- 1 Text
- 2 % (3.B.1)Student Support Is Directed at Identified Student Needs
- 3 Standards
- 4 Supporting Documentation
% (3.A.1)The Student Affairs Division at Evergreen
The Student Affairs Division at Evergreen demonstrates a longstanding commitment to collaboration with academic programs, best practices and provision of services to enhance student learning and success. Evergreen’s Coordinated Study Programs have been described as our “best-known and arguably most influential pedagogical vehicle to demonstrate why learning is an all-encompassing experience for Evergreen students”. Because of the centrality of these highly intentional learning communities, Student Affairs staff worked since the College’s inception to imbed support for students as seamlessly as possible into the academic experience.
Partnerships among student affairs professionals and faculty are a cornerstone of our work. They occur through committee work intended to improve teaching and learning at Evergreen as evidenced in the deliberations and recommendations of the “First-Year Experience Disappearing Task Force (DTF) Report and Recommendations (Exhibit 3.1). Teaching and curriculum development partnerships are intentional in our “Beginning the Journey” credit-bearing orientation program offered in Fall quarter (Exhibit 3.2). Other prominent examples of collaborative efforts include “Core Connectors” through which student affairs professionals are attached to first-year student programs and faculty rotation into the office of Academic Advising. Many more examples are included in the balance of Standard 3.
Student Affairs staff also collaborate across campus divisions to maintain a system of safety nets and early warning strategies to provide students with assistance when needed. This network involves faculty, residential life staff, advising, counseling, health services and police services staff.
Consistent with our educational values and aspirations for student learning, the Student Affairs division is committed to the affirmation and celebration of diversity. This is evidenced in the array of services and offices dedicated to diverse populations and perspectives, diversity-awareness workshops and events sponsored by the division, our collaboration with faculty in promoting diverse perspectives in the curriculum and in a staff drawn from diverse backgrounds.
Major accomplishments in the Student Affairs Division since our 1998 reaccreditation include: Technological Improvements (conversion to Banner, substantial improvements to the College Web site and transition to E-mail communication with students); Physical renovations in Housing and implementation of a new meal plan for freshmen in Residential Life and Dining; increased outreach and sophistication in Enrollment Management and Student Recruitment in the face of increasing competition for students; formal election of a Student Government; Intercollegiate Sports expansion and several major upgrades of physical space on campus including the addition of a new building (Seminar (II), Remodel of the Library Building, and plans for a major renovation of the Campus Activities Building. Each of these accomplishments is discussed in greater detail in the remainder of this standard.
Major challenges facing the Student Affair Division include the following topics: Coordination of enrollment planning for graduate and off-campus programs, providing services to students at different physical locations and on different schedules; an increasing number of younger students; support for counseling and health services stretched thin coupled with inability to raise fees due to I-601 limitations; increased numbers of incidents/cases requiring legal interpretation; increasing student/family debt; supporting expansion of Extended Education, Summer School, and a new graduate program (M. Ed.); Library remodel and Seminar I relocation; updating of College Web site.
% (3.A.2)Student Affairs Staffing
Cooperative and collaborative working relationships are the hallmark of Evergreen’s integrated service to students within Student Affairs and across the institution. Student Affairs is responsible for most services to students that support the academic mission of the institution, including academic advising and several auxiliary enterprises. Many student service offices are located in the Library building that is centrally located and also houses the Academic Deans, Provost, President, Human Resources, Business Services, Computing and Communications, and Advancement. For example, Enrollment Services, consisting of Admissions, Records and Registration, and Financial Aid, are located in the Library near business services such as Student Accounts and the Cashier. The divisional visional organization chart is in TBA and reflects the following departments within Student Affairs:
Office of the Vice President for Student Affairs
◘ Athletics and Recreation
◘ Enrollment Services
Registration and Records
◘ Police Services
◘ Residential and Dining Services
◘ Student and Academic Support Services
Access Services for Students with Disabilities
Career Development Center
Counseling and Health Center
First Peoples’ Advising
Gaining Early Awareness & Readiness for Undergraduate Program (Gear Up)
KEY Student Services (TRIO)
◘ Student Conduct
Staffing, Job Descriptions, and Performance Reviews
Since 1998 the staff head count has grown 27%, from 123 employees to 156, primarily due to growth in Counseling Center and Enrollment Services staffing, expansion of the Children’s Center to serve twice as many children, and implementation of the federally-funded Gear Up grant. About 42% of professional staff holds advanced degrees, police officers are fully commissioned, and the Vice President, Vice President’s Executive Associate, and the Dean of Student Academic Support Services hold doctorates. Student Affairs has utilized state allocations, as available, to address compensation compression issues and to generate competitive salaries for exempt staff. A College-wide review of exempt staff compensation is being completed and recommendations are forthcoming. The division is staffed with accomplished professionals who deliver developmentally-based services that enhance students’ academic experience. Brief resumes of the professional staff will be available during the site visit.
