Standard 6: Students
Admissions
Description
SCSU is a mid-sized institution, with a total enrollment of approximately 12,000 students. Undergraduates represent 73.3% of the university's total enrollment, with 26.7% graduate enrollment. The majority of the university's undergraduate students (85%) are enrolled full time, while the majority of the graduate students (69%) are enrolled part-time. SCSU's student body is culturally, geographically, ethnically, and racially diverse, receiving applications from and enrolling students from all 169 cities and towns in Connecticut, as well as 36 states and 39 foreign countries. SCSU is a public institution dedicated to serving the citizens of Connecticut, and as such its enrollment comprises 94% in-state residents, 6% out-of-state residents (including approximately .6% international students). Because 90% of SCSU's graduates live and work in Connecticut, the university plays a significant role in developing the state's workforce.
SCSU is currently implementing a holistic enrollment planning and management program. Undergraduate and graduate enrollment goals are established by the Enrollment Management Council (EMC), a committee representing offices and departments directly responsible for recruiting, enrolling, and retaining students. The EMC develops, implements, and assesses strategies, and monitors progress toward meeting retention and new student enrollment goals. The President and Cabinet review and approve proposed enrollment goals, which include both undergraduate and graduate projections for continuing and new student enrollment.
Undergraduate Admission
In keeping with SCSU's mission, undergraduate admission policies and procedures are designed to ensure that the new student population is ethnically, economically, and geographically diverse. The Admissions Office implements a comprehensive recruitment program focused on both providing access and attracting students from varying backgrounds who have demonstrated a range of talents, aspirations, and abilities that will enhance and enrich the university community.
Although the number of undergraduate students has grown by about 18% over the past decade, the gender mix has remained essentially the same, with approximately 65% female and 35% male students. The percentage of undergraduate students from underrepresented groups - about 19% - was essentially the same from 2005-2009. However, under the new IPEDS definition for this category that was used in 2010, this student population increased to 24%.
SCSU encourages all interested students to apply for admission. The undergraduate Admissions Office makes admission decisions on requests for full- and part-time admission based on a standard set of criteria, with a focus on the applicant's academic preparation and readiness. Set academic criteria include evidence of academic success in a challenging college preparation high school curriculum; rank in senior class; and standardized test scores such as SAT or ACT (international applicants submit the TOEFL to demonstrate proficiency in English). Transfer students must submit prior college transcripts to be considered for transfer admission. The application process is described in the Viewbook, the undergraduate catalog, and the university Website. Students may apply for admission online via the Website. Undergraduate applications are reviewed on a rolling basis two semesters per year (fall and spring). The application process for each student is usually completed within two weeks of receipt of all required admission materials.
The university's undergraduate admission program includes a tier rating system that categorizes applicants into one of three tiers based on standardized test scores and high school GPA. Tier I applicants represent students with the strongest academic credentials. Tier III applicants may need additional academic support in order to be successful at SCSU.
Each year, approximately 120 students are conditionally admitted to the university contingent on their successful completion of a summer "bridging" experience that improves their mathematical and English composition skills and bolsters their confidence to do college-level work. SCSU has two summer enrichment programs to accommodate students who do not meet the academic criteria for standard admission, but show potential to graduate. The Summer Educational Opportunity (SEOP) and Connecticut College Access and Success (ConnCAS) programs each enroll about 60 students per year and run for four weeks during the summer.
SCSU is also an active member of the national "Access to Success Initiative," a collaboration between the National Association of System Heads (NASH) and the Education Trust. This initiative was conceived to address the documented gaps in the admission and achievement of African American, Native American, Latino and low-income students in relation to their European American and more affluent counterparts. SCSU has committed to this initiative and has established an action plan that provides positive academic intervention to struggling and underrepresented minority students. Collected data reveal that SCSU has a 6% gap between the percentage of non-minority high school graduates gaining admission to college (26%) and the percentage of underrepresented minority high school graduates gaining admission (20%). Through employing "Access to Success" program strategies and other support initiatives, SCSU aims to reduce this gap by 50% by 2015. In absolute numbers, this means increasing the number of underrepresented minority students by at least 38. To address the needs of Latino and Native American students, SCSU established a Latino and Native American Student Advancement Task Force, which in June 2011 presented to the Provost its recommendations for strategies to enhance the recruitment and retention of these underrepresented student populations.
