Strategic Plan 2015-2020 2016-2017 year in review · Strategic Plan 2015-2020 2016-2017 year in review. Support programs and services that promote access and increase visibility of

Strategic Plan 2015-2020 2016-2017 year in review

In the following tables, an asterisk (*) denotes objectives within Assessment & Strategic Operations that involve collaborations with other programs, areas or divisions.

Area Name: ASSOCIATED STUDENTS INCORPORATED

University Strategic Priority I: Facilitate student success

Aim A: Provide University access to students who bring diverse perspectives

Objectives Key Strategies/Initiatives Key Data Points

Provide outreach to prospective students in the community

ASI maintains an updated presence on the CI website through event listings and organizational information. The ASI entities and the Student Union participate in the Admitted Dolphin Day marketplace. Through the Budget Allocation and Spending Committee (BASC) process, ASI provides financial assistance to student organizations and areas outside of ASI which enhance student learning and development and engage students in the CI community. ASI provides partial funding for the Center for Community Engagement Student Assistant who facilitates outreach programs to the community. ASI hosts select events that are open to and marketing toward the greater community.

Update regularly the ASI website

ASI financials

Use of Presence to analyze student involvement


Support programs and services that promote access and increase visibility of CI in the community

ASI student publications participate in community advertising. The ASI entities and the Student Union support several events open to and in support of the community. ASI provides partial funding for the Center for Community Engagement Student Assistant who facilitates outreach programs to the community. The Student Union facilitates the Dolphin Discount Program which provides students with discounts to

Oversee student publications

Use of Presence to analyze student involvement

ASI financials

Developing list of contracts for Dolphin Discount Vendors, and keeping it accessible to students

Provide programs and services that encourage student engagement and promote diversity

Through the Budget Allocation and Spending Committee (BASC) process, ASI provides financial assistance to student organizations and areas outside of ASI which enhance student learning and development and engage students in the CI community. ASI and the Student Union provide both active and passive programming for the CI student body. ASI participates in the Division of Student Affairs Graduate Student Assisant Program, providing graduate student assistant positions for multiple areas within the organization. Obtain student feedback for Student Union Services ASI provides training to student assistants and student leaders.

ASI financials

Use of Presence to analyze student involvement and event attendance

Placed Student Union Suggestion Box Slips to encourage student feedback

Developed Student Assistant Training Outline and Assessments

Development and implementation of BASC Budget Request Process Outline and Documents, and BASC Procedures




Aim B: Provide a mission-driven education that prepares students for individual success and to become contributing members of society


Support programs which enhance student learning and development outside the classroom, and engage students in the CI and external communities

Through the Budget Allocation and Spending Committee (BASC) process, ASI provides financial assistance to student organizations and areas outside of ASI which enhance student learning and development and engage students in the CI community. ASI and the Student Union provide both active and passive programming for the CI student body. ASI and the Student Union connect programming with topics relevant to campus and community issues. ASI participates in the Division of Student Affairs Graduate Student Assisant Programs, providing graduate student assistant positions for multiple areas within the organization. ASI provides opportunities for student employees and student leaders to engage in real-world experience in the CI and external communities. ASI funds travel opportunities for students to travel to professional conferences Student Government advocates for higher education

ASI financials

Utilize Presence to analyze event attendance and student involvment

Perform Strengths, Weaknesses, Opportunities, Threats (SWOT) analysis for Student events

Provide Student Employee Evaluations to further professional growth

CI Sync applications for travel opportunities

Implementaiton and development of BASC Budget Request Process Outline and Documents and BASC Procedures


through lobbying at the local and state level. ASI professional staff provide student employees with performance evaluations to ensure the development of student staff.

Provide leadership development opportunities for student staff and leaders within ASI

ASI/Student Union student assistants and entity leaders participate in an interview process reflective of the professional setting. ASI professional staff provide student employees with performance evaluations to ensure the development of student staff. ASI/Student Union student assistants and entity leaders participate in ongoing training and professional development opportunities. Student Union employees read leadership books and present on what they have learned in staff meetings. Student Union student assistants participate in individual projects that provide them with leadership development opportunities.

Consistent use of ASI interview process documents

Perform Pre- and post assessment

Provide Student Employee Evaluations to further professional growth

CI Sync applications for travel opportunities

Oversee student-led presentations on various leadership books

Maintain list of projects for Student Union student assistants

Draft ASI student leadership monthly meeting agendas

Periodically update ASI entity flowchart and constitutions


Involve students in responsible stewardship of staff and fiscal resource management

Through the Budget Allocation and Spending Committee (BASC) process, ASI provides financial assistance to student organizations and areas outside of ASI which enhance student learning and development and engage students in the CI community. ASI student assistants and entity leaders participate in the professional staff interview process. ASI participates in the Division of Student Affairs Graduate Student Assisant Program, providing graduate student assistant positions for multiple areas within the organization. ASI student employees are responsible for requesting and managing individual budgets ASI holds quarterly budget meetings with student entity leaders Student Union student supervisors are trained and empowered in the oversight of front desk student assistants The ASI entities are structured to allow student leaders with opportunities for peer oversight ASI Board of Directors includes student director positions ASI provides student organizations with the opportunity to request and manage their ASI funded budgets

ASI financials


Develop the Graduate Student Assistant Handbook as a resource for Graduate Student employees

Maintain detailed Budget tracking sheets

Perform quarterly budget reports

Draft detailed and accurate position descriptions for Student Union Student Supervisors and ASI Entity Leaders

Compile ASI Board of Directors organizational chart

Development and implementation of BASC Procedures and Budget Request Process Outline and Documents

CI Sync student organization budget forms

Submit Monthly Reconciliation Reports in line with the Pro Card Procedure


Area Name: ASSOCIATED STUDENTS INCORPORATED University Strategic Priority I: Facilitate student success Aim C: Provide support for student persistence toward degree completion and timely graduation Objectives Key Strategies/Initiatives Key Data Points

Support programs which enhance student learning and development outside the classroom, and engage students in the CI and external communities.

Through the Budget Allocation and Spending Committee (BASC) process, ASI provides financial assistance to student organizations and areas outside of ASI which enhance student learning and development and engage students in the CI community. ASI and the Student Union provide both active and passive programming for the CI student body. ASI participates in the Division of Student Affairs Graduate Student Assisant Program, providing graduate student assistant positions for multiple areas within the organization. Engage student learning through the use of digital media. Require student entity employees to maintain a 2.5 GPA both semester and cumulative. Student Union provides space and equipment for students to study, collaborate, and use of resources.

ASI financials

Event attendance

Perform Strengths, Weaknesses, Opportunities, Threats (SWOT) analysis for student events

Use of digital signage to engage students in different platforms

Track through CI Records student GPA


Detail ASI entity position descriptions

Uphold the fiduciary responsibility associated with the management of student fees

Through the Budget Allocation and Spending Committee (BASC) process, ASI provides financial assistance to student organizations and areas outside of ASI which enhance student learning and development and engage students in the CI community.

ASI financials

Collaborated with professional staff to submit the 2017/2018 Budget Request

Use of BASC Budget Request Process Outline and Documents


ASI regularly assesses services, programs, and the facility. ASI/Student Union professional staff closely analyzed the ASI Adminstration and Student Union budgets in order to more appropriately and accurately budget the expenses associated with each fee.

Comply with BASC Procedures


ASI/Student Union student assistants and entity leaders participate in an interview process reflective of the professional setting. ASI/Student Union student assistants and entity leaders participate in ongoing training and professional development opportunities. ASI participates in the Division of Student Affairs Graduate Student Assisant Program, providing graduate student assistant positions for multiple areas within the organization.


Perform pre- and post- assessments for student employees

Conduct regular assessment and evaluation of programs and services to ensure student needs are being met

ASI regularly assesses services, programs and the facility. ASI professional staff regularly completes performance evaluations with student employees.

Perform pre- and post- assessments for student employees Analyze Student Union Patron and Game Room Logs Assess room reservations and compare for trends Facilitation of the Student Union survey Placed Student Union suggestion boxes to encourage student feedback Provide Student employee evaluations


Perform Strengths, Weaknesses, Opportunities, Threats (SWOT) analysis for student events Use of Presence to track student involvement and attendance Facilitation of Social media polls to gain student feedback from different avenues

Provide an environment that supports the achievement of personal and academic goals

ASI/Student Union student assistants and entity leaders participate in an interview process reflective of the professional setting. ASI/Student Union student assistants and entity leaders participate in ongoing training and professional development opportunities. ASI conducts regular academic eligibility checks for student leaders and employees to ensure compliance with the ASI bylaws. ASI provides financial and staff support for the Legacy Awards: A Celebration of Leadership. ASI participates in the Division of Student Affairs Graduate Student Assisant Programs, providing graduate student assistant positions for multiple areas within the organization. Gratitude bags, Student Union and entity feedback boxes, Student Union “props”. One-on-one meetings with professional staff members.



Compile weekly Internal and Division of Student Affairs flash reports

Use of 25 live to manage meeting space reservations

Maintenance of the Student Union visitor log


Student Union provides space and equipment for students to study, collaborate, and use of resources.


University Strategic Priority II: Provide high-quality education

Aim A: Hire and support high-quality faculty and staff who are committed to the mission of the University


Recruit, hire, and retain a diverse staff that is highly trained and educated

ASI recruits applicants through various professional associations (ACUI, AOA, AIGA, The Placement Exchange) and diversity focused job site (Hispanic Outlook, DiverseJobs.com). ASI provides applicants with a comprehensive interview process that involves a variety of colleagues from the campus community. ASI provides onboarding of new professional staff.

Development of Procedure for staff benefit ASI Educational Fee Reimbursement

Maintain a consistent process for onboarding with the ASI staff onboarding schedule document

Encouraged participation in Skill Port for staff professional development

Draft an ASI on-campus interview schedule for all candidates


ASI staff participate in ongoing off campus professional development opportunities. ASI staff may participate in the educational fee reimbursement program. ASI professional staff are encouraged to attend campus professional development opportunities throughout the year.

Develop a staffing structure with sufficient capacity to meet student needs

ASI reviews and assesses staff position descriptions and structure. ASI maintains a staffing structure plan to ensure sufficient capacity to meet student needs. ASI publishes staff organizational charts to the website. Student Union staff visits other campus Student Unions to observe best staffing practices. -Intentionally hires diverse staff ASI allocated funding for 2017-2018 for a full-time Budget Support Coordinator

Regularly update and publish the ASI organizational chart to ASI website

Developed a detailed ASI Budget Support Coordinator position description




Aim B: Infuse integrative approaches, community engagement, multicultural learning, and international perspectives into all aspects of learning



Through the Budget ABASC process, ASI provides financial assistance to student organizations and areas outside of ASI which enhance student learning and development and engage students in the CI community. ASI and the Student Union provide both active and passive programming for the CI student body. Student Programming Board and Student Government attach causes or issues to raise awareness at events.

ASI financials

Use of Presence to analyze event attendance and student involvement


Utilize social media platforms to reach a wider audience of students

Development of intriguing marketing materials to improve student reception



Conduct regular assessment and evaluation of programs, services and facilities

ASI regularly assesses services, programs and the facility.

Conduct pre- and post- assessments Analyze the Student Union Patron and Game Room Logs Assess reservations and compare for trends Acquired student feedback through the Student Union survey, suggestion boxes, and social media polls Provide regular Student employee evaluations Perform Strengths, Weaknesses, Opportunities, Threats (SWOT) analysis of student events Use of Presence to analyze student involvement

Provide a physical space that fosters community, supports individual study, and engages students in co-curricular programs and activities

ASI provides a physical space that hosts/collaborates multi-cultural events, current topics. Utilizing digital signage to bring awareness to multi-culturalism. Decorates space at various times throughout the year to reflect cultural diversity.

Maintain Student Union Patron and Game Room Logs Assess reservations and compare for trends Facilitation of Student Union survey Placed Student Union suggestion boxes to encourage student feedback Compilation of unique PowerPoint slides to display in Student Union Creation of monthly calendar to provide to students



ASI/Student Union student assistants and entity leaders participate in an interview process reflective of the professional setting. ASI/Student Union student assistants and entity leaders participate in ongoing training and professional development opportunities. Students and Professional staff table to promote campus community engagement. Student Programming Board leadership plan and

t th l i t ti l f i


Conduct pre- and post- assessments

Provide sign up sheets during tabling to encourage student involvement in committees



Aim C: Engage undergraduate and graduate students in research and creative activities



Through the BASC process, ASI provides financial assistance to student organizations and areas outside of ASI which enhance student learning and development and engage students in the CI community. ASI and the Student Union provides both active and passive programming for the CI student body. Graduate student assistants provide research to support the operations of ASI.

ASI financials

Use of Presence to analyze student event attendance


Development and implantation of BASC Budget Request Process Outline and Documents, and BASC Procedures


Student Programming Board and Student Government attach causes or issues to raise awareness at events.


ASI/Student Union student assistants and entity leaders participate in an interview process reflective of the professional setting. ASI/Student Union student assistants and entity leaders participate in ongoing training and professional development opportunities. ASI participates in the Division of Student Affairs Graduate Student Assisant Program, providing graduate student assistant positions for multiple areas within the organization. Graphic design student assistant is trained on the latest design software and trends




ASI provides creative information boards and display case. CI View newspaper distribution boxes Student Union offers interactive craft projects for all students and the campus community.

Conduct Student Union survey Placed Student Union suggestion boxes to encourage student feedback



University Strategic Priority III: Realize our future

Aim A: Build infrastructure capacity



ASI provides a physical space that utilizes furniture and design; games; building amenities; music; programming; sustainable practices and initiatives; assessment of programs and facilities; meeting space; marketing outlets; and a clean environment.

Maintain Student Union Patron and Game Room Logs Assess reservations and compare for trends Acquire student feedback through Student Union survey and suggestion boxes



Conduct pre- and post- assessments Maintain and analyze Student Union Patron and Game Room Logs Assess reservations and compare for trends Acquired student feedback through Student Union survey, suggestion boxes, and social media polls Provide regular Student employee evaluations Perform Strengths, Weaknesses, Opportunities, Threats(SWOT) analysis of student events Use of Presence to analyze event attendance


Identify and pursue resources to support future expansion of programs, services and facilities

ASI updated the staffing structure to support future expansion. The Student Union secures revenue from chargebacks for meeting space and building tenants (University Auxiliary Servicesfood services).

Maintain detailed and accurate ASI staff position descriptions and organizational structure

Continue to create and maintain policies and procedures that reflect current best practices and meet the needs of the growing student population

The ASI staff and ASI Board review and update the ASI Board Bylaws, ASI Election Code, and Student Union Guidelines. ASI supports student review of governing documents, including the Student Government Bylaws. The ASI staff is involved in professional associations and attends conferences (AOA, ACUI, AIGA). ASI participated in the 2015-2016 Chancellor’s Office Student Activities Audit and made process and policy improvements based on findings.

Acquire and interpret Student Activities Audit Results

Develop ASI website governing documents

Developed processes, forms, and guidelines for Digital Signage, Social Media, Storage Units, Reservation, and Design Request


Increase the quantity and quality of programs, services, and activities available to students

The Budget Allocation and Spending Committee (BASC) process provides the opportunity for new funding requests in accordance with student population growth. Through annual reports and assessment initiatives, ASI regularly assesses programs and services to meet student needs. ASI participated in the 2015-2016 Chancellor’s Office Student Activities Audit.

