questions and a Center’s partnership with the local LEARNING OUTCOME qualitative question about the impact community can have on increasing Students who served as volunteers of the conference. The survey was the preparation of and outreach to participating in the Women’s Center administered to UCSB and Santa young women interested in STEM fields. second annual Tech Savvy STEM Barbara City College (SBCC) student Overall, the results from the student conference will demonstrate an volunteers at the conference following volunteer’s post-conference surveys increased knowledge of national the STEM workshops. All volunteers reported a high interest to participate in resources related to STEM that are were members of the Women in Science future Tech Savvy conferences. Positive available for them through the American and Engineering organization at their experiences and interactions among Association of University Women respective schools. Survey responses the intersegmental partners from UCSB, (AAUW). This meets the Diversity, Equity were analyzed for thematic content. SBCC and local school students and and Access competency for CAS, exposure to the UCSB Women’s Center NASPA/ACPA, UC Core and WSCUC. It RESULTS and AAUW resources created a sense also meets WSCUC’s competency for The survey was administered to 25 of community and career interest for Teaching and Student Learning. student volunteers and 12 volunteers women pursuing STEM.
40 | UCSB STUDENT AFFAIRS ASSESSMENT HIGHLIGHTS 2014-15 For more information ACADEMIC INITIATIVES CAREER SERVICES FIRST YEAR & RESOURCE CENTER FOR http://academics.sa.ucsb.edu http://career.sa.ucsb.edu GRADUATE INITIATIVES SEXUAL & GENDER DIVERSITY /ucsbcareer http://www.sa.ucsb.edu/first- http://wgse.sa.ucsb.edu/sgd OFFICE OF ADMISSIONS @ucsbcareer year-and-graduate-initiatives www.admissions.ucsb.edu /ucsbcareer STORKE STUDENT /UCSBAdmissions @ucsbcareer HEALTH & WELLNESS PUBLICATIONS (DAILY NEXUS) @UCSBAdmissions /groups/UCSB-Career- http://wellness.ucsb.edu/ [email protected] /UCSB4Me Services-3818691 /UCSBHealthWellness www.dailynexus.com @UCSantaBarbara /ucsbcareerblog.wordpress. @UCSBHealthWell /dailynexus com /ucsbhealthwell.tumblr.com @dailynexus ALCOHOL & DRUG PROGRAM http://alcohol.sa.ucsb.edu COUNSELING & OFFICE OF INTERNATIONAL STUDENT HEALTH SERVICE /ucsbadp PSYCHOLOGICAL SERVICES STUDENTS AND SCHOLARS http://caps.sa.ucsb.edu [email protected] http://studenthealth.sa.ucsb.edu /UCSBStudentHealth ARTS & LECTURES /UCSBMentalHealthPeers www.oiss.ucsb.edu http://artsandlectures.sa.ucsb. @ucsbgauchotalk /ucsoiss STUDENT INFORMATION edu SYSTEMS & TECHNOLOGY DEAN OF STUDENTS OFFICE GRANTS & DEVELOPMENT /artsandlectures http://sist.sa.ucsb.edu @artsandlectures http://studentlife.sa.ucsb.edu http://sa.ucsb.edu/giving @artsandlectures OFFICE OF STUDENT LIFE DISABLED STUDENTS JUDICIAL AFFAIRS [email protected] PROGRAM http://judicialaffairs.sa.ucsb.edu ASSOCIATED STUDENTS http://osl.sa.ucsb.edu http://dsp.sa.ucsb.edu /OfficeOfJudicialAffairs http://flashback.as.ucsb.edu /ucsbosl /ucsb.sa.dsp http://www.as.ucsb.edu @ucsbosl /AssociatedStudentsUCSB @ucsb_dsp MULTICULTURAL CENTER http://mcc.sa.ucsb.edu /AssociatedStudents STUDENT MENTAL HEALTH EARLY ACADEMIC COORDINATION SERVICES OUTREACH PROGRAM NON-TRADITIONAL STUDENT CAMPUS LEARNING http://www.sa.ucsb.edu/ ASSISTANCE SERVICES http://eao.sa.ucsb.edu RESOURCE CENTER http://wgse.sa.ucsb.edu/ responding-to-distressed- /ucsbclas students /CLASWritingLab EARLY CHILDHOOD CARE nontrad & EDUCATION SERVICES @ucsbclas OFFICE OF THE VICE http://childrenscenter.sa.ucsb. ORIENTATION PROGRAMS /gauchoskills.tumblr.com CHANCELLOR edu /ucsbwritinglab