The undergraduate and graduate catalogs, distributed to every new student and posted on the university Website, clearly indicate what is required of students to remain in good academic standing and the steps that will be taken if students do not satisfactorily complete their coursework. Information of this type is also made available to prospective students upon request.
Graduate Admission
As the flagship of graduate education in the CSUS, SCSU prides itself on the size and quality of its graduate programs and admits a large number of students who become leaders in a variety of professions, particularly in the health and human services (i.e., nursing, communication disorders, public health, social work, and marriage and family therapy) and education. In fall 2010, 1,000 new full-time graduate students were enrolled at SCSU, an increase of 20 students over the previous year, and 2,188 part-time students were enrolled. Although full-time graduate enrollment has grown significantly over the past decade (by approximately 20%), part-time enrollment has seen an equally significant decrease (approximately 30%) over the same time period, resulting in an overall 20% decrease in graduate student enrollment. The diversity of the graduate student population remained at about 12% from 2005-2009. In 2010, the percentage of students from underrepresented groups increased to about 15% as a result of the new IPEDS definition for this category.
Following the standard graduate admission process adopted by the vast majority of institutions across the country, the university uses a two-stage process that is clearly delineated in the Graduate Catalog. Students initially submit their applications to the School of Graduate Studies, where their documents are reviewed in terms of meeting the minimal requirements for entrance into a graduate program (i.e., undergraduate GPA of 3.0 or higher, completion of an undergraduate degree from a regionally accredited institution in an appropriate major, GRE scores in selected disciplines). Once their files are complete, they are forwarded to the graduate admissions committee for the discipline into which they have requested entrance. Although the criteria that these committees use for evaluating students' applications varies significantly, all committees must review each completed file and make a recommendation to the graduate school as to whether or not the student should be admitted into the program. Then the graduate school notifies students of their official admission into the program. More information is provided in the "Graduate Degree Programs" section of Standard 4.
Appraisal
Providing access and opportunity to prospective students who demonstrate college readiness and preparation and view SCSU as a top-choice institution will continue to be a driving force in the admission process, along with the commitment to attract a diverse student body. SEOP and ConnCAS have yielded positive results in breaking down admissions barriers; offers of admission into these programs increased 14.4% in 2010 from the previous year. SEOP and ConnCAS were enhanced in summer 2011 through Temporary Assistance for Needy Families (TANF) money provided by the federal government. The programs were expanded to include a science and technology component, additional tutoring support, and additional counselors for personal counseling.
Undergraduate enrollment continues to grow, with a 2.1% increase in 2010. While the number of applications, offers of admission, and enrollment yield rates of full-time undergraduate students have increased in recent years, part-time undergraduate and graduate enrollments have been less stable but are essential elements of SCSU's holistic enrollment management program. Embracing the holistic enrollment management program has helped the university focus on initiatives and resources and will allow for more effective budget planning.
The university is currently engaged in a review of the recruitment and admission practices and policies for graduate studies. A comprehensive plan focusing on recruitment, admission, and yield strategies is being developed. In addition, the old graduate admission decision process, in which both the graduate school and department staff contacted students, has been revamped to avoid confusion and miscommunication. The new process promotes greater collaboration between the graduate school and the departments.