ASI financials

Annually compile ASI Reports

Acquire and interpret Student Activities Audit Results

Development and implementation of BASC Budget Request Process Outline and Documents, and BASC procedures



Aim B: Leverage the use of technology


Provide timely and accurate communication regarding Associated Students Inc. through the web and social media presence

ASI provides marketing and communication outlets for students through digital signage, social media, CI Sync, and the CI website. ASI provides Echo CI web support training for staff and student employees who update their own webpages. ASI posts all ASI Board agendas and meetings on the ASI website. ASI provides information on DolphinCareer Link for students to apply for positions

Update regularly the ASI website

Post to ASI social media accounts to reach broader student audience



ASI regularly assesses services, programs and the facility. ASI regularly assesses and updates technology used within the facility and by students and staff. Actively researching and conducting meetings with different vendors to continue updating the technology platforms used in the Student Union Building

Perform pre- and post- assessments Maintian and analyze Student Union Patron and Game Room Logs Assess meeting space reservations and compare for trends Acquire student feedback through the Student Union survey, suggestion boxes, and social media polls. Perform regular Student employee evaluations Conduct Strengths, Weaknesses, Opportunities, Threats (SWOT) analysis of student events Use of Presence to interpret event attendance




Aim C: Seek, cultivate and steward resources, both public and private



Through the Budget Allocation and Spending Committee (BASC) process, ASI provides financial assistance to student organizations and areas outside of ASI which enhance student learning and development and engage students in the CI community. ASI regularly assesses services, programs, and the facility. Entities are encouraged to revaluate their budgets each year to only request what is needed

ASI financials Perform pre- and post- assessments Maintain and analyze Student Union Patron and Game Room Logs Assess reservations and compare for trends Acquire student feedback through Student Union survey, suggestion boxes, and social media polls Provide regular Student employee evaluations Conduct Strengths, Weaknesses, Opportunities, Threats (SWOT) analysis of events Use of Presence to analyze event attendance Compile analytics in Data Warehouse for future reference Development and implementation of BASC Budget Request Process Outline and Documents, and BASC Procedures


Provide excellent facilities and services in support of the University ’s summer conference program when school is not in session

ASI provides meeting space for the summer conference program.

Assess meeting space reservations and compare for trends



Conduct pre- and post- assessments Maintain and analyze the Student Union Patron and Game Room Logs Assess reservations and compare for trends Acquire student feedback through Student Union survey, suggestion boxes, social media polls Provid regular Student employee evaluations Student SWOT analysis of events Use Presence to analyze

Pursue external financial resources as well as reasonable increases to student fees in order to meet financial obligations and support future expansion of facilities and the development of programs and services

The Student Union secures revenue from chargebacks for meeting space and building tenants (University Auxiliary Service food services).

The CI View and the Nautical yearbook sells

ASI financials

Compile all feedback and metrics in Data Warehouse for future reference




Aim D: Implement collaborative planning and accountability processes



Through the Budget Allocation and Spending Committee (BASC) process, ASI provides financial assistance to student organizations and areas outside of ASI which enhance student learning and development and engage students in the CI community. ASI regularly assesses services, programs, and the facility.

ASI financials Perform pre- and post- assessments Maintain and analyze Student Union Patron and Game Room Logs Assess reservations and compare for trends Acquire student feedback through Student Union survey, suggestion boxes, and social media polls Provide regular student employee evaluations Conduct Strengths, Weaknesses, Opportunities, Threats (SWOT) analysis of events Use of Presence to analyze event attendance Development and Implementation of BASC Budget Request Process Outline and Documents, and BASC Procedures


Conduct regular assessment and evaluation of programs and services to ensure student needs are being met


Perform pre- and post- assessments Maintain and analyze Student Union Patron and Game Room Logs Assess reservations and compare for trends Acquire student feedback through Student Union survey, suggestion boxes, and social media polls Provide regular Student employee evaluations Conduct Strengths, Weaknesses, Opportunities, Threats (SWOT) analysis of events Use of Presence to analyze event attendance

Conduct regular reviews of all ASI governing documents to ensure adherence to campus, state and federal laws and regulations as well as campus community standards

The ASI staff and ASI Board review and update the ASI Board Bylaws, ASI Election Code, and Student Union Guidelines. ASI supports student review of governing documents, including the Student Government Bylaws and the development of an ASI Entity Constitution. Annual ASI staff leadership attendance at (AOA) Auxiliary Organizations Association conference

Develop and review ASI website governing documents

Compile ASI annual reports


In the following tables, an asterisk (*) denotes objectives within Campus Life that involve collaborations with other programs, areas or divisions.

Area Name: CAMPUS LIFE



Objectives Key Strategies/Initiatives Key Data Points Align programs and services with student demographics in order to meet student needs

• Student Organizations & Involvement (SOI) outreached to student organizations and campus partners to gather feedback

• Career Development Services (CDS)/Service to students with Disabilities:

o Added information about the benefits of hiring students with disabilities in the monthly employer newsletter as well as conversations with employers.

o Faculty in the School of Education who teach Special Education SPED 345 – Ind. with Disabilities courses partnered with CDS to increase representation of employers who recruit and provide services to individuals with disabilities at our fall Career & Internship Fair

o CDS partnered with Disability

• Three (3) student lead organizations utilized this service. As a result, the Fall 2017 Clubs and Orgs Fair took place on two days instead of one day. Doing so increased access for students that do not attend campus every day of the week.

• U.S. Department of Labor (DOL) (2017) indicates we have an increasing number of students with disabilities pursuing higher education and participating in work experience programs (e.g., internships). CDS aims to provide targeted support services for all CSUCI students and educate employers on the benefits of recruiting employees with diverse abilities. According to the DOL (2017) “employees with disabilities consistently meet or exceed performance expectations and have a lower than average rate of turnover.” A total of five (5) students completed an application for the U.S. Department of Labor Workforce Recruitment Program to be considered for internship placements.

• Added diversity recruitment resources on the

employer webpage of the CDS website on recruiting students with disabilities, veterans, and

https://www.csuci.edu/careerdevelopment/employers/recruit-at-ci.htm

https://www.csuci.edu/careerdevelopment/news/fairhomepage.htm



Accommodations and Support Services (DASS) to prepare students to submit an application for the U.S. Department of Labor Workforce Recruitment Program

• CDS collected first-destination data on

career and educational plans among graduating students

underrepresented populations

• Dr. Amanda Carpenter collaborated with Institutional Research, Planning and Effectiveness to administer the annual Graduating Student Survey through commencement registration to 1,425 graduating students with a 90% response rate.

• In fall 2016, Bob Ngo and Amanda Carpenter presented the 2016 data to our campus including an Executive Summary of the survey data.

Reduce or eliminate actual or perceived administrative or programmatic barriers

• CSUCI/Ventura Community Colleges - Student Veterans Transfer Program

o Informed potential student veterans about transfer requirements from Admissions, GI Bill Benefits by Certifying Official. Veterans Affairs Staff shared programs that assist in transitioning to a four-year university and Student Veterans Organization (SVO) explained programs

o Invited potential student veterans to apply for CSUCI admissions

o Created a welcoming environment for potential transfer student veterans from local community colleges

• Veterans Affairs Program (VAP) produced the initial Student Veterans Transfer Program in Fall 2016 with six (6) participants and two (2) Community College staff members

https://www.csuci.edu/irpe/survey-results/graduating-senior-survey/commencement-survey-exec-sum-2016.pdf



• Integrated Peoplesoft and Symplicity (Dolphin CareerLink) data to develop a user-friendly online recruitment portal for students and alumni to access

• CDS implemented virtual appointments

and online career workshops to reduce location and time barriers for student access

• Student Conduct offered the option of

scheduling appointments online

• CDS collaborated with Technology & Innovation to import PeopleSoft data into Symplicity (Dolphin CareerLink) resulting in updates for 34,977 student/alumni accounts

• CDS conducted 33 virtual appointments via Zoom • CDS posted select workshops on the website (e.g.,

video) and Lynda.com videos on career topics

• 127 students scheduled appointments with Student Conduct officers using the online scheduling software

Establish and enhance internal and external partnerships to increase program and service offerings

• Student Leadership Programs (SLP) established new partnerships with key campus departments to increase program offerings

• SOI met with key campus partners and student groups to discuss opportunities for student engagement as well as current strategies for increasing student engagement

• SLP collaborated with Student Support Services (SSS), Mission Centers, and the MVS School of Business & Economics.

o SLP/CDS assisted with the bus tour including 14 students who visited the following local employers: Chiquita Cross Dock Operation, BMW Vehicle Services and, Port Hueneme

o 100% of student participants rated the value of the experience as “Good” or “Excellent” Student participants referenced “learning about the local and international economy” as key outcomes of their experience

• SOI hosted the Fall 2017 Student Organization Summit where multiple campus partners met directly with 107 student organization leaders to provide them information about their services as well as educate them on their areas of expertise. Examples include budget training, fundraising and donation seeking, marketing strategies, leadership

http://www.csuci.edu/careerdevelopment/services/workshops/



• CDS conducted community outreach to

increase internships and job opportunities for CSUCI students and alumni

• CDS and SLP outreached to faculty to develop co-curricular opportunities

development and connect student organization experiences to careers and resumes.

• CDS staff attended a total of 45 networking events and 25 meetings with local employers. In result, over 2,700 jobs/internships were posted on the recruitment portal for students/alumni

• Graduates who reported using CDS at least once were statistically more likely to have found new employment (23%) than those graduates, who did not (16%).

• Graduates who reported using CDS at least once were twice as likely to have completed an internship while at CSUCI (23% vs 12%).

• CDS hosted the Spring 2017 Annual Career & Internship Fair featuring 150 recruiters and 76 employers

• CDS partnered with Graduate Studies Center to host the annual Graduate & Professional School Fair featuring 34 employers in fall 2016. In result of the partnership, for academic year 2017-18, Graduate Studies Center will facilitate the fair and CDS will assist on the day of the event. This will enable CDS to host a fall Career & Internship Fair


Objectives Key Strategies/Initiatives Key Data Points Align programs and services with the University mission


In the following tables, an asterisk (*) denotes objectives within Campus Life that involve collaborations with other programs, areas or divisions. Collaborate with faculty to develop programs and services that support the classroom experience

• VAP collaborated with PSY 490 students to create a Stress Relief workshop for student veterans

• CDS collaborated with University 250 –

Second Year Seminar faculty to infuse career curriculum

• Five (5) PSY 490 students designed and implemented a survey for 15 student veterans to determine what strategies student veterans use to reduce stress

• PYS 490 students facilitated a stress reduction workshop for four (4) student veterans

• CDS conducted 71 classroom presentations to over 1,800 students on career-related topics

• Project OLAS Career Pathways Assistant facilitated weekly training for five (5) University Navigators including several career lesson plans (e.g., career exploration, career research, self-assessment)

• CDS infused career development in the University 250 curriculum (SYE program) offering presentations in career exploration and career assessment technology

o Five (5) MBTI Interpretation Workshops for all students enrolled in University 250 courses

Develop programs and services that provide opportunities for student development, exploration and civic engagement

• Developed sanctions that reduce student conduct violations

• Appointed student representatives to

University committees

• Student Conduct collaborated with Housing & Residential Education (HRE) and the University Police to create an education campaign about California’s Passage of Proposition 64. The campaign reached approximately 693 students

• Student Conduct and HRE created an Alcohol Sanction Workshop that started in Fall 2016. 59 students completed the alcohol workshop and only three (3) students, who completed the workshop have violated the alcohol policy

• 56 student representative positions on 21 committees were filled (compared to 26 positions on



• Provided workshops to assist students in developing leadership skills

• Provided students with opportunities to have dialogues around race and ethnicity

• Developed training around civic

engagement • Facilitated the Veterans Day Service

Project at Abundant Table Farm in Camarillo, completing projects and tasks specified by Abundant staff (e.g. garden weeding, cleanup, etc.)

15 committees in FY15-16, which was the first year the online application process was implemented)

• A total of 38 students participated in Student

Leadership Workshops. o 89% of workshop participants rated the value

of their experience as “Excellent”

• Students experienced SLP Practical Diversity Workshop

• No data point

• 45 students and staff members attended the Veterans Day of Service

Aim C: Provide support for student persistence toward degree completion and timely graduation

Objectives Key Strategies/Initiatives Key Data Points Develop and enhance programs and services that support the transition of students to the University

• During the summer 2017, all first-year students were highly encouraged as a part of their pre-orientation homework to complete career assessments on CI Career Journey. All incoming first-year students were provided with a step-by-step instruction guide for CI Career Journey including the access code.

• 418 out of 1066 students who participated in IVO completed the CI Career Journey (39.2%)

https://www.csuci.edu/studentaffairs/university-committees.htm

https://cicareerjourney.kuder.com/landing-page

http://www.csuci.edu/careerdevelopment/services/counseling/career-steps/ci-career-journey-instruction-guide.pdf

http://www.csuci.edu/careerdevelopment/services/counseling/career-steps/ci-career-journey-instruction-guide.pdf



• CDS partnered with Academic Advising to infuse CSUCI Career Journey in all first-year advising and undeclared student appointments for academic year 2017-18.

• No data point at this time, since program will start with academic year 2017-18

Provide recognized high impact programs and services that engage students in the University experience

• CDS continued the Henry L. “Hank” Lacayo Institute (HLI) Internship Program that provides students with internship opportunities that enhance their career development

• CDS provided 33 paid internships through the HLI Internship Program. Intern and employer feedback included the following highlights:

o 80% of employers indicated they would offer employment to their intern (if feasible)

o Employers ranked accepting employer feedback, attitude, and strong work ethic as top intern self-management skills

o Interns rated educational value of internship and working environment as top reasons for meeting and exceeding expectations of the experience

o 100% of interns indicated they would recommend the internship program to a peer for consideration

• A total of 66 employers submitted applications to be considered for site placements for the HLI Internship Program

Create strategies and interventions to support students exhibiting behaviors of concern or experiencing hardship

• Enhanced outreach efforts to students of concern by improving internal procedures in responding to reported incidents

• Developed sanctions that reduced student conduct violations

• The Campus Assessment, Response & Evaluation (CARE) Team provided outreach to 149 students that were exhibiting behaviors of concern

• Student Conduct met with 306 students related to student conduct and academic dishonesty issues. 136 students were found to be in violation of the Student Conduct Code and were sanctioned accordingly and





39 students had repeat conduct violations.



