Students experience an environment of knowledge creation, free inquiry and free expression. Engagement in creative and scholarly activity -- Grant FundingThe Division of Student Affairs coordinates 10 active grants for a total of $1,793,256. New grants for 2010-11 included the following:
- The Weber State Archery Club received a $24,978 grant, primarily for archery equipment, from the Easton Foundation, which is a supporter of the U.S. Collegiate Archery Program. The grant also included $500 for target stands.
- Education Access and Outreach (EAO) received a Citi Foundation grant for $10,000 to support the college advocate program in the Ogden, Weber, and Davis school districts.
- EAO also received a one-year grant from USHE (“Creating a Pathway to College”) for $75,000 to provide pre-college outreach services and activities for underrepresented students and their families.
- SmartStart/Student Support Services also received a USHE grant (“Connecting to College”) for $50,000 to assist 200 students in their transition to college. These students will attend a Summer Bridge program to prepare them for college as well as several programs during their first semester.
- Student Involvement and Leadership received a $10,000 Solomon Education Grant to fund the purchase of StrengthsQuest codes for use in regional high schools.
- Student Support Services, a retention program for WSU students who are low income and/or first generation, was re-funded by a grant from the U.S. Department of Education for five years at $413,936 per year.
- Educational Talent Search, a pre-college outreach program for low income, first generation students, was re-funded by the U.S. Department of Education for five years. Funding for the first year (beginning September 2011) will be $230,000. This program will serve 510 students.
- Dianna Abel, Counseling & Psychological Services Director, and Kristy Jones, College of Health Professions, and the Northern Utah Hope Community Suicide Prevention Task Force received a $6000 grant from the Alan and Jeanne Hall Endowment for Community Outreach for suicide prevention training called “QPR.”
Engagement in creative and scholarly activity -- PublicationsSix individuals within the Division of Student Affairs contributed to publications this year:
- Teri Bladen, Director of Campus Recreation, co-authored two chapters in the soon-to-be released American College of Sports Medicine’s Group Exercise Instructor Manual.
- Greg Nielsen, Associate Director of Career Services, earned his PhD in Geology from The University of Utah. He has published his findings in the Utah Geological Survey Report.
- Jessica Oyler, Coordinator of Student Affairs Assessment, was a contributor to “Aligning Co-Curricular Initiatives with Learning Outcomes” published by the Education Advisory Board. She also co-authored the following publication: Weiner, L., Bresciani, M., Oyler, J., & Felix, E. (2011). Developing and implementing learning goals for student affairs practitioners. Journal of Student Affairs, XX, 86-93.
- Brett Perozzi, Associate Vice President for Student Affairs, wrote an article titled “Professional Development in Student Affairs and Services Around the World,” in “NASPA Knowledge Communities: Celebrating ten years of educating for lives of purpose,” March 2011. He also authored a feature article for NASPA’s Net Results: Critical issues for student affairs practitioners, titled “Enhancing Student Employment,” August 2011. Finally, he coauthored the following publication: Perozzi, B. & O’Brien, A. (2010). “The Global Practice of Student Affairs: A United States and Australian case study.” The Journal of the Australia and New Zealand Student Services Association, No. 36.
- Jan Winniford, Vice President for Student Affairs, and Sheldon Cheshire, Talent Search advisor, contributed to the following book chapter: Amsel, E., Cheshire, S., Massen, A., Kowalewski, B., & Winniford, J. (2011). Preparing to serve: A program training college students for tutoring and mentoring in public schools. In R. Miller, E. Amsel, B. Kowalewski, B. Biens, K. Keith, & B. Pleden (Eds.) Promoting Student Engagement: Volume 1: Programs, Techniques and Opportunities (pp. 34 - 41). Retrieved from the Society for the Teaching of Psychology.
Engagement in creative and scholarly activity -- Presentations and Related Professional Activity
- Women’s Center Student Programming Board Member and student staff, Caitlyn Jensen, presented “Media, Stereotypes, and Powerful Women” at the National Conference for College Women Student Leaders sponsored by NASPA (Student Affairs Administrators in Higher Education) and AAUW (American Association of University Women.)