Projection
SCSU's enrollment planning and management process allows for the university to set realistic and attainable enrollment goals. Even in these uncertain economic times, the university forecasts that its undergraduate enrollment will remain stable and will likely realize modest 1 to 2% yearly increases as a result of its focus on improving student retention. While part-time undergraduate and graduate enrollments will remain essential components of the enrollment management program, these areas are not expected to increase significantly. Graduate enrollment goals set by the EMC and approved by the Cabinet will be realized through the comprehensive review of current admission policies and practices, the implementation of effective incentive strategies to attract and retain graduate students, and the addition of online and on-ground program offerings. In addition, the School of Graduate Studies, in collaboration with the EMC, will develop a plan to enhance the diversity of its student population.
Retention and Graduation
Description
With the pervasive theme, "student success is our highest priority," which grew out of the strategic planning process, the university community began in 2006 to re-engineer the entire first-year experience for undergraduate students with an eye toward increasing retention and graduation rates, which had remained essentially static for several years. The three essential components, identified and developed by the divisions of Academic and Student Affairs, included: 1) a restructured New Student Orientation (NSO); 2) a sustainable First-Year Experience Program (FYE); and 3) a FYE Academy for faculty who devote a significant amount of their time to teaching and advising first-year undergraduate students
During the two-day NSO, students receive an overview of the university's academic values and expectations and the many opportunities to become engaged members of the SCSU community. Students meet with faculty and advisement center professionals, attend a resource fair to learn about the university's programs and services, and participate in a mock college class led by SCSU faculty. During Parent Orientation, held on the first day of NSO, administrators, faculty, and staff members engage parents in discussions focused on the university's expectations of their children, strategies for supporting their children, and financing their children's education. Feedback received from 142 parents who attended the 2011 orientation sessions indicates that 93% were satisfied with the content and delivery of the sessions.
Building upon the foundation created at NSO, the First-Year Experience Program (FYE) helps new students transition to college life by continuing to educate them regarding academic programs, campus resources, and involvement opportunities. Students connect with fellow students and academic advisers through participation in the required first-year course, INQ 101 and in learning communities.
The FYE Academy was created in 2007 to meet the professional development needs of faculty who teach and advise first-year students. Due to strong collaboration between Student Affairs and Academic Affairs professionals, the FYE/INQ Program is firmly established, and the FYE Academy has become an annual event with follow-up sessions throughout the year. Faculty teaching FYE/INQ courses and Honors College courses, and those teaching linked FYE learning communities, are prime participants.
The FYE Academy provides faculty with training, support, and recognition for their roles as teachers and mentors. A climate of support and teaching excellence is cultivated as participants engage in a two-day workshop that focuses on the unique needs of first-year students, effective pedagogy, team-building exercises, and assisted course preparation time. Faculty convene to share syllabi, assignments, and strategies. In addition to an overview of FYE course objectives and potential assignments, key topics include: university resources, learning theory and developmental stages, facilitating student engagement, teaching with writing and evaluating written assignments, maximizing oral communication and reading assignments, and library support and student research basics.
The three elements - NSO, FYE, and FYE Academy - have contributed to significant gains in retention. SCSU will monitor these data closely over time to determine the impact of these programs on graduation rates. The most recent cohort for which complete data are available (2003-04) shows some improvement over past years.
Appraisal
A common thread of initiatives in the current USP is to improve retention and graduation rates. While SCSU has made institutional progress in improving retention rates (an increase in six-year graduation rates from 37.6% for the 2001 cohort to 42% for the 2004 cohort), the university's four- and six-year graduation rates for first-time full-time freshmen lag behind those of its regional and system peers. SCSU's focus has been on improving retention, especially underrepresented minorities, as there is evidence that these initiatives are working. For example, preliminary analysis of retention rates for ConnCAS shows that, over a 10-year period, the retention rates of ConnCAS students were higher than those of the general student population (first to second year: 79.1% ConnCAS vs. 74.8% overall; second to third year: 58.1% ConnCAS vs. 56.4% overall).