Objectives Key Strategies/Initiatives Key Data Points Adhere to University and DSA hiring practices and ensure recruitment efforts are supportive of a diverse applicant pool

Continue assessing programs and services to ensure adequate staff and resources to meet the needs of students

Establish and assess processes by which staff are afforded opportunities for professional development


Objectives Key Strategies/Initiatives Key Data Points Create programs and services that are aligned with the University’s mission pillars

• Appointed student representatives to University committees

• 56 student representative positions on 21 committees were filled (compared to 26 positions on 15 committees in FY15-16, which was the first year the online application process was implemented)


Objectives Key Strategies/Initiatives Key Data Points Create and enhance recognized high impact programs and services

• Developed a more user-friendly HLI Internship Program Application

• Revised HLI Internship Program application for students and employers to better capture data

o Added quantitative questions to the student application to guarantee




participation in key events o Revised deadline structure for student

application period for spring and fall Provide opportunities for students to engage in the development and assessment of programs and services

• Appointed student representatives to University committees

• Created the Student Organization Council

• 56 student representative positions on 21 committees were filled (compared to 26 positions on 15 committees in FY15-16, which was the first year the online application process was implemented)

• Student Organization Council held their first meeting on November 2016

Create strategies and interventions that support exploration, research and engagement

• Provided a Veteran Internship Program

• Over the past four (4) years, the Student Veteran Internship Program:

o Provided paid internships to 34 student veterans

o Partnered with the HLI Internship Program to provide the best sustainable program

o $61,000 paid in salaries to student veteran interns



Objectives Key Strategies/Initiatives Key Data Points Develop short and long-range plans for resources, staffing and program development and implementation

• CDS partnered with University Advancement to create a staff position to serve Alumni

• In partnership with University Advancement, CDS hired a part-time temporary funded staff to provide one-on-one appointments to CSUCI alumni. From February 2017-June 2017, the part-time staff hosted a total of 44 appointments



In the following tables, an asterisk (*) denotes objectives within Campus Life that involve collaborations with other programs, areas or divisions. Create and review policies and procedures to support the delivery of programs and services


Objectives Key Strategies/Initiatives Key Data Points Create and expand virtual program and service offerings

• Outreach to students for feedback on preferred/effective methods of information sharing

• SOI will provide student organizations leaders with staff Zoom accounts during Fall 2017. This will allow for greater student participation in organization meetings

Increase the use of social media to expand student knowledge and use of programs and services

• CDS continued to utilize social media venues to connect with CSUCI students and alumni

• CDS posts bi-weekly to social media sites (i.e., Twitter, Facebook. Instagram, etc.) to increase connectivity with students. In result, a total of 529 users “like” the Facebook page

Utilize technology to maximize efficiencies in the delivery of programs and services

• Implemented online scheduling option for students making appointments with the Student Conduct

• Enhanced and expanded the Student Conduct and CARE Team websites to include information for students, staff, faculty, advisors, and family

• Implemented and utilize 3rd Millennium Classrooms, an evidence based, nationally recognized online sanction for violations of alcohol and marijuana use by Student Conduct

• Implemented online scheduling option for workshops

• SOI - Outreached to campus partners for

• Following the implementation of Schedule Once an online scheduling program in Oct 2016, students have booked 127 appointments online

• Student Conduct updated and expanded the office website in Fall 2016

• The CARE Team created a website that was implemented in Fall 2016

• Student Conduct and HRE sanctioned 49 students to complete an online alcohol, marijuana and/or other drug offered by 3rd Millennium Classrooms

• 63 students utilized Qualtrics in the Fall to

register for workshops

https://www.csuci.edu/campuslife/student-conduct/

https://www.csuci.edu/campuslife/care/

https://www.csuci.edu/campuslife/care/



additional participation/use of CISync • CDS collaborated with Technology &

Innovation to import PeopleSoft data into Symplicity (Dolphin CareerLink) program

• CDS collaborated with Technology & Innovation for the implementation of (Kuder) CI Journey as an accessible online career assessment tool for students and alumni

• No data point • CDS worked with Technology & Innovation to

finalize implementation of auto import from Peoplesoft to Symplicity (Dolphin CareerLink). In result, all students and alumni who utilize the myCI portal will have access to the online job/internship recruitment portal, Dolphin CareerLink, in the homepage of their portal. The auto import will transfer profile information from Peoplesoft (e.g., student ID, name, major) on a weekly basis and update in the online recruitment portal, Dolphin CareerLink

• CDS collaborated with Island View Orientation (IVO) to include online career assessment software, CI Career Journey, in the pre-orientation homework. As a result of the partnership, 418 out of 1,066 students (39%) who participated in IVO completed the CI Career Journey online career assessments. As a follow up, CDS and Academic Advising will work together through incorporating the assessment during first-year student advising appointments




Objectives Key Strategies/Initiatives Key Data Points Seek and secure external and alternate funding sources to provide relevant programs and services

• VAP implemented the CalVet Agreement

• The CalVet Agreement funds $500,000 over the next three years, with the following allocations:

o $250,000 for an endowment account for student veteran scholarships

o $60,000 for a Student Veteran Internship program. The HLI/VAP Internship Program provides internship for 10 student veterans each academic year

o $100,000 for various programs


Objectives Key Strategies/Initiatives Key Data Points Develop and implement a plan for programs to participate in the DSA Comprehensive Program Review (CPR) process

• VAP completed Phase One of the CPR process

• CDS completed Phase Two of the CPR process

• As of February 2017, VAP finished the first draft of the CPR Self Study Report

• Dr. Martin Shibata (Outside Professional Reviewer) completed the final visit in October 2016 for CDS’ CPR and provided a Site Review Report in December 2016

• Dr. Amanda Carpenter presented on CPR findings to the Division of Student Affairs in spring 2017

Create and assess policies and procedures that support the delivery of programs and services

• SOI reviewed existing policies and procedures and identified opportunities for new policies and procedures

• SOI identified 18 policies and procedures for review and/or creation



• CDS developed a campus-wide internship policy to meet E.O. 1064 student internship guidelines and procedures

• CDS holds quarterly meetings with Risk Management and Contracts/Procurement to discuss internship agreements, approval procedures, and advocacy for a comprehensive CSUCI Internship Policy to address E.O. 1064. In result of our advocacy for a campus internship policy, Academic Affairs issued a Policy on Academic Responsibilities Regarding Internships (SP 16-03) in spring 2017.

Collaborate with campus partners to maximize efficiencies and eliminate duplicate support efforts

• SOI met with campus partners to discuss and evaluate collaboration opportunities

• SOI collaborated with SLP, Campus Recreation and ASI to facilitate workshops and trainings related to Student Organizations & Involvement

https://www.calstate.edu/eo/EO-1064.html

http://senate.csuci.edu/policies.htm

http://senate.csuci.edu/policies.htm

Strategic Plan 2015-2020 - 2016-2017 year in review

In the following tables, an asterisk (*) denotes objectives within Assessment & Strategic Operations that involve collaborations with other programs, areas or divisions. Area Name: HOUSING & RESIDENTIAL EDUCATION




Provide housing for every eligible student who desires to live on campus

Plan annually based on trends to assure that we can accommodate all students that we project will need University housing Revised Returning Resident plan and implemented roommate group self-selection process Make adjustments based on actual yield when projections are over or under Develop new housing facilities to best meet the needs of CI students.

• Develop annual occupancy projections which provide a roadmap for assigning space to freshmen, transfers, returning residents, international students, and students with disabilities including special housing accommodation requests.

• Use annual occupancy projections to configure space to accommodate all students; determine whether compression or de-compression is needed and in which bed-types

• Opened Santa Rosa Village by move-in day providing traditional student housing accommodations for 600 freshman residents; this allowed occupancy in Fall 2016 to be increased by 289 students over Fall 2015.

• Assigned upper-division late applicants to Santa Cruz Village; tripled 11 suites for freshmen, doubled two ADA suites in Santa Rosa, and doubled seven rooms in Anacapa Village

• Submitted a longer-term housing projection document to Facility Services with a projection that additional apartment housing is needed in 2019 or 2020

• Decompressed smaller apartments to accommodate student requests to live in less impacted apartments

• Removed triple bed sets in Santa Cruz and removed doubles in Anacapa after spring move out to decompress for 2016-17, then added furniture to triple Santa Cruz H1 south and double Anacapa bedrooms to accommodate higher than projected occupancy needs Accommodated all students that desired to reside on campus by the second week of the Fall semester. Opened fall 2016 with a waiting list of 21 students with paid deposits and 18 students awaiting financial aid awards. Expanded Designated Consumption Zones (DCZ) to areas within Santa Cruz Village to meet the need for transfer students who were assigned to overflow assignments in Santa Cruz Village. Implemented roommate group room selection process which gave priority to students with larger roommate groups

Ensure student housing facilities meet or exceed CSU, state, federal, and industry standards for ADA compliance

Provide for routine room and facility inspections to assure compliance with safety procedures and to proactively identify areas of facility concern

• Monthly Health, Safety, and Occupancy inspections by trained Resident Assistants to ensure residents are adhering to Resident Handbook, our residents’ facilities are safe and are in good general repair and cleanliness.

• Partner with Disability Accommodations & Support Services to facilitate appropriate room


Accommodate students who have need for service or comfort animals in keeping with HUD and ADA Respond to the changing needs of students with varying gender and gender-identities by expanding accommodation options Expand options for all-gender restroom access

assignment accommodations • Nightly Community Walks performed by Resident Assistants and Summer Conference Assistants

during all seasons, including winter, summer and spring breaks Conduct quarterly Inspections of custodial closets, restrooms, common-area kitchens and quarterly

testing of all emergency lights • Perform electrical preventative maintenance, every five years; Santa Cruz Village was completed in

spring 2016 • Annual fire door inspections completed in 2016 identified one fire rated door to be replaced and

additional repairs and updates were made at a cost of $80,000; consistent ongoing management and maintenance of the facilities include annual backflow testing, annual maintenance on resident refrigerators, annual fire alarm testing, and weekly lift station inspections.

• Perform monthly fire safety inspection by trained Facility Workers, which includes verifying that smoke detectors are operational, the fire extinguishers are present, appropriately charged, and include updated tags

• Perform monthly maintenance of gates • Weekly inspection of boilers with Gas Company; tune-ups are performed annually • Wash air conditioner condensers performed bi-annually test pH, water level, operational for

pumps and filters of pool and spa twice a week; Health department has requested the pool be resurfaced

• Inspect elevator weekly by Facility Services staff member and monthly inspection by the vendor • Roofing preventative maintenance performed annually • Various other preventative maintenance and budget planning according to ISES recommendations • Ensure ADA compliance for all Residential Education events and activities within housing facilities • Improving internal procedure and supplemental license for an increasing number students who

require live-in service or comfort animals, apprising HRE and police department staff of DRP approved animals, and provide resident an HRE identification card for animal for verification purposes.

• Continuation of all-gender housing accommodations which was implemented in fall 2016 • Ensure liability waivers are completed when applicable for all Residential Education events and

activities • Santa Rosa Village, HRE’s newest residence hall, includes all-gender public bathrooms on each

wing/community. • Community Walks, HRE Facility Student Assistant conducts weekly walk through housing facilities

to identify areas that need Facility Services’ attention


Deliver a comprehensive on-campus program for students that is cost-effective and adds value to their college experience

Provide full-service program including Residential Education and Housing Services and Facility Operations for students and other clients 24-hours per day, 365 days per year

• Provide 24-hour services to residents via four Village offices, a paraprofessional, and a professional on-call duty system

• Provide complete administrative services including timely responsiveness through website, phone, email, and in-person visits

• Maintain a robust housing database, StarRez, where students apply for housing, pay application fee and deposit, and provide room selection option for returning students

• Computerized room assignments are made for new students and late applicants • Billing for all housing-related fees is completed through the housing database • Provide small and large scale programs and events for students that aid in their acclimation to the

University and provide education. according to the HRE DOLPHIN needs mode • All Resident Assistants are required to coordinate their events around the seven components of

the DOLPHIN Needs Model, which includes diversity self-awareness, life and career planning, personal citizenship, healthy living, interpersonal relationships, and neighborhood connections.

• Provide accommodations for Foster Youth students • Improved occupancy on campus for winter and spring break • Developed and incorporated Living Learning Communities • Residence Hall Association implements several large scale events, which focus on wellness,

diversity, and student engagement. • Academic support resources provide events that aid in student’s academic endeavors through

campus collaborations, such as Counseling and Psychological Services (CAPS), Wellness Promotion and Education, Environmental Science and Resource Management, and Academic Advising.

• Employed 156 residents as student assistants; hiring approximately 10% of the residential population for student staff and leadership roles.

• Provides volunteer opportunities that add enrichment (POD squad, Fun Patrol, Residence Hall Association general body)

• Developing parent and family programs that engage students’ supporters and parents into a support system for HRE residents

• Provided temporary/emergency housing as part of the campus’ Emergency Intervention & Basic Needs Program

Develop housing application and license procedures that provide consideration for students who rely solely on financial aid to cover tuition, fees, room, and board

Provide a fee-deferral system for Pell-eligible students who meet financial aid application and document deadlines

Working with Student Business Services, provide the option to all students to pay in installments

Provide individualized consultation for students to help them understand the various options

• HRE’s StarRez, database application is programmed to allow students with an estimated federal family contribution of $4,000 or less to defer their deposit with required payments due in August prior to move-in

• An audit in July to notify students who have lost deferral eligibility due to missed deadlines to provide paid deposit. This occurs because it is likely that students who miss financial aid application or document deadlines will not receive a financial aid award prior to the fall payment date

• Remain closely connected with the Financial Aid office to research and resolve individual student concerns with financial aid

• Work with Promoting Achievement Through Hope (PATH) program to assure compliance with AB 1228 in waiving costs for eligible on-campus students for gap housing between fall, spring, and


available and how to exercise them effectively to ensure that housing obligations are met

Ensure compliance with state law with respect to university housing accommodations for homeless and foster youth

summer academic terms • Implemented new emergency hire as a Retention Support Specialist to advise students on direct

and indirect cost of university attendance and assist students with evaluating how they will cover deficiencies between college expenses and financial funding. This initiative allowed us to assist 437 students for Fall 2017.

Area Name: HOUSING & RESIDENTIAL EDUCATION




Cultivate a dynamic living-learning program that is student-centered, and supports the achievement of personal and academic goals

Provide curricular and co-curricular opportunities for student engagement which are known to improve student retention

• Ensure adequate space is available for programming, such as conference rooms, study rooms, computer rooms, lounges and common areas, game room, art room, living rooms, courtyards, kitchens, and commons, etc.

• Provides passive and active services to students to support their residential and educational experience through a variety of information on the website, a dynamic housing application, access to important documents, such as the license agreement, and the ability to submit online facility requests

• Redesigned website to be more user friendly and accessible • Expansion of Living Learning Communities (LLC) in partnership with Faculty and community

partners through Academic Support Resources provide tutoring, academic advising, study tips, and grade incentives. Added Geek Life LLC and Theme Communities.

• Providing educational sanctions that address behavior that could prevent themselves or others from community building or achieving their educational goals

• Working with the Dean of Students’ Office, implemented alcohol and marijuana sanction workshops.

• Coordinating Bridge the Gap, formally known as Tunnel of Oppression, and collaborating with campus partners in and outside of student affairs at the Annual Insight Conference to increase awareness and promote a deeper understanding of inclusivity and advocacy


Provide accurate and timely information to support students in meeting all requirements of on-campus residency

Establish deadlines for the housing application process Deadlines and important information is available on our website and is regularly emailed to students to advise them on deadlines and information that support their success in obtaining on-campus housing

• Implement communication plan to ensure residents have an opportunity to learn through a variety of channels information for residency: flyer, email, social media, website, Island View Orientation, Admitted Dolphin Day, Parent and Family Newsletter, Move-In Newsletter, and floor meetings

• Provide cross-training with Registration and Records, Student Business Services, Financial Aid, and Housing to provide training on how all of these areas function and work together to matriculate a student

• Send regular email messages to students to provide information about the various stages of the housing application process to advise them of important next steps needed prior to move-in

• Perform regular audits of student enrollment and financial status and make contact with students who have not met the 9-unit enrollment requirement or who have not satisfied their financial obligations

• Call students as a follow up to our emails to ensure deadlines are met, that required documents Minor Medical Consent, Minor License Agreement, Emergency Contact Information is updated


Provide systematic and personalized responses to student questions and concerns

Provide information via website, resident handbook, CI catalog, housing application to promote student self-service on housing-related matters

Provide responsive information to individual questions and concerns

RAs conduct monthly floor meetings or monthly meetings with each of their assigned rooms to disseminate important information.