- The Outdoor Program in Campus Recreation facilitated three nationally recognized certification courses: National Ski Patrol Avalanche 1 Certification Course, Swift Water Rescue Technician Certification Course, and AMGA Single Pitch Instructor Certification Course.
- The Fitness and Wellness Program in Campus Recreation facilitated three nationally recognized fitness certifications for the Aerobics and Fitness Association of America.
- Mark Adams, Counseling and Psychological Services, presented a breakout session entitled Working with the system: Resources for teaching systemic principles in therapy at the 2010 Utah University and College Counseling Centers (UUCCC) annual conference in Park City.
- Leslie Loeffel, Director of the Davis Learning Center, presented at the National Association for Developmental Education (NADE) national conference in Washington, D. C. in February 2011 as a member of the panel “Voices of Certification.”
- Adrian Tinajero, Sheldon Cheshire, Roxana Luna and Greg Woodring (all staff members in Education Access and Outreach) presented at the state Secondary School Counselor conference sponsored by USHE (Utah System of Higher Education) in September 2011 on building effective and collaborative tutoring models.
- Ruth Stubbs, Director of Education Access and Outreach, presented at the USHE conference in September and the ITESOL (Intermountain Teachers of English to Speakers of Other Languages) regional conference held in October at WSU on effectively working with underrepresented students, and at the statewide ACT conference on reaching out to first-generation students.
- Prasanna Reddy, Director of Tutoring, Testing and Supplemental Instruction, and Lynnae Dopp, Appointment Tutoring Center Coordinator assisted in hosting the CRLA (College Reading and Learning Association) national conference held in Salt Lake City in November 2010. Tutoring Coordinators also assisted with the conference and presented at a pre-conference workshop. In addition, Prasanna took seven Writing Center tutors to the annual Rocky Mountain Peer Tutoring Conference at Westminster College in Salt Lake City where one of the tutors presented a paper on the benefits of peer workshops for student success, tutor development, and program outreach.
- Aaron Newman, Assistant Director of Student Involvement and Leadership, facilitated a session at the NASPA Regional Conference regarding Campus StrengthsQuest Development. He also facilitated a similar presentation for the Salt Lake Community College Student Association. Working with the Park City Education Foundation, the Park City School District, and the Park City Charter Schools, the Department of Student Involvement & Leadership has been developing a new teacher training course to be offered this coming summer to encourage teachers to identify and embrace students’ strengths within the classroom.
- Greg Nielsen, Associate Director of Career Services, co-presented at the Northwest Association of Student Affairs Professionals Conference in October 2010 on “Career Pathways as a Tool for Improving Student Participation and Outcomes in Career Guidance”.
- Adrienne Gillespie, Diversity and Unity Center Coordinator, presented a session entitled “Let’s Talk! I’ll Call You/Text You/IM Later” for the Utah Leadership Academy in May 2011.
- Jessica Oyler, Coordinator of Student Affairs Assessment, and Brett Perozzi, Associate Vice President, presented a program session entitled Examining learning in a student employment program at the NASPA Assessment and Persistence Conference in May 2011.
- Jan Winniford presented a session entitled Ethical Decision Making for Student Affairs at the Salt Lake Community College Student Services Institute in October 1010.
ObjectiveStudents experience an environment of knowledge creation, free inquiry and free expression.
Faculty and students perceive that WSU fosters knowledge creation, free inquiry and free expression.
In Fall 2010, WSU students completed the “Profile of Today’s College Student” survey, which is administered on a three-year cycle. 399 students responded for 5% sample error at a 95% confidence level. Almost 90% of students reported that they are either very satisfied or somewhat satisfied with their learning experience at WSU.
ObjectiveStudents experience an engaging learning environment founded on extensive personal contact among faculty, staff and students in and out of the classroom.
Students participate in learning experiences such as undergraduate research, service learning, and other forms of experience-based learning.
- 186 residents participated in living learning communities in the residence halls. These included a Global Village and Health Professions Community. When comparing the Biomedical Core course grades of students in the Health Professions learning community to those not in the learning community, those in housing passed at a rate of 72%, which is 6% points higher than their peers not living in housing.
- 436 student employees work within Students Affairs. Approximately 20% participated in the Division of Student Affairs Student Employee Training pilot program. Through supervisor observation, student employees improved their learning significantly in the following learning outcomes: responsibility/accountability, intrapersonal competence, and problem solving/critical thinking.