When the FYE program was launched in 2007, the institution could only accommodate about half of the entering 1,200 students in the Inquiry 101 course, fortuitously resulting in an almost perfect experimental model, with an experimental and a control group. Assessing these two populations showed that those in the INQ classes had a first-to-second year retention rate of 80%, while the control group experienced a retention rate on par with the historical average for the institution, 74.7%. Comparison of the two groups also showed that a smaller percentage of students in the INQ course were placed on academic probation at the end of the term, and they reported feeling more engaged in their own learning as shown by increases in their NSSE scores. Beginning fall 2008 and every following year, the retention rate from first year to second year has remained just below 80%. The retention rates from second year to third year and third year to fourth year have also shown significant gains, roughly 4.5% in each of those two years.
The Office of Assessment and Planning conducts assessments of students in the INQ course at midterm and at the end of the term to determine achievement of key outcomes. Data from the 2010-2011 assessment showed that students' scores on three criteria - time management and study skills, knowledge and use of academic and social support services, and academic habits of the mind - all increased significantly from the previous year.
Through the Access to Success Program, the university has identified goals for closing the achievement gap for underrepresented minorities. The first-year to second-year retention rate for African American students is on par with non-minority counterparts. However, there is a 7% gap for Latino students.
The restructuring of NSO has provided incoming students with more time to get acquainted with SCSU prior to the start of their freshmen year and has enabled the university to devote the months of July and August to the recruitment and enrollment of transfer students. Data from a variety of sources (e.g., NSSE, summer session surveys, program review surveys) have indicated that transfer students may experience difficulty navigating university resources.
SCSU has not systematically collected and evaluated data on graduate student progress toward degree completion. Approximately two-thirds of the graduate students at SCSU are part-time students. Many of them are working parents with many responsibilities, causing them to delay program completion. However, the most recent data demonstrate that from 2003 to 2008, about 55% of master's and 70% of sixth-year diploma students completed their programs.
Projection
The recommendations of the special task force established to identify the challenges and impediments for Latino and Native American students will be implemented. For example, a "Senior Prep" program is being formulated to address some of the obstacles that may contribute to delayed graduation for these students. Students will be closely mentored and will be informed of internship opportunities that may lead to jobs, or summer research opportunities that may lead to a graduate assistantship, or simply be coached on the process for applying to the best graduate schools.
By spring 2012, the School of Graduate Studies, in collaboration with the EMC, will develop an admission and retention plan for graduate students.
In fall 2011, the Provost and Vice President for Student and University Affairs will convene a task force to develop and implement a support program for transfer students, including more intensive orientation, robust academic advisement, and increased social supports for better enculturation onto the SCSU community.
Student Services
Description
The mission of the Division of Student and University Affairs is to empower students to reach their full potential by fostering a safe, healthy, and respectful environment, providing programs and services that nurture the intellectual, psychological, physical, cultural, and social development of students, and promoting initiatives that develop citizens who are engaged and effective leaders in the community and the region.
The goals of the Division of Student and University Affairs and all of its programs and services are to enhance the recruitment and retention of students by offering educational, career, and academic support services that aid students' academic achievement and success. The division's activities and programs complement the academic mission by providing opportunities for experiences that promote leadership, civic engagement and community activism; professional and academic commitment through discipline-specific activities; professional enrichment and personal growth through conference attendance and presentations of research; and exposure to intellectual life and cultural opportunities beyond the classroom.
Student engagement provides the foundation for co-curricular learning at SCSU. Students are encouraged to participate fully in the academic and non-academic offerings of the university to create a diverse and well-rounded college experience. In recent years, the term co-curricular has begun to work its way into the culture of the campus, replacing the term extra-curricular in university publications and campus vernacular. This change represents an appreciation on the part of students, faculty, and staff for the importance of a seamless learning environment designed to facilitate student learning and development.