Cross-train all Residential Education student assistants who work at the village desks to address concerns in any village office

• Regularly update web information and electronic forms • Structure the website so that information is appropriately general without significant time-sensitive

information embedded within text that becomes easily outdated and must be routinely updated • Provide highly-responsive service to individual questions and concerns including a response time of

24 hours or sooner • We provide staffing 24-hours per day to respond to critical facility and behavioral needs of

students. • Provide follow-up interview reviews to all position applicants to provide an opportunity for

development and paraprofessional growth • Offer an appeals process for conduct and damage charges providing for effective due process. • Residential Education requires written roommate agreements to support effective community

relationships. • Housing Services and Residential Education teams collaborate on room transfer requests to ensure

effective and efficient response. • Residence Hall Association General Board Meetings allows students the opportunity to address

questions or concerns, which are then addressed with the Associate Vice President for HRE & ASI. • Assess social media to remain current with campus communication • Ensure that Community Living Standards are compliant with local, state, and federal laws Work

with residents to assist in roommate management through mediation or individual meetings with an RA or professional staff member as needed

• Main office provides live phone coverage and walk in assistances during normal business hours to ensure residents questions are responded to in a timely manner.


Create meaningful student employment opportunities that provide students with para-professional development

Provide detailed job descriptions for student assistant positions Provide varied job levels for each student assistant position. Student employment opportunities in HRE span all four skill levels within the DSA Student Assistant Guidelines

• All HRE student employees are required to attend both tracks of Division of Student Affairs Student Assistant Orientation and Training.

• Provide extensive and ongoing student leadership training which includes communication, conflict mediation, leadership, community building, administrative tasks, addressing medical emergencies, addressing and documenting alleged Community Living Standard violations, and addressing Title IX and Discrimination, Harassment and Retaliation (DHR) concerns

• Conduct reoccurring one-on-one meetings with student assistants to aid in training and student development.

• Utilize student assistants to perform important and essential functions within HRE with the support and guidance of professional staff members, such as, but not limited to, Island View Orientation check-in check-out, Resource Fair, HRE main office customer service and business related concerns, village operations, Admitted Dolphin Day, need-based tours, social media upkeep, sustainability initiatives, maintaining the grounds, occupancy management, and summer conference program implementation.

• Provide opportunities for summer internships for individuals from other institutions • All HRE student assistants work in specialized areas such as Facilities, the Village Offices, Main

Office, Residence Hall Association, Community Resolution, Residential Education, Occupancy, Administration, and Summer Conference; they are trained to be student-centered and service-oriented. HRE provides regional and national para-professional development opportunities in and through attendance and involvement in C-RAP, PACURH, ACUHO-I STARS College, and other professional organizations

• HRE worked with the Division of Student Affairs and other campus affiliates to develop a program for hiring graduate student assistants. In Fall 2016, we were funded to hire four graduate assistants.






Build academic support initiatives and resources to serve on-campus residents

Establish campus partnerships • Provide opportunities for residents to obtain tutoring through Residential Education’s Wisdom Wednesdays program

• Celebrate residents’ academic achievements by providing prizes to those who singularly and consecutively achieve a 3.14 or higher GPA through the Pi Party program each semester

• Collaborate with academic advising to host Academic Advising Nights in housing • The majority student assistants are required to maintain a 2.5 GPA to maintain their HRE position • Provide incentive celebrations for student assistants who achieve 3.5 GPA or higher • Living Learning Communities provide additional contact hours with faculty and efficiently facilitate

scheduling and completion of group projects and study groups for the classes linked a Living Learning Community

Provide on-campus residency options to support students at all stages of their academic career

Establish Living Learning Communities and theme communities to meet the needs and interest of our residents

• Established Living Learning Communities in 15-16: First-Year Experience, and Student Undergraduate Research Fellows (SURF). These communities were for freshmen and included required coursework. SURF coursework was interdisciplinary. Added Geek Life LLC and TC in Fall 2016.

• The structure of Living Learning Communities for freshmen for Fall 2017 are designed to incorporate one of the four pillars in each: Michele Serros Multicultural, Outdoor Adventures, SURF, and International Living Learning Communities. A Transfer Theme Community was also developed and promoted for Fall 2017


Facilitate connections between students and existing support services on campus

Working with campus partners to identify resources to meet student needs and support matriculation and success Provide general information about Financial Aid and Student Accounts and make referrals to the Financial Aid and Student Business Services offices as needed

• Through participation with the Channel Islands Campus Assessment, Response and Evaluation (CARE) team, students of concern are identified. When assigned, HRE staff implement an intervention, which usually begins with a conversation and can result in referral for counseling, financial aid, student business services, or academic support services.

• Ensure that important campus resources for student support and success are delineated in Resident Handbook

• RA and professional staff were trained on the availability and function of the following campus services for the purpose of referral: Disability and Accommodations Support Services (DASS), Counseling and Psychological Services (CAPS), and the University Police Department.

• Drop-in counseling services were offered by a campus psychologist in Housing two nights in 2015 and 2016.

• HRE routinely refers students to the Financial Aid office and to Student Business Services to discuss financial concerns.

• Facilitate an annual SMARTY Pants week with campus partners to help facilitate student academic success

• Require Resident Assistants to plan and implement events that bring faculty and staff into the residence halls for a minimum of 37 connection opportunities with various campus resources and support services

• Implemented new emergency hire Retention Support Specialist position to help connect students with campus resources such as Financial Aid, Enrollment Management, Counseling Services, and Student Business Services


Provide responsive services that support a student’s ability to focus on his/her academic goals

Provide access to self-service options for students to request needed services Provide an accessible online housing application for students to convey an array of preferences with respect to their housing assignment Provide staff accessibility 24 hours per day

• Respond to student inquiries via email within 24 hours during the business week and within 48 hours if the inquiry is received over the weekend

• The standard time for response for students emailing [email protected] and [email protected] email is within 24 hours

• Work order forms are available online for 24-hour reporting • HRE’s social media pages also include access to our services and important information • HRE has administrative access to CI’s University Account via Facebook – responding to all housing

related inquiries • Resident Assistants enforce Community Living Standards that encourage a student’s ability to focus

on their academic endeavors (e.g. quiet and courtesy hours) and seek assistance from Residential Education professional staff as needed. Position descriptions and terms and agreements explicitly indicate academic requirements for the position; job action will be taken if students cannot fulfill academic requirements (e.g., position probation and a personalized study plan)

• Perpetual availability of a professional staff member, Administrator on Call (AOC), to assist RAs with any community concerns beyond their scope. The AOC is also available during normal business hours to address emergency community concerns or assist student assistants with problem solving. The website contains all work-order request forms and other routinely requested information. Facility staff are available 24 hours a day to respond to urgent student needs and to facilitate emergency response

• As part of the CI Student Emergency Intervention Basic Needs Program, HRE provides emergency transitional housing accommodations based on space availability and eligibility for up to 10 nights.

mailto:[email protected]

mailto:[email protected]


Deliver services and programs with a holistic educational approach

Promote learning and development through provision of programs in the areas of diversity, social justice, and multiculturalism

• Providing Tunnel of Oppression, now known as Bridge the Gap, annually since 2011 as one way to increase awareness of oppression and its societal and systemic effects.

• Train student staff to understand, embrace and promote openness to difference, and confidently address and appropriately report discrimination, harassment, and retaliation (DHR) issues. This training occurs through the DSA Student Assistant Training and Orientation program and the Residential Education student assistant training for the “A-Team” which is comprised of all Residential Education student assistants. Additionally, Residential Education professional staff closely collaborate on other training topics (e.g., handling conflict, critical thinking, time reporting, and being an agent of the university) to increase area consistency and effectiveness

Develop and maintain a safe living environment through physical and programmatic security structures and 24-hour emergency response

Provide a safe facility • Perform nightly Community Walks performed by RAs and summer conference staff to ensure all gates are closed and locked

• Conduct weekly walk through via facility staff to identify areas requiring attention • Install LED lights throughout Anacapa hallways to improve visibility and sustainability • Collaborate with Channel Islands Police Department, Campus Assessment Response and Evaluation

Team, and the Title IX and Inclusion office to assist with investigations • Weekly students of concern review and discussion of Administrator on Call calls and responses in

Residential Education staff meeting • Added additional emergency rooms • Regular training on updates to Title IX • Provide staff with unauthorized personnel list • Several large scale events have Police presence • Facilitate an ongoing 24-hour administrator on call process. • Installed additional security cameras within the housing facilities and common areas • For Santa Rosa online locking system will lock doors during power outage to ensure facilities are

exterior doors locked down, and online locking system can be activated remotely. Santa Rosa floors are accessible to residents residing on the floor

• Consistently employ added security in Santa Rosa where we use both proximity and code i d


Identify residents’ needs and initiate collaborative efforts across the University to address these needs

Increase collaborations with campus partners

• Hold bi-weekly meetings with the Dean of Students’ Student Conduct office • Provide monthly Alcohol Workshops in collaboration with the Dean of Students’ Student Conduct

office • Meet regularly with academic faculty partners to identify continuous learning opportunities • Collaborate with campus life and ASI on the Block Party planning committee • University Experience Associate and Resident Assistant collaboration to address academic needs by

meeting to share activities and identify students who may require additional outreach for academic and social success

• Residence Hall Association meets with vital campus partners such as University Glen, the President’s Office, Academic Affairs, and areas within the Division of Student Affairs to directly address resident concerns

• Provide all-gender bathrooms in collaboration with Title IX and Inclusion • World Record attempt collaborated with Library, Rec Services, Orientation and Police Department • Parent and Family Newsletter includes contributions from campus partners including Dining Services,

Campus Recreation, Orientation, Career Center, and CAPS





Develop a staffing structure with sufficient capacity to meet student needs

Establish and assess staffing to support residents’ needs

• Review staffing plan and budget annually • Developed Graduate Student Assistant program for 2016-2017 • Added new positions to support growing demand of residents and facilities: Maintenance Mechanic,

Facility Worker II, Lead Grounds Worker, three additional custodians,


Select staff with education and experience to serve and educate a diverse student population

Provide opportunity for diverse staffing

• Network through diverse venues to ensure appropriate representation • Remain mindful of diverse staff and student representation on search and screen committees • Include open forums open to all campus personnel and students to interview and provide input on

candidates • Advertise position openings in diverse publications and websites to increase the likelihood of a

diverse candidate pool. • Identify skillsets and experiences in candidates that meet the needs of our diverse student body

Attract and retain high quality and diverse staff

Collaborate with division and campus partners to identify necessary functions of a department/area. Increase the number of student staff applications

• Develop meaningful and innovative position descriptions • Networking and recruiting through diverse organizations and media • Use a variety of student staff recruitment techniques (e.g., social media, fliers, digital advertisements,

and posting in other areas) • Initiate and engage in major recruitment efforts by attending the annual NASPA (Student Affairs

Administrators in Higher Education) “The Placement Exchange” conference to search and recruit professional staff positions

• Conduct national searches for professional staff positions • Create new opportunities for current staff to increase their personal and professional development • Accommodating staff work schedules to allow for further pursuit of higher academic degrees • Offer competitive salaries and benefits





Provide opportunities for paraprofessional experience and skill development through student employment

Hire and train student employees to perform vital daily functions at all village offices

• Collaborate with the Vice President of Student Affairs Office, Campus Life, Wellness Promotion and Education, Retention Outreach, and Inclusive Student Services, University Police Department, Disability, Accommodations, and Support Services, and the Dean of Students to help facilitate and train Residential Education Student Assistants

• All student employees within HRE are required to participate in DSA Student Assistant Orientation and Training


Develop and expand Living Learning Communities

Cultivate relationships with faculty currently not involved with our Living Learning program

• Identify educational areas that students are interested in forming a Living Learning Community • Identify and address areas of challenges faced throughout the year • Attended Evergreen Living Learning Workshop with faculty partners • Added block scheduling for 2016-2017 to increase access and retention to Living Learning

Communities • Regularly meet with faculty to expand and improve Living Learning Communities

Facilitate integration of learning and campus assimilation through programs and activities promoting intellectual and interpersonal interaction

Through the Living Learning Communities, assist the transition of incoming students

• Resident Assistant and University Experience Associates collaborate to address issues in housing the classroom

• Provide opportunities for students to become more engaged in the campus and Camarillo community through activities, which include service learning opportunities and culturally focused activities

• Ongoing discussions on students of concerns between faculty and Residential Education staff to address student concerns

Provide a residential community for a diverse population of students representative of regional and international demographics

Support the campus goals with international student programs Support our diverse community through event and program planning

• Collaborate with the campus’ International Programs to increase resident awareness of study abroad opportunities

• Collaborate with campus partners to address diversity, social justice, and multiculturalism • Provide events to highlight cultural holidays and celebrations • Coordinate events that address current events and issues

Provide programs and interventions that expand student knowledge and ability to communicate and resolve conflict within a diverse environment

Support students’ abilities to address conflict and facilitate conversations between roommates

• Revise roommate contracts as needed or whenever a resident moves into a new room • Train Resident Assistants on mediation and conflict resolution • Implement events around roommate conflict resolution • Residential Education staff, particularly Resident Assistants, facilitate roommate mediations between

residents and follow-up with inquiries within one week to check on the progress of the mediation






Provide students with opportunities to engage in and provide quality co-curricular programs and signature events

Identify students who are not currently in leadership positions and empower them to take on a leadership role in their community

• Establish a budget to support student-led initiatives • Meet with students who have ideas regarding large scale events and block parties and foster those

ideas into implementable projects • Discuss “students of excellence” in weekly Residential Education meetings to identify exemplary

students making a positive community or area impact • HRE student assistants and student leaders are often included in nominations for campus-wide

award and recognition programs such as Maximus and Student Legacy Awards Develop direct partnerships with faculty and residential floor communities to increase student-faculty interaction

Create opportunities for faculty to engage in opportunities within the residence halls

• Implement annual faculty-student interaction program • Continue to foster the relationship with our Living Learning Community faculty through monthly

meetings • Have students nominate faculty to invite to the annual student-faculty mixer that students greatly

enjoy and/or with whom they identify • Research Round Tables hosted by Student Undergraduate Research Fellows (S.U.R.F.) open to all

residents and CI students • Resident Assistants required to bring faculty or staff to at least one event. • Safe on Campus training was facilitated with faculty for our students. • Host the Faculty Mixer that also included Multi-Literacy Center

Collaborate across the University to ensure effective development and promotion of events that support the Channel Islands Mission and student development

Increase our current level of collaborations

• Identify on campus-partnerships that may need improvement • Maintain campus partnerships and connections by scheduling routine meetings as CSU and

University policies are updated and/or changed • HRE staff participate in committees across campus such as the Food Services Committee, Block

Party Planning Committee, Graduation Initiatives 2025, etc.