Remaining active and current in professional literature and organizations is encouraged and in 2006-07 more than 40 exempt staff participated in a regional or national conference. About 10 individuals served in a leadership role with a professional association while about 20 wrote an article or presented in a professional venue.
Position descriptions for all staff are uniform in presentation and clear in assignments and expectations. These are updated regularly when vacancies occur, or during performance reviews. Classified staff is reviewed annually in accordance with their employment contract and exempt staff must be reviewed every three years per College policy, although supervisors in Student Affairs are expected to administer reviews annually. It is common practice to solicit evaluative feedback from students, faculty, staff in other units and those they supervise. In many instances student staff are also reviewed and provided with a written evaluation of their work performance.
3.A.3: Appropriate policies and procedures for student development programs and services are established. The objectives of each operating component are compatible and support the goals of student services. (Phyllis/Art)
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% (3.A.4) Resource Allocation
Student need and satisfaction surveys as well as principles and standards from professional organizations across functional areas are consulted to assess appropriate support for services. Budget requests are made biannually and vetted with staff in the division and prioritized with the Deans and Directors who report to the Vice President. These requests are incorporated into a systematic institutional budget process in which budget coordinators from the four divisions (Academics, Finance and Administration, Advancement and Student Affairs) review available funding and institutional and divisional needs and priorities to recommend appropriate budget allocations to the President. Student Affairs’ fiscal resources are, in general, adequate and when budget reductions have been necessary or reinvestments have been available Student Affairs has been treated in a manner consistent with other divisions. In recent years, Student Affairs has had autonomy to invest in some initiatives that require “one-time” purchases due to acquisition of indirect cost recovery from a large Gear Up grant. These resources have purchased such items as computer upgrades for staff, equipment upgrades in Police Services, improved software for the Recreation Center, or staffing augmentation in Student Conduct.
Since 1998 every area within Student Affairs except the Athletics and Recreation department has been remodeled and/or expanded or soon will be (Athletics and Recreation is located in the Campus Recreation Center that was built in 1989). In 2000 the Health Center was completely remodeled and doubled in size. The Counseling Center that had shared a space with the Health Center was relocated to another floor of the building. Police Services was also remodeled at that time.
In 2003-04 a new Children’s Center was built that increased the number of children that could be served from 37 to 70. It is now licensed to serve infants as young as six weeks old. The new Center was jointly funded from student activity fees and institutional funds, and replaced the Child Care Center that was located in the oldest building on campus.
In 2005 most of the areas within the Student and Academic Support Services (SASS) were relocated in a newly renovated section of the Library building. The new SASS location is much more student-friendly and includes a reception area for the first time. There is also space within SASS for two federal grants, Upward Bound and Gear Up that had been housed in satellite locations.
Residential and Dining Services issued over seven million dollars in Revenue and Refinancing Bonds in 2006. Of that amount, six million is for housing facilities renovations and upgrades. The projects were begun in the summer of 2006 and will continue through 2009.
Enrollment Services (Admissions, Financial Aid, Registration and Records, and Student Employment) and the Vice President and his staff were relocated to temporary offices in the summer of 2007 while a major renovation of the Library “A wing” is underway. This 18- to 24-month project will provide additional, more useable space to these areas.
In 2006 Evergreen students voted to incur a new student fee to fund a rebuild the College Activities Building. When completed in 2010, the expanded building will have additional space for student organizations, student activities administration and student events; a new student-operated food venue; as well as well as a remodeled bookstore and dining facility. The students voted to incorporate numerous green features in the project. In addition the College Master Plan suggests potential for expansion or renovation of the Campus Recreation Center and possible development of housing for students.
% (3.B.1)Student Support Is Directed at Identified Student Needs
Student Affairs staff provide a number of programs focused on the needs of specific student groups. The following table highlights a sampling of these efforts:
|Entering Freshmen||Beginning the Journey – A College readiness course|
|Core Connectors – Student Academic Support Services staff are attached to first-year academic offerings|
|All New Students||Seminar Savvy – an introduction to what seminars are and effective seminar techniques|
|Conditional Admits||one-on-one advising and orientation for students who have been admitted with a provisional status|
|Student Athletes||comprehensive advising including with emphasis on schedule challenges and focus on areas for program concentration|
|Students on Academic Warning||Advising for students who have received a warning letter to discuss plan of action for returning to “satisfactory” status|
|Students of Color||“Critical Moments” case studies in which students from diverse backgrounds consider leaving the institutions or dropping out because of an incident related to a diversity issue(s)|
|First People’s Advising Services “Peer Education Program” -- provides multicultural programming for students living in the residence halls.|
|Pre-Orientation program (Scholars’ Programs) -- introduces incoming students of color to learning at Evergreen and provides an opportunity for the cohort to develop community.|
|First-generation, Low-Income Students||“Keep Enhancing Yourself” Program (KEY)|
Supporting DocumentationSee Supporting Documentation for Standard Three
- Kuh, G.D., Kinzie, J., Schuh, J.H., Whitt, E.J. & Associates (2005). Student success in college: Creating conditions that matter. San Francisco: Jossey-Bass.