To assess its effectiveness and alignment with the university's mission, attaining the goals of the Division and meeting the learning needs of the student population, all departments within Student and University Affairs recently have begun an assessment process based on the professional standards established by the Council for the Advancement of Standards in Higher Education (CAS). As described in Standard 2, in preparation for the assessment process, division representatives attended the CAS National Symposium in fall 2009 and hosted a day-long assessment workshop in January 2010 featuring Dr. Richard Keeling of Keeling and Associates, LLC. Following the workshop, a work group was formed within the Division to guide and inform the development of student learning outcomes and an overall assessment plan. To further support the assessment process, in the summer of 2010, the Division contracted with a nation-wide assessment company, Student Voice, gaining access to professional advisers and a comprehensive platform for assessment in higher education. The development and implementation of a comprehensive assessment plan across the Division is a work in progress that will be continuously monitored and improved.
One of the most important resources undergraduate and graduate students receive during orientation programs is the Student Handbook. This publication provides a comprehensive directory of student services. The handbook also contains important information on the rights and responsibilities of all SCSU students, including complaint and appeal procedures, policies regarding maintenance and retention of university records, and information on ways to connect to campus life. A wide range of services support academic success; foster the intellectual, cultural, and social development of students; and promote their wellness and safety. The Student and University Affairs Website provides a comprehensive list and description of all services provided. Among the many services available to students are the Disability Resource Center (DRC) and the Tutorial and Writing Centers, housed in the Office of Student Support Services. Students regularly access the academic support services of the Tutorial and Writing Centers and Office of Study Skills Enrichment. In 2009-2010, over 6,000 tutoring/writing sessions were provided to more than 1,400 SCSU students, and nearly 800 students received study skills support in the form of advisement, individual assessment sessions, and workshops. Students with visual, physical, and learning disabilities also have access to assistive computer technology and training through the Center for Adaptive Technology (CAT) to help them achieve their academic goals. Out of the more than 500 students with documented disabilities at SCSU, 200 students have registered with the CAT lab, which has actively served 100 this past academic year.
SCSU offers a variety of co-curricular and community engagement opportunities for students, encourages students to join various service projects, and promotes local, regional, national, and international collaborations. The university provides more than 120,000 hours of student service to the community per year through voluntary participation, internships, and practica. These efforts have been recognized in the U.S. President's Higher Education Community Service Honor Roll for the past three years (2007-2010), reaffirming SCSU's commitment to community service.
The Office of Student Life oversees the activities of all student clubs and organizations, including Greek life, club sports, and social or personal focused groups. Since 2003, the number of SCSU clubs and organizations has increased from 78 to 116. Total membership in all clubs and organizations has grown from 1,289 students to about 2,000 students during the 2009-2010 year. A service office within Student Life also was recently created to support and engage commuter students, who make up the largest percentage of SCSU's student population.
Through regular programming in the residence halls and a rigorous training program for staff members, campus student engagement is strongly encouraged by the Residence Life Program, which provides housing for 2,800 primarily undergraduate students. In the past three years, the Residence Life Office has initiated a complete redesign of all its programs and services. The redesign has incorporated a student development framework that utilizes CAS Standards and the ongoing development of learning outcomes for application to all areas of the program. This framework has proven to be invaluable in the development of more intentionally structured staffing, programming, housing assignments, training, and services to students.
In response to national data on the emerging needs of college-bound students in the areas of health, wellness, and safety, several student services areas within Student and University Affairs have become more closely aligned in recent years. With the arrival of a new Vice President for Student and University Affairs in March 2006, and new Assistant Vice-President and Dean of Student Affairs in July 2008, the concept of a health and wellness cluster was expanded to include the Women's Center, the Disability Resource Center and the Interfaith Office. This clustering of services provides coherence; promotes comprehensive prevention and awareness programs; and provides a forum for collaboration with academic units such as public health, nursing, education, and social work. In addition, this reorganization assures the university's compliance with all relevant state and federal health-related mandates and expands university health education offerings to target audiences such as nontraditional, graduate, women, gay/lesbian/bisexual/transgender, international, and commuter students, and athletes.