Provide safe, clean, comfortable, beautiful, and conveniently located living facilities with a variety of communal spaces that support individual study, living-learning opportunities, and co-curricular programs and activities

Establish routines to ensure safe, clean, and comfortable living facilities

• Ensure sufficient responsive staffing for custodial, grounds, and facility workers • Conduct weekly walk-through inspections • Conduct preventive maintenance to ensure equipment is fully functional, i.e. broiler room, lift

station, air vents, fire extinguishers, smoke alarms, etc. • Conduct monthly health, safety, and occupancy checks • Resident Assistants facilitate events that engage with residents in the development and

maintenance of the community garden. • Resident Assistants assess, identify, and report facility issues during nightly community walks.

Facilitate an increased campus awareness of and response to CI’s growing resident population and the need for longer service hours to meet the needs of this 24-hour population

Involve campus partners in our after-hours and weekend event planning

• Submit articles to WAVES • Staff serve on cross-functional and cross-divisional campus committees to develop and

implement programs. Staff serve on cross-functional and cross-divisional campus committees to develop and implement programs.


Continue departmental development to increase the quantity and quality of programs, services and activities available to students who live on campus

Ensure that the DOLPHIN Needs Model (Diversity Awareness, One’s Self-Awareness, Life & Career Planning, Personal Citizenship, Healthy Living, Interpersonal Relationships, and Neighborhood Connections) is effectively meeting the needs of our students

• Residential Education Professional staff require and review student learning outcomes for each student lead event to ensure they are focused and aligned with the DOLPHIN Needs Model

• Use of Presence software to assess resident attendance and demographics at events • Include the establishment and implementation of community development models in the

Coordinator for Residential Education position descriptions. • Professional staff review all student-lead event proposals to ensure that the requests are

meeting the needs of their residents

Streamline business processes within HRE to facilitate accurate, effective, efficient, and timely service to students

Provide accurate information with business processes

• Provide and encourage ongoing training opportunities and professional development for professional staff

• Review printed and online forms and information to ensure accuracy • Respond to student concerns via email, phone, in-office visits, social media, floor meetings,

community walks, etc. • Develop newsletters to apprise residents of critical information around Move-In, Winter

Break and Vacating

Develop and maintain a variety of housing facilities to meet student needs for community, privacy, and academic and social engagement

Assess common areas to ensure student needs for community spaces are available

• Developed Secret Garden, Surfboard Room, and new areas within Santa Rosa Village • Replacement of the floor in the dance studio • Deactivated deadbolts in Santa Rosa Village to avoid roommates from locking one another out

of room






Utilize state of the art technology to develop and deliver efficient and effective HRE programs, services and operations that are available 24 hours per day

Streamline our use of technology to increase our effectiveness

• Implement a shared conduct database, Maxient, with Dean of Students’ Office • Expand the use of StarRez modules to improve front desk operations, implement StarRez

room inspection and check-out features • Use trending social media to effectively reach our students • Added online modules to assist in student staff training • Use of When to Work for student staff scheduling that increases clarity, accountability, and

flexibility in shift scheduling • Acquisition of scheduling software to improve the scheduling of conduct meetings

In collaboration with Technology and Communication, provide high-quality and dependable Internet and technological resources needs common to all students at CI within HRE facilities

Provide updates to technology infrastructure as needed to provide high quality service to students

• To keep pace with campus improvements in internet coverage, network switch upgrades were requested this year and funded by HRE reserves for Anacapa and Santa Cruz Villages

• Added full-time IT Consultant to support administrative function and student technology access in collaboration with Technology and Communication

• Replaced Santa Cruz and Anacapa network battery backup units

Facilitate effective and timely coordination of HRE application and billing in a manner consistent with Student Business Services procedures and the awarding and funding of financial aid

Establish due dates for students requesting to domicile on campus

• Work with campus partners to establish consistent deadlines • Meet with campus partners to ensure accurate information is being provided to students • Collaborate with campus partners on HRE processes i.e. Student Business Services, Financial

Aid, Records, and Admissions with new Retention Support Specialist


Maintain an updated and informative web page for students currently residing on campus and for prospective students

Work with Technology and Communication to develop a website structure that supports ease of navigation and easy access to important housing information for all students and their families

• Redesigned website to meet the needs of our current and prospective students • Maintain accurate information on website with current pictures of the facility • Include online virtual tours of housing villages and accommodations on the HRE website






Provide excellent facilities and services in support of the University’s summer conference program

HRE provides housing accommodations and related services to all overnight conference guests

• Staff are hired and trained to support a 24-hour housing operation for summer guests • Association of College and University Housing Officers – International (ACUHO-I)

interns are recruited to provide service and leadership to the conference housing function, providing internship opportunities to graduate students seeking conference experience

• A cleaning and preparation schedule is developed and distributed to ensure room cleanliness and repair for all conference guests


Ensure that the budget expenditures are focused on providing programs and services to residential students Ensure that system-wide requirements for debt service coverage are met at a minimum of 1.1 and ideally at 1.35 or greater Develop a plan that provides for adequate reserves for long term maintenance, catastrophic occurrences, and future facility development

Rates for 2017-18 did not increase over 2016-17 room and board rates. • Budgeted revenue and expense are analyzed each year to assure that the 1.35 debt

service coverage ratio (DSCR) standard is met.

Ensure that retail and food service operations required to facilitate 24-hour support of resident students are provided within HRE or on campus

HRE provides administrative support to University Glen for meal plan sales to resident students.

• All resident students select their meal plan options in their housing application • HRE provides meal plan information to University Glen and the campus to facilitate

meal plan issuance to students via their Dolphin ID and communicates with residents extending their stay during campus closures which retail and food services will be available with hours of operation


Collaborate across the Division of Student Affairs and the University in providing high-quality programs and activities by sharing programmatic resources and avoiding needless duplication of effort

Identify areas of collaboration with other student affairs units and work together to serve students

• HRE co-sponsors the CI Block Party and the Annual Speech Tournament

• HRE sponsors the Tunnel of Oppression which engages volunteers and participations campus-wide

• HRE co-sponsors the Division of Student Affairs Student Assistant Training and Orientation

• Collaborate with Title IX and Inclusion, Center for Multicultural Engagement Intercultural Services, and ASI for a number of diversity initiatives, like CISlutWalk, Noon Forums, and SAFE on Campus training

• Collaborate with Counseling and Psychological Services to implement a counselor in residence program

• Collaborate with Student Conduct and CI Police Department on updates regarding California laws

• Collaborate with several campus partners to aid in the formation of a campus food pantry, emergency funds, and emergency housing for the CI Student Emergency Intervention & Basic Needs Program

• Collaborate with New Student Orientation and Transition Programs on Family Weekend and Dolphin Days to instill a sense of school pride

Establish short and long term HRE revenue and expenditure goals and meet or exceed established financial targets

Together with Business and Financial Affairs, update the Housing Proforma, occupancy projections, and the long-term maintenance plan Complete and annual request for budget

• Developed and annually update a long-range financial plan to serve as a guide for future expenses, revenue, and room rates

• Update, every three years or more, a long-term Building, Maintenance, Equipment, and Repair plan

• Annually request additional funds needed for operations and reserves expense through the CI budget allocation process

Pursue external financial resources through grants or donations to assist resident students with financial need in meeting their financial obligations and to support the development of programs to enhance co-curricular programs






Align HRE student conduct records centrally with the Student Conduct and Community Responsibility Office

Provide for effective incident reporting both internally and with the Dean of Students’ Office

• Implement additional training to staff in using and updating the conduct database • Report Clery data semi-annually to meet campus requirement for annual security report • Bi-weekly meetings between Student Responsibility and Residential Education staff

Engage students in decision-making processes that directly affect their on-campus residential community

Meet routinely with Student Government Residential Senators and Residential Hall Association President to identify concerns and opportunities to improve services and programs for students

• Provide Residence Hall Association with the opportunity to review the DOLPHIN Needs Model

• Empower student leaders to push forward initiatives with members of the HRE Leadership Team

Conduct regular qualitative and quantitative assessment and evaluation of HRE programs and services and share findings with campus

Conduct an annual resident satisfaction survey assessing effectiveness of HRE programs and services Conduct a Comprehensive Program Review on a cyclical basis for the purpose of program review, renewal, improvement, and development

• Review the data from the satisfaction survey to identify areas for improvement • Maintain and update the Res Ed CPR document to ensure its relativity and timeliness


In the following tables, an asterisk (*) denotes objectives within Retention, Outreach & Inclusive Student Services that involve collaborations with other programs, areas or divisions.

Area Name: Retention, Outreach, & Inclusive Student Services




Improve and enhance opportunities for prospective students to visit CI and explore academic programs and resources

• Expanded recruitment initiatives for the 2016 Migrant Summer Leadership Institute in an effort to broaden regional representation.

• Twenty parents were recruited from seven regions and ninety-one students were recruited from nine regions for the 2016 Migrant Summer Leadership Institute.

• Collaborated with community partners to recruit for University Outreach campus visits and tours.

• University Outreach hosted 3,187 K-8th grade students and their families in the 2016-2017 AY.

Create policies to meet the needs of specialized populations (e.g., first generation students and low income students)

Develop and enhance bridge and transition programs to prepare students for college level learning and development

• Enhanced the recruitment efforts for EOP Summer Bridge.

• EOP Summer Bridge received 2,500 applications (for 60 spots) for the 2016-2017 AY.

Create best practice programming to address the growing needs of CI non-traditional students

• Multicultural Dream Center • The new Multicultural Dream Center opened fall 2016 to better serve and support all students in creating a more inclusive campus community. In the 2016-2017 AY there were 3884 visitors to the Multicultural Dream Center.





Identify and implement best practices for creating an inclusive environment for student programs and services

• Expanded the focus of Intercultural Services to additional traditionally underrepresented student populations; many of which were

• Intercultural Services collaborated with other areas on campus such as: Wellness Promotion & Education, Academic Affairs, Center for Community Engagement, Student Conduct, Counseling & Psychological Services (CAPS), Equity & Inclusion Office on multiple programs throughout the 2016 – 2017 AY.

Create opportunities for staff to support multicultural and diversity training efforts for students/staff/faculty

• Work release time offered to staff to allow participation in campus trainings on multiculturalism and diversity.

• Over 90% of DSA staff participated in multicultural and diversity trainings throughout the 2016-2017 AY, which included: SAFE Training, Undocumented Student Ally Training, Microaggression Training, Bystander Intervention Training, DSA trainings on Diversity & Inclusion.

Increase awareness among faculty and staff and create a sense of shared responsibility for eliminating barriers to college

• Collaborated with campus and community partners regarding University Outreach: Commm-101.

• Nearly 400 students served through Comm-101 presentations in the 2016-2017 AY.




Develop department strategic plans that align with the Strategic Plan of the University

• As a new area, ROI developed a purpose statement and revisited individual program purpose statements to incorporate new initiatives that align with overall university mission.

• Team retreat and strategic planning meetings to develop ROI purpose and align purpose with DSA and University goals

Provide professional development opportunities for staff

• Small travel budgets were disseminated from the AVP-ROI general fund to each ROI member to participate in professional development opportunities.

• 8 professional staff participated in professional development opportunities

• 2 workshops, 9 meetings and 15 conferences were attended



Provide opportunities for staff to explore, develop and define their values, interests and skills which support emotional and physical well‐being

• Work release time offered to staff to allow participation in developmental opportunities surrounding values, interests, and skill development.

• Majority of ROI Staff attended Special Populations conference, providing professional development focusing on foster youth and other at-risk student populations.



Continue to create innovative and best practice programs to address student needs

• Expanded the number of volunteers within University Outreach to complete the Leaders in Education Awareness Leadership Training Program (LEAP).

• University Outreach increased the number of LEAP volunteers from 12 in Fall 2016 to 26 in Spring 2017.

Assess the infusion of integrative approaches with programs

• Collaborated to provide a comprehensive peer mentorship training among various areas in the DSA.

• EOP collaborated with New Student Orientation & Transition Programs to provide peer mentorship training to all participants in the 2016-2017 AY.

• Collaborated with other institutions of higher education for like conferences on leadership.

• CI and California Lutheran University’s Student Support Services (SSS) programs collaborated to facilitate the 5th Annual SSS Student Leadership Conference.

• Collaborated with campus partners in areas of advising.

• SSS partnered with Academic Advising to highlight guidelines and procedures for SSS Staff to provide advising services to program participants.

Provide programs and services that foster positive relationships between members of the campus and surrounding communities to increase the quality of life for our CI students and build sustainable community partnerships

• Collaborated with campus and community partners regarding CI as a sustainable and welcoming community.

• Twenty parents were recruited from seven regions and ninety-one students were recruited from nine regions for the 2016 Migrant Summer Leadership Institute.

• University Outreach hosted 3,187 K-8th grade students and their families in the 2016-2017 AY.



Increase student participation and engagement in, and attendance at, events, activities, and student centers throughout campus

• Re-designed SSS Priority Passes to expand student’s participation in campus events and centers throughout their academic journey. Extended priority passes from 5 to 14 different passes, each focusing on various resources that meet student needs at



various educational levels (transfer, first-year, seniors, academic probation, etc.)

Enhance partnerships with campus and community partners to provide students experiential learning opportunities

• Continued the ‘Serve It Up’ initiative, a collaboration between New Student Orientation &Transition Programs, Intercultural Services, Center for Community Engagement, and the Santa Rosa Island Research Station.

• Provided four day-long service learning opportunities for students, attended by approximately 150 students.




Continue to create and maintain policies and procedures that reflect current best practices and meet the needs of the growing student population



Increase the use of distance-learning and communication methods to most efficiently serve students

Continually research best practices and resources in technology to apply to our work and maintain sustainable practices

• Continued to refine an online system for faculty to provide mid-semester grade checks for students enrolled in particular programs.

• EOP and SSS, in collaboration with Technology & Communication, implemented an online application for faculty to provide mid-semester grade evaluations. No key data points available at this time.

• Utilized Presence software to track student participation and/or engagement in ROI events and activities.

Utilize technology to increase access to our services for our students and alumni



• Continuation of the SSS grant at CI. • Award of $1.2 million for five years for the continuation of



Identify and obtain opportunities for sponsorships, partnerships, scholarships, and grants

the SSS grant at CI (2015-2020 at $220,000/yr). Received an increase for a total award of $226,599 for the 2016-2017 year.

• Migrant Summer Leadership Institute • Awarded $250,000 to provide a two week summer program for CA high school students from Migrant Families

Collaborate with campus and external community partners to create and expand programs and services for students*

• Create marketing materials to generate interest and spread knowledge of campus programs and services

• Assist areas with the acquisition and/or collaboration on grants



Complete selected ongoing assessment and evaluation efforts as they pertain to the Comprehensive Program Review

• Comprehensive Program Review • Intercultural Services continued Phase I – Self Study of the CPR process during the 2016-2017 AY.

• Complete a cost benefit analysis of area program strategies, assess their relative value, and make resource allocations accordingly

• Connect program activities and assessment efforts to CI’s GE requirements and Mission Pillars, where applicable

• Incorporation of assessment strategies within Federal Funded TRiO grant program(s), e.g. SSS.

• Implemented new pre/post program assessment for the 2016-2017 year. No valid date points available at this time.

Expand collaborations between Student Affairs and Academic Affairs in the planning and implementation of co‐curricular programs

• Outreach to CI administrators, staff and faculty across various divisions for the administration of MSLI 2016.