www.sa.ucsb.edu/orientation FOR STUDENT AFFAIRS /UCSBOrientationPrograms http://sa.ucsb.edu EDUCATIONAL CARE: ADVOCATE OFFICE @ucsborientation OPPORTUNITY PROGRAM /ucsbofficeofVCSA FOR SEXUAL AND GENDER http://eop.sa.ucsb.edu @VCSAofficeucsb BASED VIOLENCE AND SEXUAL DEPARTMENT OF RECREATION /ucsbsa MISCONDUCT /UCSBEOP www.recreation.ucsb.edu @ucsb_eop http://wgse.sa.ucsb.edu/care www.gauchosplay.com UNDOCUMENTED STUDENTS /ucsbcare /UCSBRecreation SERVICES @ucsbcare OFFICE OF FINANCIAL AID AND SCHOLARSHIPS http://www.sa.ucsb.edu/ @ucsbcare OFFICE OF THE REGISTRAR www.finaid.ucsb.edu DreamScholars [email protected] /ucsbfinaid http://registrar.sa.ucsb.edu @UCSBFinaid WOMEN’S CENTER http://wgse.sa.ucsb.edu/ women
UCSB STUDENT AFFAIRS ASSESSMENT HIGHLIGHTS 2014-15 | 41 Competency References American Society of Newspaper Editors: http://asne.org/content.asp?pl=24&sl=171&contentid=171
American College Personnel Association (ACPA): http://www.myacpa.org/professional-competencies
Association of American Collegiate Registrars and Admissions Officers (AACRAO): http://www.aacrao.org/resources/professional-competencies
Council for the Advancement of Standards in Higher Education (CAS Standards): http://www.cas.edu/generalstandards
National Association for the Education of Young Children (NAEYC): http://www.naeyc.org/files/naeyc/Position%20Statement%20EC%20Standards.pdf
National Association of College Employers (NACE): http://naceweb.org/knowledge/career-services-competencies.aspx
National Association of Student Personnel Administrators (NASPA): http://www.naspa.org/focus-areas
National Association of Student Personnel Administrators (NASPA) and American College Personnel Association (ACPA), Learning Reconsidered: A Campus-Wide Focus on the Student Experience: https://www.naspa.org/images/uploads/main/Learning_Reconsidered_Report.pdf
University of California Core Competencies: http://www.hr.ucsb.edu/managers-supervisors/performance-management/uc-core-competencies
University of California Statewide EAOP Standards and Expectations: http://www.sri.com/sites/default/files/publications/eaop_final_report_revised-7-22-13.pdf
Western Association of Schools and Colleges (WASC) Senior College and University Commission (WSCUC): http://www.wascsenior.org/resources/handbook-accreditation-2013
42 | UCSB STUDENT AFFAIRS ASSESSMENT HIGHLIGHTS 2014-15 Assessment Report 2014-15 Production Team COORDINATION TEAM PHOTOGRAPHERS Keri Bradford CommCollab: Brandon James Lupe N. Garcia SAMI (Student Affairs Media Internship) Team: Joe Arciniega, Stefan Le, Aja Marshall, Ahjaleah Price EDITING TEAM Mike Nesbit, Dave Palmer, Rod Tucknott Writers’ Café: Amy Boutell, Keri Bradford, Jeff Landeck, Chryss Yost ILLUSTRATORS Marisa Huston, Lupe N. Garcia, CommCollab: Keri Bradford Elizabeth Pulliam UCSB Artworks: Roberta Bloom The Office of Student Life has more than 500 registered clubs and DESIGN TEAM organizations, so whether students are looking to join the Gaucho Pep Band or the Chemistry Club, they do not have to look far to find friends CommCollab: Keri Bradford, Elizabeth Pulliam WEB TEAM with similar interests. Shown here are students involved in Greek Life, the Jeff Pignataro, Guillermo Leon, Lap Leung, I Heart UCSB club, the MultiCultural Center, the Health & Wellness Peer Leader program and the Resource Center for Sexual & Gender Diversity. Richard Wilson PHOTOS BY JOE ARCINIEGA, STEFAN LE, AJA MARSHALL, AHJALEAH PRICE / SAMI INTERNS © 2015 University of California Girsh Park Coromar Dr. Goleta Discovery Dr. P Pacific Oaks Rd. P Storke Road
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a i n c e UC Santa Barbara Wavecrest L S c Court a t Whittier Dr.