- The Epiphany Literary Journal completed its fourth edition of the journal Spring 2011. The journal is published in both the spring and fall by students affiliated with the Nontraditional Student Center. The journal features fiction, flash fiction, poetry, creative non-fiction, and informative non-fiction articles that provide information to students about the various opportunities available to nontraditional students. Submissions for the year included 102 for fall and 104 for spring.
- Career Services has visited over 100 employers during the 2010 – 2011 year encouraging them to provide internships and hire Weber State students.
- 168 students participated in the third annual Deliberative Democracy Day in March, which explored the topic of health care reform and its implications for college students. This in-depth learning experience is a collaboration between Student Involvement and Leadership, the History Department, and Political Science.
ObjectiveStudents experience effective support services.
Students utilize and are satisfied with educational support services.The Division of Student Affairs provides a wide variety of educational support services that deliver intentional learning and development opportunities for students. Information below details satisfaction, usage, adequacy, and benefit data.
Six departments completed surveys with a total of 19 survey questions measuring student satisfaction related to educational support services. These questions were compiled for the educational support services satisfaction indicators. All survey responses were gathered on a 5-point Likert Scale.
Approximately 127,000 sessions, with over 8700 unique students, were held by the following educational support services within the division: Davis Student Programs, Career Services, Tutoring Centers, Multicultural Student Center, Nontraditional Student Center, Supplemental Instruction, Student Involvement and Leadership, Student Support Services, and the Women’s Center.
- An indirect indicator of students’ feelings regarding academic support was gathered in the fall 2010 administration of the “Profile of Today’s College Student Survey.” In this survey, more than 80% of students reported that they strongly agree or somewhat agree with the statement “WSU students are provided with necessary academic support (e.g., tutoring, supplemental instruction.)
- Benefit data for academic support services is gathered by departments within the division. Below are a few examples of these data from within the division:
- Nontraditional Student Center: 3,622 students were tracked as utilizing the Nontraditional Student Center programs and services from Fall 2005 – Spring 2011 (swiped WSU ID card when coming into the center, Epiphany editors and writers, Childcare parents, and Pinnacle Honor Society members.) Students that used the Nontraditional Student Center since 2005 (1,132 students) and started as first-time freshmen sometime between Fall 1991 and Fall 2004 have a 15.2% higher retention rate and a 43.9% higher graduation rate than their traditional peers.
- Davis Student Programs: Student directors for the Davis Student Council and their advisors worked together on an in-depth assessment approach that involved self, peer, and supervisor assessment. Findings will inform fall training.
- Tutoring: Pretest and post-test scores, supervisor observations, and tutor self-assessments are used on a continuing basis within the tutoring program. In addition to capturing data on learning outcomes for tutors, the tutoring coordinators also capture data on the success of the tutoring program. For example, students using tutoring for English 1010 were compared with their peers (all having an average ACT score of 21). Those students who were tutored more than once passed at a rate of 9% higher than that of their peers.
Students utilize and are satisfied with general support services.Student Affairs provides a multitude of general support services for students, ranging from testing and computer labs to health and counseling center appointments. Information below details satisfaction, usage, and benefit data.
Eight departments completed surveys with a total of 10 survey questions measuring student satisfaction related to general student support. All survey responses were gathered on a 5-point Likert Scale.
- Approximately 763,400 sessions, with approximately 14,400 unique students, were held with the following general support services: Campus Recreation, Computer Labs, Counseling and Psychological Services, Education Access and Outreach, International Student Services, the Health Center, the Testing Centers, Services for Students with Disabilities, and Veteran’s Upward Bound.
- Benefit Data: Learning data is also captured within general student support services areas. One example is Counseling and Psychological Services:
- Results of Counseling Center Assessment of Psychological Symptoms (CCAPS) administrations for clients whose standardized baseline subscale scores were above average show clinically significant mood improvement especially in the areas of depression, generalized anxiety, and hostility. In addition, on the CPSC annual satisfaction survey, 81% of clients agreed or strongly agreed with the following statement: “I am able to cope with my problems more effectively now than when I began therapy.”