• Fifty-five CI-people were directly involved with MSLI 2016: 2 directors (Academic Affairs/Student Affairs), 2 coordinators, 18 peer mentors, 9 housing mentors, 2 full time housing staff, 10 faculty, 3 staff members, 7 university speakers, and 2 writing tutors.


In the following tables, an asterisk (*) denotes objectives within Wellness & Athletics that involve collaborations with other programs, areas or divisions.

Area Name: WELLNESS & ATHLETICS

University Strategic Priority I: Facilitate student success Aim A: Provide University access to students who bring diverse perspectives


Implement a variety of health education programming for diverse populations including women’s health issues, men’s health issues, sexual violence, and suicide prevention

Implement a Peer Educator program in WPE Offer on-line learning opportunities

• Tabling and workshops began in fall 2015. In fall 2016 and spring 2017, Wellness Peer Educators provided a variety of outreach and awareness campaigns connecting with over 1,000 students. These events were centered on various topics in accordance with our wellness initiatives, campus events and WPE wellness topics.

• Kognito At-Risk for Students and Kognito At-Risk for Faculty and Staff continues to be accessible on the WPE website. This offering continues to be underutilized.

• Added six 3rd Millennium on-line courses to the WPE website

Tailor and market recreational programs to increase female participation

Expand group fitness offerings Offer intramural sports as co-rec to involve more females Continue to facilitate and support female-based sports clubs.

• Increased the frequency of yoga and Zumba classes for students. Classes are now offered six times per week

• Continue to offer a robust intramural sports program that includes 12 different activities

• Women’s soccer, women’s volleyball, cheer, breaking pointe



Provide diverse recreational programming through sports clubs, intramural sports, outdoor adventures, and fitness activities

Sports clubs range from men’s lacrosse and women’s soccer to Ballet Folklorico and sailing

• Currently offering 15 diverse sports clubs with roughly 300 total participants (See CR-1 for a complete list)

• Currently offering 12 different intramural activities including traditional leagues, ladders, and tournaments (See CR-1 for a complete list) Annual intramural sport participation of over 350 users with 271 (77%) males and 79 (22%) females

• Over 100 students participated in the Outdoor Adventures program in either overnight trips or day hikes

• Both yoga and Zumba fitness classes continue to see success with an average attendance of 25, mostly female participants

• Waterfront class participation totaled over 121 users with 26 (21%) males and 95 (78%) females. In addition, over 273 users came from internal CI groups and over 900 community members participated in waterfront activities

Provide access to mental health counseling for students with various psychological issues

Expand offerings in CAPS

• Monitored and provided 24/7 phone counseling services

through ProtoCall Services, Inc. for AY 2016-17. Overall, line received an average of 35 calls/month.

• Revised crisis management system by continuing daily triage shifts from 12:30 to 4 pm. This allowed for more individual appointments to be scheduled as clinicians have one triage shift, versus multiple per week.

• Continued to utilize Counseling Center Assessment of Psychological Symptoms (CCAPS) for triaging of clients seen in the clinic in spring 2016. This became necessary due to the increase in same day appointments that were available



through the continuously revised Triage system that increased to 10 four-hour weekly shifts, which provided same-day crisis services for students for the entire time that CAPS was open.

• CAPS expanded access to mental health services by starting a training program for graduate students. A practicum site at CI CAPS was established in collaboration with California Lutheran University’s Psy.D. program. Two practicum trainees provide additional clinical services to CI students in exchange for training and supervision from Dr. Gina Albani.

Create best practice programming to address the growing needs of CI non-traditional students

Develop alternative testing procedures and facilities to provide secure examinations for DASS students. Develop new note taking procedures to meet students’ needs in a timely manner Collaborate with Housing and Residential Education to support students with disabilities. Collaborate with Academic Affairs to improve access for students with disabilities

• New testing procedures have been developed. Additional procedures and facilities are being planned for 2017/2018

• Implemented the use of AIMS to identify student

volunteers for note taking and students needing note taking services

• DASS staff processed and worked with Housing and Residential Education to implement 67 disability-related housing accommodations requests for Fall 2016 and Spring 2017.

• Laura Czajkowski and Dr. Michelle Dean, Assistant professor in the School of Education, created and implemented the first support group for students on the Autism Spectrum.



2016-2017 year in review





Create co-curricular leadership opportunities within Campus Recreation that provide knowledge and skill development through experiential education

Sports club council membership Sports club leadership positions Campus Recreation student staff positions including CIBC

• CR Students in leadership positions are expected to perform at a high level. Whether learning to create safe environments for participants both on the field and on the water, leading an OA trip, or sports clubs learning how to manage and comprehend a budget, the CR program provides student staff experiential education through its day to day operations

Educate students, faculty and staff on life-long healthy lifestyle choices

Participated in the Passport to Personal Health & Safety Fair Peer Educator tabling sessions and workshops

• WPE processed 91 presentation requests. Presentation requests provided an opportunity for students, faculty and staff to request training programs and workshops focusing on a variety of wellness topics including: stress reduction, positive body image, sleep hygiene and suicide prevention. Requestors were provided a choice of professional staff or peer educator to conduct the training.



Facilitate Faculty/Staff Professional Development Workshops

• CAPS Director and Clinicians provided Recognize and Refer workshops to faculty and staff.

• CAPS clinicians facilitated various outreach presentations for students, faculty, and staff to help the community take an active role in referring at-risk students and individuals to CAPS.

Identify wellness programs and initiatives that decrease impediments to academic performance

Alcohol Education Stress Management Education Eating Disorders Sexual Health Anxiety Management

• AlcoholEDU (an on-line alcohol awareness program for first year college students) continues to be offered to all incoming students. AlcoholEDU is not mandatory but “strongly recommended.

• Student Health 101 on-line monthly newsletter provided to all students free of charge. Monthly customized pages for CAPS, Student Health Services and WPE were created by wellness peer educators. Peer educators researched and wrote self-help articles for SH 101, providing information and resources for the LGBTQ community, victims of sexual assault, those suffering from eating disorders and mindful mediation techniques to relieve stress.

• The following self-help/self-assessment programs became available in fall 2016 on the WPE web-site free of charge: Alcohol-Wise, Consent and Respect, Marijuana Wise, Nicotine 101, Other Drugs, Personal Best



Provide student suicide prevention training to faculty and staff

Offer on-line training opportunities

Facilitate “Recognize & Refer” presentations for students, faculty, and staff

• Access to Kognito At-Risk for Faculty and Staff is now available to students, faculty and staff 24/7 on-line through WPE website (completed Fall 2015)

• In fall 2016, WPE collaborated with Ventura County Behavioral Health to Host the 1st Annual Suicide Prevention Conference: Health & Hope. The conference was hosted on campus and attended by approx. 300 local mental health agency professionals as well as students, faculty and staff.

• Dr. Olson, Dr. Albani and Chelsee Bente Conduct Administrator, facilitated “Helping Students of Concerns, How to Recognize and Refer” presentations to faculty, staff, and students in the Fall 2016, Spring 2017, and summer 2017 terms.

Provide short-term mental health services to students identified in need

Provide crisis sessions, 1:1 appointments and group sessions in CAPS

• Fall semester 2016 appointments, which included initial consultations and follow-up sessions totaled 1,162, a 20% increase over fall semester 2015 (8/24/16 – 12/17/16). The top three clusters of CI students’ presenting mental health concerns are represented by generalized anxiety, depression, and relationship problems.

• A total of 654 clients received psychotherapy and/or psychiatric services in AY 2016-2017, which reflects a 9 % increase in clients from the previous year.

• In addition to direct clinical services, CAPS clinicians participated in 254 outreach activities, touching 9,074 students, faculty, staff, family members, and/or community members in a variety of classroom presentations, workshops, panel discussions, tabling events, interviews, and other related events.



Identify and implement best practices for creating an inclusive environment for student programs and services

Provide an accessible, inclusive and equitable learning experience for students with disabilities.

Designed a new facility for DASS to be constructed for fall 2017. Provided training through the DASS PIER Program for students with disabilities on a monthly basis







Provide mental and physical health interventions for requesting students

Mindfulness Collaboration

Provide Student Health Services for students in need.

CAPS services and programs Wellness Promotion and Education workshops Student Health Services appointments

• CAPS offered 11 groups fall 2016 semester and 9 in the spring 2017 semester. In total, 231 students participated in groups and workshops throughout the academic year.

• CAPS began monitoring and scheduling students for the Reflection Room in fall 2016 to provide a safe space for meditation and spiritual practice for students.

• In spring 2017, the CAPS peer educator created and presented a workshop titled Managing Stress: Utilizing Mindfulness Meditation. This presentation is a combination of “stress less” ideas which also included materials on mindfulness and stressors in college students. The presentation also includes mindfulness meditation exercise for 5-7 minutes. A

• In collaboration with several psychology classes and psychology club, WPE hosted a Mindfulness Meditation workshop, which was attended by approx. 50 students.

• A total of 1,020 clients were served by SHS AY 2016-2017. The top 3 services requested were: reproductive health, genitourinary, and dermatology



Create accountability and commitment through recreation and wellness promotion and education participation

CR and CIBC student staff and lead positions CIBC Watersports Camp staff positions Sports club officer positions Sports club council membership Peer Educators Program

• During the Fall 2016 semester 4 new Wellness Peer Educators were trained using the NASPA BACCHUS initiatives. After attending the Certified Peer Education (CPE) training program, all 5 participants passed a comprehensive certification exam.

Provide recreational opportunities for students, faculty and staff that promote physical fitness, stress management and self-esteem

Dolphin Passports for Faculty & Staff Faculty and Staff Day at the Docks National Recreation & Fitness Day Faculty and staff Zumba and yoga opportunities All faculty and staff are eligible for participation in all waterfront, intramural, and informal recreational programs.

• Faculty/Staff Zumba and yoga offerings continue to see success



Provide accommodations for students with disabilities DASS procedures and services • Developed a procedure to allow for Emotional

Support and Service Animals on Campus and in Housing

• DASS developed a temporary Course Modification

Procedure in consultation with Title IX and Inclusion Office to ensure an accessible academic experience for all students







Hire additional professional staff and faculty to provide quality mental health screening and intervention

Hire a University Psychologist Hire a case manager and additional clinicians as enrollment increases

• Hired additional Personal Counselor/Clinician during the fall semester 2015.

• Hired additional Psychologist/Clinician during the spring semester 2016.

Hire additional health and wellness education professionals to provide comprehensive physical health opportunities for students, faculty and staff including fitness, nutrition, stress management, ATOD awareness, and sexual health

Hire an assistant health educator in the future Not met yet – anticipate in 2019-2020.

Hire recreation professionals to provide leadership development and physical health opportunities for the campus community

Hire Fitness professional in 2016 Hire a Rec Sports Assistant (2017/18) Hire Sports Clubs professional in 2020/21

• Hire fitness/facilities coordinator spring 2016 (Not met yet, will continue to collaborate with the RAFC to approve this position for hire as it has been denied each year by the RAFC)

• Position hired for fall 2017

• Future position if we develop a Premiere Sports Club program

Hire intercollegiate athletics personnel to plan and implement a quality program which produces scholar athletes and recognition for the University

Future Objective Upon Presidential Approval



Design and implement a Wellness Peer Education program

WPE will train Peer Educators • Four new Peer Educators were trained during the fall 2016 semester. The CPE training provided the participants with the following knowledge and skills needed to be an effective Peer Educator:

• Understanding the basics of prevention • Become a caring helper • Provide awareness on health and safety issues • Identify at-risk students and refer them to the

appropriate campus resources • Plan and implement educational programs and

events • Increase personal leadership abilities • Increase awareness of personal wellness • Teach team building

• Two returning Peer Educators have taken the lead on

spear heading outreach and marketing efforts for the WPE peer program

Hire professional staff for the Disability Accommodations and Support Services

Hire a Director to lead DASS • Secured funding for a Director of DASS in the 2017/18 fiscal budget by converting student assistant funds and moving the CAPS Director salary (50% of overall salary) off of GD901 to GD915

Area Name: WELLNESS & ATHLETICS University Strategic Priority II: Provide high-quality education Aim B: Infuse integrative approaches, community engagement, multicultural learning, and international perspectives into all aspects of learning




Develop relationships with local school districts, local government agencies, community agencies, and the local community to provide safe boating and other outdoor recreational and educational opportunities

Continue on-going contracts with Oxnard School District, Inspire Charter Schools, and the Boys and Girls Clubs of greater Oxnard to teach and lead on-the-water instruction. Facilitate the Annual Watersports Summer Camp. Work closely with other government agencies and community groups to facilitate programming and relationships through Campus Recreation.

• Oxnard School District and Inspire Charter School brought in over 400 students during the 2016-2017 year.

• Two-hundred campers participated in the 2016 Summer Watersports Camp.

• The following groups all participated in CIBC programs: County of Ventura, Merito Foundation, Boy Scouts of America, Mt. San Antonio College, Cal Poly Pomona University, Chumash Tumal Crossing, U.S. Coast Guard, U.S. Navy, NOAA, Hollywood Beach Middle School (Port Hueneme School District), Webelos Scouts, B-Wet Oxnard, California Physical Health, and the Port Hueneme Teen Center

Create an inventory of current and prospective wellness collaborations and partnerships for Wellness Promotion and Education*

Future objective A collaboration between Ventura County Behavioral Health and WA to host an inaugural “Help & Hope” conference at CI took place on September 16, 2016.

Conduct quarterly research within each program unit to investigate new approaches that facilitate community engagement promoting health and wellness

Future objective

Offer programs within Wellness Promotion and Education and Counseling and Psychological Services to assist students returning from study abroad programs with the re-acclimation process

Offer optional debriefing sessions at CAPS as part of reintegration into CI community.







Provide opportunities for student staff to have an integral role in planning and designing wellness programs through committee participation

Sports club council Athletics Planning Committee Recreation & Athletics Fee Committee

• During the Fall 2016-Spring 2017 semesters several peer educators participated as active members on the following:

-Search and Screen Committee for CAPS support staff -Search and Screen for Senior Health Educator -Comprehensive Program Review for WPE



Student Health Advisory Committee Town Hall meetings with CAPS staff PIER Educators in DASS

-Voting member of Student Health Advisory Committee

• A recommendation to explore raising the funding level for a new Student Health Center was suggested and supported by the SHAC Committee.

• Statistics from a student satisfaction survey were

shared with campus members to report CAPS feedback and progress.

• Provided a 10-session workshop series through the Promoting Independence and Educational Resources (PIER) on topics including “Making Friends on Campus”, “Discovering your Learning Style”, “Self-advocacy Skills”, and “Communicating with Professors”

Encourage students to have an active voice in decision-making processes that create campus community

Sports club council memberships Sports club leadership positions Recreation & Athletic Fee Committee membership Student Health Advisory Committee membership

• Participants are active in financial planning, strategic planning and programming within Wellness and Athletics

• As part of their commitment to being a Wellness Peer Educator, one or more Wellness Peer Educators will serve as an active member of the Student Health Advisory Committee starting Fall 2016

• CAPS hosted two Open Houses and invited students, staff and community members to visit the center and become informed of services. A total of 220 participants attended on 9/2/16 and 4/13/17.



• CAPS completed a student satisfaction survey for

students to provide feedback and give suggestions to CAPS staff about possible improvements.