n w O C e ic P nt H e a e c D a Storke Road i ast r l i fic o t P C g t
A Facilities w P P h P a Management G t e r
o 594 584 (under construction) r
v Storke W e Storke Apartments
Sierra a P Mesa Road A
y Madre v e 439 375 . P Campus Harder Apts. Stadium 371 437 595 972 Student Affairs 370 AS Recycling P North Campus P Environmental Harder South Assessment Highlights 2014 -2015 Health & Safety | Open Space P 388 P 381 North (under construction) P Santa Ynez Caesar Apartments Uyesaka Stadium San Joaquin Campus P Housing d P a Storke o P Recreation R Field Center P P s Road Stadium Softball o Lacrosse Santa r KITP Residences San Clemente Housing Stadium Pool P e
(future construction) n Field Catalina r Pool Mosher a P P C Mesa Alumni House
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o P P P Plaza P L Arts & Lectures Recreation P West Campus Apartments El Colegio Road Center El Colegio Road Fields
University 402 Westgate P 451 El Colegio Road Pauley 489 Orfalea Center P Apartments Track Isla Vista for Global and Henley Hall International Campbell School Studies Student 570 (future construction)
Westwinds Phelps Hall El Dorado P Hall P Apartments Robertson Affairs & Me P Apartments sa Cervantes Road Admin. R Berkshire Terrace Gym o Services a d Henley Audit & Ocean Road Cheadle Hall P P Advisory P Gate Intercollegiate Athletics Services Coral Tree Café 232 Engineering 217 Steck Orfalea El Greco Road Ocean Road Science Elings P Chemistry P Hall Circle Family Koegel North Hall Autism Education Bus Children’s Center Loop Physical Camino Pescadero Ellison Buchanan Engr II Center Student Gevirtz Graduate Social Sciences Physical Picasso Road School of Education Sciences Hall Hall Sciences
Camino Del Sur Pollock Health and North South Courtyard Café Devereux Children’s P Media Theater Studies Kohn Hall Camino Corto Park 479 Kerr Hall Slough El Centro Camino Corto Pool Open Space Segovia Road AS Bike 300 South Shop Hall UCSB MRL Abrego Road Tipi Village Library Broida Hall Veteran Arbor Park Events Resource Harold Frank Slough Road P Embarcadero Del Norte Embarcadero Del Mar Center Point Lane Cordoba Road P Center 477 Hall
West Campus West Estero Road Webb Hall 546 434 Bren Pardall 599 Isla Vista Center P AS Annex Bio- Hall Girvetz Hall Engineering Pardall Road Humanities and Social Sciences Counseling & Falberg Sueno Theater and Dance East Career Services 569 Way Park Student Auditorium P Lagoon Road Anisq’ Resource Fortuna Road Sueno Road Hatlen Noble Hall West Fortuna Lane Theater KCSB Music Oyo’ Park Theater and Arts Marine Science
Madrid Road Ocean Road Dance West Camino Pescadero Embarcadero Storke P Research IVRPD Office Lotte Lehmann Bio Hall Art Tower Concert Hall Life SIF Campus Music Library P Museum Science Bio Conference Psych II Center Faculty Club Psych East Pasado Road P P University Corwin AS Isla Vista Pavilion UCEN Road Trigo-Pasado Community Center MCC Devereux Resource P Park Isla Vista IV Foot West Campus Point Building Patrol Faculty Club P P Faculty Housing Trigo Road Trigo Road Theater Green P Ortega 494 DIVISION OF STUDENT AFFAIRS Loma Camino Lindo Camino Corto P Anacapa Camino Del Sur Little Acorn Park Pelona UC SANTA BARBARA P Hall Seaway Drive Sabado Tarde Road Sabado Tarde Road San Rafael P P Hall DIVISION OF West Camino Majorca STUDENT AFFAIRS Santa Rosa Hall Cottages Carrillo UC Santa Barbara San Pool Miguel Del Playa Drive El Nido Lane Hall De La Del Playa Park Window-to-the-Sea Park Guerra Santa Cruz Hall Pescadero Bluff SCHOLARSHIP P LEADERSHIP San Nicolas Channel Hall CITIZENSHIPDel Playa Drive P Islands Road DIVISION OF STUDENT AFFAIRS University House P Manzanita VillageUC SANTA BARBARA
Office of Technology Marine & Industry Alliances Biotechnology Main Laboratory Marine Operations Campus Facility REEF/Aquarium WE ARE HERE: Student Affairs staff work across campus and in Isla Vista DIVISION OF to meet student needs SCHOLARSHIP | CITIZENSHIP | LEADERSHIP STUDENT AFFAIRS Division staff have offices in buildings marked red UC Santa Barbara