• Wellness Peer Educator, Cat Urbina, provided

assistance with CAPS Outreach, prepared and information CAPS card with a QR code, and prepared a PowerPoint to display in the waiting room which informed students of CAPS Services.

Maintain an inventory of wellness programs and services as a resource for the campus

Charge Wellness Peer Educators (WPE) with the creation and maintenance of an inventory of wellness programs and services as a resource for the campus

• All fall 2016 and spring 2017 inventory of wellness programs and services, materials, program planners and presentations have been categorized by event or awareness campaigns along with supply checklists to assist with annual planning for next year

Encourage students to participate in the American College Health Association’s NCHA survey on a bi-annual basis and use the data to assist in program development

Create marketing and communication materials • The American College Health Association’s National College Health Assessment (NCHA) was used to survey all registered CSU Channel Islands (CI) students in the spring of 2016. Six hundred ninety-two students completed the survey, indicating a response rate of 10.1%.

• Results of the 2016 American College Health Association’s National College Health Assessment (NCHA) h d h F h d T f







Continue to provide a confidential environment for counseling, student health services and disability accommodations and support services

On-going quest for additional space • CAPS secured additional space in BTE so all clinicians could be located together. The two clinicians located in Yuba Hall moved to BTE in October 2016.

• Designed new space for DASS to be located in

Arroyo Hall for fall 2017 • In October 2016, CAPS was allocated additional

space in BTE to provide a larger waiting room for



students. The enlarged waiting room accommodates additional students waiting for group and individual therapy. The larger space provides three ADA accessible check-in kiosks, an increased from two.

• In October 2016, the Reflection Room started to

be managed by CAPS October 2016 and provides a quiet private space for spiritual practice, meditation, and reflection.

Provide the quantity of counselors to exceed the International Association of Counseling Services standard of counselors to student ratio

IACS Standard states, “Every effort should be made to maintain minimum staffing ratios in the range of one FTE professional staff member (excluding trainees) for every 1,000-1,500 students depending on services offered and other campus mental health agencies.”

• With the hiring of one new full-time clinician in the 2016-2017 AY, CAPS now has a counselor to student ratio of 1:1,200.



Develop a comprehensive space and facility plan to meet the future growth needs of the area

Campus Recreation, Counseling & Psychological Services, Disability Accommodations and Support Services, Student Health Services and Wellness Promotion & Education

• DASS has designed a new space within Arroyo Hall to be occupied in fall 2017

• CAPS expanded throughout the entire east corridor of Bell Tower East and now has a confidential clinical space and separate client area for check-in and waiting room.

• CR implemented several key facility improvements that are underway or in their infancy planning stages. These include the addition of a dividing curtain in the Rec Center to create a true multi-purpose court, the addition of safety padding to key areas of the facility, the purchase of rubber flooring mats to be installed in the cardio/weight area, the acquisition of the parking lot to expand fitness programming outdoors.

Build a recreation center to meet the growing needs of the students and campus community

Future objective • Initial planning is underway

Build athletic facilities to support the implementation of an intercollegiate athletics program at the NCAA DII level

Indoor and outdoor facilities required • In initial planning stages









Create on-line registration and communication tools for intramural sports and sports clubs

Implement IM Leagues for registration and tracking intramural sports participation Use CISync for sports club administration Update and strengthen social media presence

• On-line registration is now available for intramural sports activities through IM-Leagues

• Created and regularly update Instagram rec page with over 1,200 followers to promote and advertise programs and upcoming events

Develop a wellness promotion social media strategy Create a media list with marketing timelines WPE has created Facebook and Twitter accounts that promote various wellness resources and are updated on a daily basis.

Develop a comprehensive website for each program

Initial W&A program websites went live in August 2015

• All 2015 programs in W&A have had their websites updated.

• Significant progress was made to improve the CAPS website with contemporary content, to make it more visually pleasing, and easier to navigate. CAPS administrative staff are able to routinely and immediately update it in response to critical incidents.

• A video was added to the CAPS website to introduce students to CAPS services, staff, and office space. Additional free resources are shared for students, faculty, staff, and families on the website. CAPS administrative staff are able to immediately update in response to critical incidents and to make any necessary edits on demand.



Create short instructional and informational videos for student use; topics will include stress management, fitness guidelines and sleep awareness

Future project - 2017 • Wellness Peer Educators have created PowerPoint presentations for WPE programs and services addressing, stress management, time management, marijuana, and smoking cessation. Scripts have been prepared for each presentation. Wellness Peer Educator presentations will be taped this summer and made available for on-line viewing fall 2017.

• In 2017-18, CR expects to create tutorial videos to aid sports clubs in the travel requirements and procedures. In addition to these videos, CR regularly uses videos for training components for staff training.

Increase use of Technology in Disability Accommodations and Support Services

Collaboratively work with Assistive technology and Alternative Media staff

• DASS facilitated a total of 46 Virtual Student Appointments utilizing Zoom Video Conferencing

• DASS/IT collaboration resulted in launching a New Online Student Application

• DASS staff participated in the Association on Higher Education and Disability (AHEAD) Virtual Conference in July 2016

• Coordinator of DASS developed Online Application for Promoting Independence and Educational Resources (PIER) mentoring program which supported five first semester students during fall 2016.

• Assisted and advised in the implementation of remote captioning for DASS student.

• Assistive Technology assisted DASS staff with change of



name from DASS to DASS on all AIMS emails templates and forms.

• Implemented new procedure for producing Braille for new DASS student

• Assistive Technology is working with DASS staff to implement a housing application on AIMS

• Assistive Technology worked and continues working with DASS staff to utilize and streamline AIMS features

• Assistive Technology worked with IT and Information Management System Administrator to Develop E-form Agreements related to student’s approved accommodations







Improve marketing efforts in order to operate more collaboratively with on-campus and outside community groups.

Future objective

• CAPS/WPE/CR actively collaborated with DSA graphic designers to create branding and promotion of our services, particularly with regards to the group counseling program. (See CAPS-6 for flyer).

• In fall 2016 WPE enrolled in the “White House Healthy Campus Challenge” As part of the White House Healthy Campus Challenge, Wellness Promotion and Education hosted outreach tables to spread the word regarding the open enrollment period for Covered California. Wellness Peer Educators engaged students in conversations about health insurance, encouraging students who were not covered by health insurance to sign up for Covered California, and refer students to United Way's Covered California Certified Educator for Covered California enrollment.



Collaborate with University Advancement to identify resources to create and operate an intercollegiate athletics program.

Developed initial list of prospective donors and anticipated donation levels

The AVP worked closely with the VP and Director in Advancement to identify potential donors and levels of donations for future consideration.

Build partnerships with community members to enhance recreational opportunities for CI students, faculty and staff

CIBC Programming for community youth Developed relationships with local school districts, local government agencies, community agencies, and the local community to provide safe boating and other outdoor recreational and educational opportunities. This enhanced CSUCI students’ experience by providing them experiential opportunities working with youth and adults in the community.







Expand existing collaborative efforts with faculty and staff to offer fitness class opportunities to CI students, faculty and staff members

Group exercise Individual programs

• Continue offering faculty & staff Zumba classes

• Continue to offer memberships to the Recreation Center for Faculty & Staff

• Encourage faculty and staff to participate in waterfront and intramural programming

Create a mental health advisory committee to assist CAPS in providing mental health activities and awareness

Future – anticipate fall 2018

Complete the Program Planning, Implementation, Assessment and Quality Improvement Model for each program

In progress with all programs Future completion – Anticipated in 2017-2018. In spring of 2016, the AVP began to search for a consulting firm to evaluate the current health services and facilities and based on the data, create recommendations on how best to move forward. Keeling & Associates was placed under contract and began working in 2016. Their final report was submitted in early 2017.



Complete the DSA CPR process for each program

CAPS

Campus Recreation

Health Promotion

• Mr. Lebioda and Dr. Olson provided a letter to Dr. Sawyer in July 2016, summarizing how CAPS addressed all of the feedback Dr. Young provided in his CPR evaluation.

• CAPS staff began working on application for accreditation with International Association for Counseling Services, Inc. in June 2016, and submitted application in spring 2017. The review has been placed on hold until a replacement for Dr. Olson can be hired.

• Will complete first phase in fall 2017

• Phase 1 of the WPE CPR was submitted to the AVP for review in summer of 2016. After several edits and reviews by the AVP Administrative Support and the WA Senior Analyst, the final version was submitted to the AVP in May of 2017 and subsequently submitted to the Vice President.

Participate in on-going assessment and evaluation efforts

On-going In fall 2016, the Director of WPE and SHS was appointed to the Data Governance Committee. The purpose of the committee is to “ensure that the University’s data assets are governed consistently and efficiently.”


In the following tables, an asterisk (*) denotes objectives within the Vice President for Student Affairs office that involve collaborations with other programs, areas or divisions. Area Name: VICE PRESIDENT FOR STUDENT AFFAIRS OFFICE



Objectives Key Strategies/Initiatives Key Data Points Provide support to campus, regional and national leadership programs for diverse student populations

• NASPA Undergraduate Fellowship Program (NUFP)

• African American Enrichment Academy

• Migrant Summer Leadership Institute

• One (1) student was recruited and admitted for 2016-17 CSUCI NUFP; while the student did not complete the Program, revisions were implemented to the recruitment process for the 2017-18 cycle as a result of the feedback received

• Hosted the 4th Annual African American Enrichment Academy, serving 24 high school students from the region

• Hosted the fifth (5th) Migrant Summer Leadership Institute, serving ninety-eight (98) middle and high school students from throughout the State of California

Initiate and develop programs and services on behalf of the Division, based on student need

• Expand the offering of recognition and educational events surrounding traditionally underrepresented and underserved populations

• Coordinated eleven (11) events focused on traditionally underrepresented and underserved populations

• Hosted the Black Student Stoling Ceremony with 47 students in attendance

Facilitate student and professional staff training on topics related to recruiting and supporting diverse student populations

• Provide Webinars, Trainings and Retreats for professional and student staff - diversity, inclusion, low-income, first-generation, racial climate

• Provide Division trainings for Student Assistants and Graduate Student Assistants

• Provided trainings, as a result of findings from 2015-16 DSA Training Evaluation where staff were asked to rate their knowledge, skills, and abilities in each of the NASPA/ACPA competencies. Trainings included: three (3) webinars, five (5) in-person trainings, two (2) retreats and the NASPA virtual conference

• Two (2) trainings held (fall and spring) with199 Student Assistants in attendance; 80% completed Pre-assessments and 56% completed Post-Assessments


In the following tables, an asterisk (*) denotes objectives within the Vice President for Student Affairs office that involve collaborations with other programs, areas or divisions. Support existing and new initiatives designed to increase access and eliminate barriers for students

• Assist with reviewing and editing grants as well as the budget, assessment and collaborative components

• Consider organizational structure and staffing resources related to increasing access and diversity

• Allocate space resources in accordance with student need

• Implement programs and/or initiatives to assist in addressing student need, addressing issues of access and retention

• Supported in the submission of five (5) grants: Department of Boating and Waterways, Educational Talent Search, Migrant Student Leadership Institute, Upward Bound Math and Science, Veterans Upward Bound Program

• Created the area of Retention, Outreach & Inclusive Student

Services within the Division of Student Affairs

• Reallocated two (2) administrator personnel lines to focus specifically on retention, outreach, and inclusion efforts: Associate Vice President for Student Affairs – Retention, Outreach & Inclusive Student Services and the Director of Inclusive Student Services & the Multicultural Dream Center

• Provided funding to maintain a temporary position focused on retention, outreach, and inclusion efforts: Special Consultant to the Vice President focusing on Underrepresented Student Populations

• Opened a temporary site for the Multicultural Dream Center

• Created plans for the expansion and opening of a new Multicultural Dream Center and Disability Accommodations & Support Services Center

• Developed the CSUCI Student Emergency Intervention & Basic Needs Program, addressing issues of food, housing, and financial insecurity

• Provided direct oversight to the Emergency Grant application

and allocation process, as well as budgetary management for all CSUCI Student Emergency Intervention & Basic Needs initiatives

Ensure communication materials are accessible (508 Compliant) and user friendly for students

• Staff trained prior to being granted access to update webpages

• One (1) staff member trained to update Fee Committees webpages.


In the following tables, an asterisk (*) denotes objectives within the Vice President for Student Affairs office that involve collaborations with other programs, areas or divisions.

• Staff trained on how to make documents accessible

• Created a total of 20 508-compliant documents and uploaded

them to the DSA website; posted agendas and meeting minutes as accessible PDFs for Student Fee Advisory Committee (SFAC) monthly meetings for September-May; posted course fee process, related forms and proposals as accessible PDFs

Hire a diverse professional and student staff • Advertise vacant positions in varied locations including HigherEduJobs.com, Diverse Issues in Higher Education, Hispanic Outlook in Higher Education, etc.

• Provide staff training on recruitment practices and fair employment policies

• Recruited for 29 positions (open for applications in FY 17) and filled 20 positions (start date in FY 17)

• Provided three (3) trainings to staff and administrators related to recruitment and hiring policy and processes

Provide assessment and evaluation tools to DSA areas recruiting diverse student populations

• Provide oversight and facilitation of Comprehensive Review Program (CPR) for areas within the DSA

• Nine (9) programs within the Division currently undergoing the CPR process; conducted one (1) CPR Phase I Training

• One (1) CPR completed: Career Development Services (CDS)

• Revised CPR process from a three (3)-phase to a two (2)-phase model

• Revision of CPR Manual and Appendices to ensure that programs and services within the Division continue to promote student success effectively and efficiently

Highlight and award DSA projects and staff that support diverse perspectives

• Formal staff and program recognition process for periodic recognition

• Dedicated staff member in VPSA office to support the process for identifying and assisting with the submission of staff and program award nominations

• Provided oversight and facilitation of the nomination and selection process for the 2016 – 17 Diversity Core Value Award to a DSA staff member




Objectives Key Strategies/Initiatives Key Data Points Facilitate departmental and area CPR program assessment reviews to ensure student needs are being met

• Facilitate meetings, as needed, with program staff completing the CPR process (Phase 1 & 2)

• Provide oversight and facilitation of CPR for areas within the DSA

• Routine consultative meetings held with program staff and various levels and stages of the process



• Revision of CPR Manual and Appendices to ensure that

programs and services within the Division continue to promote student success effectively and efficiently

Participate in the facilitation of student leader training and recognition opportunities


• Provide an end of the year recognition ceremony for all DSA Student Assistants

• Provide area training and recognition for Student Assistants within VPSA office


• Over 150 Student Assistants attended the end of the year recognition ceremony

• Six (6) Student Assistants attended the VPSA training/orientation

Highlight and award mission-driven DSA Initiatives • Formal staff and program recognition process created for submitting award nominations

• DSA hosts an annual staff celebration which includes a formal award nomination and selection process which recognizes at least seven DSA staff/administrators and up to two (2) community members

• Facilitated the submission of one (1) staff/individual nominations to external entities


In the following tables, an asterisk (*) denotes objectives within the Vice President for Student Affairs office that involve collaborations with other programs, areas or divisions. Aim C: Provide support for student persistence toward degree completion and timely graduation

Objectives Key Strategies/Initiatives Key Data Points Strategically plan and manage resources effectively to create and expand programs and services

• Review Division budget against expenses regularly to ensure fiscal management and planning

• Review annually the need for new funding and positions and request the necessary budget

• Conducted quarterly financial reviews with Associate Vice Presidents, budget analysts and appropriate staff/administrators

• VPSA Council met over 100 hours to discuss the most recent DSA restructure which allowed for the reallocation of resources and led to the creation and/or revamping of programs and services

• DSA leadership participated in more than seven (7) DSA budget planning meetings during the annual budget planning process (October through February)

Manage student fees effectively in order to best meet the needs of students

• Train the student fee committee members to understand their roles and responsibilities in regard to the fees

• Facilitate information sharing between the student fee committees and campus staff, administrators, and leadership

• Conduct an annual training for each fee committee that falls under the Vice President for Student Affairs

• Administrators present and represent their respective budgets in order to provide regular updates on the use of the fees to the committees

• Manage the receipt and distribution of all student fee annual reports to the President’s office; provide email updates to staff and programs applying for fee support on behalf of the committees

Facilitate and encourage the sharing of assessment best practices and strategies to improve student learning and engagement within and across Division areas and programs

• Provide formal data sharing opportunities for all DSA staff


• Provided multiple opportunities for staff to participate in formal data sharing (optional trainings): Career Development Services (CDS) CPR data sharing, Graduating Senior Survey data sharing, as well as data sharing collaborations with Institutional Research, Planning and Effectiveness (IRPE)


• Revised CPR process from a three (3)-phase to a two (2)-



phase model • Revision of CPR Manual and Appendices to ensure that


Facilitate dynamic student staff and graduate student experiences



Provide DSA staff trainings on topics related to student success and degree completion

• Provide annual staff trainings based on professional association competencies highly regarded in student affairs - NASPA/ACPA

• Provided trainings, as a result of findings from 2015-16 DSA Training Evaluation where staff were asked to rate their knowledge, skills, and abilities in each of the NASPA/ACPA competencies. Trainings included: three (3) webinars, five (5) in-person trainings, two (2) retreats and the NASPA virtual conference


In the following tables, an asterisk (*) denotes objectives within the Vice President for Student Affairs office that involve collaborations with other programs, areas or divisions. University Strategic Priority II: Provide high-quality education


Objectives Key Strategies/Initiatives Key Data Points Actively recruit and hire a diverse staff • Increased collaborations with all areas of the

Division to actively recruit using national publications and hiring search firms

• Placed 83 advertisements in seven (7) higher education publications to recruit for new and vacant positions

Enhance the experience of new staff through effective onboarding to increase their retention and satisfaction

• Increased collaborations with all areas of the Division to effectively onboard new staff and administrators

• On-boarded 12 new staff and administrators within the DSA

Strategically plan and budget to hire and recruit qualified staff

• Review annually the need for new positions and request the necessary budget

• Restructured one (1) administrator line to allow for two (2) represented positions

Manage resources effectively in order to retain and promote talented staff

• Divisionwide guidelines for budgeting and administering professional development funds for the Division

• Reviewed Division travel procedures to ensure appropriate allocation of funds to address all necessary and supplemental staff and administrator travel

• Held one (1) in-person training and created a ‘Voice Thread’ of the training to assist staff in understanding and adhering to travel and budgetary processes and policies

• Reviewed the working procedure on Staff Morale Allocations

Funded by State or Foundation Funds Establish and maintain elevated hiring standards and procedures

• Provide staff training on recruitment practices and fair employment policies

• Provided three (3) trainings to staff and administrators related to recruitment and hiring policy and processes

Provide training opportunities for staff on a regular basis in order to ensure best practices (which focus on student success) are followed

• Provide annual DSA staff trainings based on professional association competencies highly regarded in student affairs - NASPA/ACPA

• Provided the following training opportunities: o One (1) Read/Reflect series (5 meetings) with 15

attendees (competency: Organizational & Human Resources)

o Three (3) webinars with total of 21 attendees (competencies: Advising & Supporting, Leadership, Organizational & Human Resources, Social Justice & Law, Policy & Governance, Student Learning & Development)



• Development of additional trainings specific to Assessment ‘Basics’ for all staff levels

• Facilitate Mid- and End of Year Assessments of the training program by DSA staff in an effort to continuously improve the trainings to more closely meet the needs of staff and to align with professional association competencies

• Created guidelines for budgeting and

administering professional development funds for the Division

o Four (4) optional trainings with total of 45 attendees (competencies: Assessment, Evaluation & Research; Law, Policy & Governance, Organizational & Human Resources)

o Hosted NASPA Virtual Conference for two days with 10 attendees.

o One (1) required DSA staff training with 62 attendees (competency: Assessment, Evaluation & Research, Technology)

o One (1) DSA Staff Retreat with 65 attendees (competency: Leadership, Organizational & Human Resources, Personal & Ethical Foundations)

o Developed one (1) Voice Thread training with two (2) additional pending

• “Assessment Bootcamp” including three (3)-phase training has been designed and is in the process of being developed

• 2015-16 DSA Training Evaluation where staff were asked to rate their knowledge, skills, and abilities in each of the NASPA/ACPA competencies.

• Reviewed Division travel procedures to ensure appropriate allocation of funds to address all necessary and supplemental staff and administrator travel

Prepare staff to effectively plan, lead and offer programs, services, and activities for CSUCI students that support the University mission

• Provide annual DSA staff trainings based on professional association competencies highly regarded in student affairs - NASPA/ACPA

• One (1) DSA Staff Retreat with 65 attendees (competency: Leadership, Organizational & Human Resources, Personal & Ethical Foundations)


In the following tables, an asterisk (*) denotes objectives within the Vice President for Student Affairs office that involve collaborations with other programs, areas or divisions. Provide support for systematic Division-wide assessment efforts

• Provide consultative services for all programs and staff within the Division related to assessment


• Wufoo Form developed to build capacity through individualized consulting in order to enable feedback, training, and technical support to be successful throughout and beyond the life cycle of a project within the DSA

• One (1) CPR completed: Career Development Services

(CDS) • Revised CPR process from a three (3)-phase to a two (2)-

phase model • Revision of CPR Manual and Appendices to ensure that



Objectives Key Strategies/Initiatives Key Data Points Provide high-quality student leadership development opportunities and trainings



Utilize innovative teaching techniques and technology • Expand the use of data collection software within programs and at events

• Expand the use of data collection in daily workflow

• Held one (1) Division-wide training, 2 area staff meeting presentations, and 6 individual staff consultations on Check I’m Here software

• Implemented an electronic appointment request form for the Vice President for Student Affairs in order to provide a confidential means of requesting appointments and increase assessment data around services provided

Assess trainings, programs and services regularly • Facilitate End of Year Assessments of the training program by DSA staff in an effort to continuously improve the trainings to more closely meet the needs of staff and to align with professional association competencies

• New survey developed to focus on individual level of professional competency as defined by ACPA/NASPA (foundational, intermediate, advanced). Survey completed by 82% of staff.




• Assist areas with completing the CPR process for programs and services




• Revision of CPR Manual and Appendices to ensure that programs and services within the Division continue to promote student success effectively and efficiently

Survey/assess students to measure their learning and development

• Assess (at the beginning of each semester and end of AY) the knowledge development of VPSA office Student Assistants in the field of student affairs, various software programs utilized in the VPSA office, and their professionalism

• Designing a process in which students may be assessed on a semester basis through Qualtrics software

• Conduct annual performance evaluations for all office students assistants

Support and reinforce the Division’s core values (collaboration, commitment, diversity, integrity, and excellence) while encouraging a community that enhances learning and development for all staff and students


• Facilitated the nomination and award process for the 2016 – 17 Core Value Awards which recognizes five professional staff members representing each of the Division core values


Objectives Key Strategies/Initiatives Key Data Points Strategically plan and manage resources effectively to create and expand programs and services that support student research and creative activities

• Assist with reviewing and editing grants as well as the budget, assessment and collaborative components

• Consider organizational structure and staffing


• Created the area of Retention, Outreach & Inclusive Student



resources related to increasing access and diversity

• Allocate space resources in accordance with the student need

Services within the Division of Student Affairs


• Provided funding to maintain a temporary position focused on retention, outreach, and inclusion efforts: Special Consultant to the Vice President focusing on Underrepresented Student Populations


• Created plans for the expansion and opening of a new Multicultural Dream Center and Disability Accommodations & Support Services Center

Seek student opinions/feedback for the programs and services they are interested in

• Offer means of assessment and student feedback at required Division trainings for Student Assistants and Graduate Student Assistants

• Offer, monitor and respond to an online feedback form to the campus community

• 199 Student Assistants attended the Divisionwide training/orientation; 80% completed Pre-assessments and 56% completed Post-assessments

• Facilitated the response to seventeen (17)online feedback submissions

Support and reinforce the Division’s core values (collaboration, commitment, diversity, integrity, and excellence) while encouraging a community that enhances learning and development for all DSA staff members and students


• Awarded five (5) awards to professional staff members representing each of the Division core values (Collaboration, Commitment, Diversity, Excellence, and Integrity)

Facilitate dynamic student staff and graduate student experiences




In the following tables, an asterisk (*) denotes objectives within the Vice President for Student Affairs office that involve collaborations with other programs, areas or divisions. University Strategic Priority III: Realize our future


Objectives Key Strategies/Initiatives Key Data Points Strategically plan and manage fiscal and staff resources effectively to create and expand programs and services

• Review the need for new funding, positions, office spaces/centers and request the necessary budget through the annual budget process

• Consider organizational structure and staffing resources related to increasing access and diversity

• Allocate space resources in accordance with

the student need

• VPSA Council met over 100 hours to discuss the most recent DSA restructure which allowed for the reallocation of resources, led to the creation or revamping of programs and services, and planned for location moves in an effort to enhance, align, and create adjacencies among our centers and services in order to better meet the ever-changing and growing needs of our students

• DA leadership participated in more than 7 DSA budget planning meetings during the annual budget planning process alone (October - February) Additional meetings are held within areas to determine their needs

• Created the area of Retention, Outreach & Inclusive Student Services within the Division of Student Affairs


• Provided funding to maintain a temporary position focused

on retention, outreach, and inclusion efforts: Special Consultant to the Vice President focusing on Underrepresented Student Populations


• Created plans for the expansion and opening of a new Multicultural Dream Center and Disability Accommodations



& Support Services Center

Facilitate departmental and area assessment and evaluation to ensure student needs are being met

• Facilitate, as needed, meetings with staff completing the CPR process

• Provide oversight and facilitation of Comprehensive Review Program for areas within the DSA


• Routine consultative meetings held with program staff and various levels and stages of the process






Strategically plan for space needs to accommodate existing and future growth of staff, programs and services

• Collaborate within the Division and with campus partners to determine space needs

• Over the summer, the DSA planned for the moves of 29 staff offices and 13 student centers/services in an effort to enhance, align, and create adjacencies among our centers and services in order to better meet the ever-changing and growing needs of our students

Identify and support grant and alternative funding source opportunities to increase infrastructure capacity

• Collaborate within the Division and with campus partners to determine needs and submit proposals

• Assist with reviewing and editing grants as

• Submitted for Materials Services Facilities and Technology (MSFT) fee funding to renovate Mission Lounge (in Bell Tower East) to make the space more useable, efficient and inviting for students

• Submitted for MSFT fee funding to support the CSUCI Student Emergency Intervention & Basic Needs Program

• Supported in the submission of five (5) grants: Department



well as the budget, assessment and collaborative components

of Boating and Waterways, Educational Talent Search, Migrant Student Leadership Institute, Upward Bound Math and Science, Veterans Upward Bound Program


Objectives Key Strategies/Initiatives Key Data Points Strategically plan and budget to expand our use of technology to maximize the ability to effectively provide programs and services to students

• Ensure areas are budgeting for their technology needs during the budget planning process

• DSA leadership participated in more than seven (7) DSA budget planning meetings during the annual budget planning process alone (October - February); additional meetings are held within areas to determine their needs

• Instituted a computer refresh program within the VPSA office to ensure professional and student staff computers within the area are refreshed in an appropriate manner, while adhering to budgetary allocations

Ensure accurate and timely communication with students

• Employ the use of campus and student global emails

• Distributed approximately fifteen (10) campus global and approximately twenty-five (25) student global messages

• Distributed approximately seventy-five (75)Division-wide messages containing information pertinent to select student populations

Facilitate and encourage the use of technology to improve student and staff learning within and across Division areas and programs

• Provide technology resources in order to support area programs, services, and training

• Facilitate check-out process for members of the Division to utilize technology resources

• Facilitated the utilization of Check I’m Here/Presence resources for 46 events, with a total of 3604 attendees.

• Provided training on Check I’m Here/Presence to the Campus Life and Housing & Residential Staffs along with one Divisionwide training and 6 individual trainings.


• Implemented a new electronic check-out process, which was used 62 times by DSA staff and programs


In the following tables, an asterisk (*) denotes objectives within the Vice President for Student Affairs office that involve collaborations with other programs, areas or divisions. Aim C: Seek, cultivate and steward resources, both public and private

Objectives Key Strategies/Initiatives Key Data Points Collaborate with campus and external community partners to create and expand programs and services for students*

• Assist areas with the acquisition and/or collaboration on grants


Assist staff with obtaining and maintaining alternative sources of funding to support programs and services for students

• Assist areas with the acquisition and/or collaboration on alternative sources of funding

• Submitted for Materials Services Facilities and Technology (MSFT) fee funding to renovate Mission Lounge (in Bell Tower East) to make the space more useable, efficient and inviting for students

• Submitted for MSFT fee funding to support the CSUCI Student Emergency Intervention & Basic Needs Program


In the following tables, an asterisk (*) denotes objectives within the Vice President for Student Affairs office that involve collaborations with other programs, areas or divisions. Aim D: Implement collaborative planning and accountability processes

Objectives Key Strategies/Initiatives Key Data Points Collaborate with the CSUCI community to create and develop policies and procedures for accountability*

• Create procedures for Division-wide initiatives

• Facilitate access to policy and procedure documents

• Assist with the review and creation of policies and procedures for various campus partners

• Created two (2) DSA procedures

• Uploaded twelve (1) DSA procedures i DSA Procedures and Policy webpage (508 compliant documents)

• Proofread/edited all policies under consideration by the President’s Policy & Planning Council

Regularly review the Division’s assessment plans, procedures and policies to enable continuous and ongoing improvement

• Provide oversight and facilitation of Comprehensive Review Program for areas within the DSA




Ensure staff are knowledgeable about and adhere to University and Divisional policies and procedures

• Regularly update staff on new and updated University and Divisional policies and procedures

• Four (4) emails were sent to staff regarding new and updated University and Divisional policies and procedures

Collaborate with CSUCI Institutional Effectiveness to create and evaluate data and benchmarks for student success*

Educate and involve staff in the accreditation process

Provide regular training and reviews to ensure effective and responsible usage of staff and fiscal resources

• Create trainings/workshops for DSA staff

• Created the DSA Budgeting and Management Training

• Presented/offered training to area(s) within the Division

• Meet with DSA staff as needed/requested to provide training

http://www.csuci.edu/studentaffairs/procedures-policies.htm

http://www.csuci.edu/studentaffairs/procedures-policies.htm



• Schedule quarterly meetings to review financial reports

and guidance.

• Held quarterly meetings with Vice President, Associate Vice Presidents, budget analysts, and requisite staff and administrators to review quarterly financials