Safety continues to be a cause for increased concern among college students and their families. At SCSU, the University Police Department operates under the auspices of the Connecticut State Police using a community policing model. University Police are responsible for crime reports including the Clery Report and have a "Silent Witness" reporting system online. In addition to policing work, the department provides a number of services, including the Law Enforcement and Resident Network (LEARN) program, the Rape Aggression Defense (RAD) Women's Self Defense Program, and the Walking Escort Program.
The Women's Center has recently launched two important initiatives. In 2007, it established a Sexual Assault Response Team (S.A.R.T.) to support student victims of sexual or domestic violence. In 2009, it launched The Men's Initiative, which gives men the opportunity to speak out and act in opposition to sexual assault, dating violence, and emotional/verbal abuse. In addition, the Women's Center was awarded a three-year $498,000 consortium grant funded by the Department of Justice/Office of Violence Against Women (OVW). SCSU is the lead institution, overseeing the successful implementation of the nine-campus, statewide consortium project to end violence against women on college campuses.
For the more than 450 students who are athletes, 19 intercollegiate programs exist through SCSU's Athletic Department, a member of the National Collegiate Athletic Association (NCAA) Division II. In addition, 16 club sports, each created in response to student interest and run by students, allow students to participate in athletic competition without the demands of playing at the varsity level . In collaboration with the Disability Resource Center and FYE, the Athletic Academic Support Program is committed to the academic development of student athletes. In addition, this program assists student athletes in meeting and maintaining NCAA eligibility standards, which often are higher than university requirements. For the fourth consecutive year, the Academic Support Program is able to report new highs in both measures of success, namely grade point average and study table attendance. In fact, the average GPA of student athletes has risen from 2.77 in 2007 to 2.93 in 2011, with a goal to increase the average GPA to 3.0. During 2010-2011, SCSU's student-athletes engaged in over 3,000 hours of community service. In addition, the achievements of our student athletes have continued to be recognized locally and nationally. For example, two student athletes recently won the prestigious CSUS Henry Barnard Award, 161 received conference and national academic awards, 24 were named All-Americans, and one was named a national champion in swimming.
The Student Government Association (SGA) serves as the active voice of all undergraduate students and is involved in virtually all student-centered programming and general activities. The 25-member board promotes the welfare of the undergraduate student body, functioning as a liaison to faculty, staff, and administration and recommending changes in administrative policies for the betterment of students. The Graduate Student Affairs Committee (GSAC), comprised of 20 graduate student officers elected by graduate student representatives from each academic school, is the oversight body for the management and distribution of graduate student fees for graduate student-related programs and activities. In the spirit of shared governance, SGA and GSAC members serve as student body representatives on many university-wide committees.
Student leaders have opportunities to grow and develop their skills through training workshops and leadership conferences held twice a year. In fall 2010, several new undergraduate student scholarships were created by SGA in collaboration with Student and University Affairs to encourage and reward campus leadership, student engagement, and community service.
Departments that deliver programs and support services to students are led by professionals who are well qualified through formal training and work experience to represent and address the needs of students. The Division of Student and University Affairs strongly encourages professional development through attendance at conferences and participation in student affairs Webinars and conference calls, as well as university-wide events that address the unique characteristics and learning needs of the current student population.
SCSU has a comprehensive policy pertaining to the many types of student records that exist within the university. As a state agency, SCSU falls under the record management of the State of Connecticut, Office of the Public Records Administrator, Schedule 5. SCSU's Office of Records and Information Management (ORIM) is responsible for safeguarding the university's official records and informational assets by governing the secure management, access, retention, storage, protection, and disposition of those records.
The Office of Financial Aid and Scholarship (OFAS) administers federal, state, and institutional programs including grants, scholarships, loans, employment, and veterans' benefits to facilitate an affordable education for SCSU students. OFAS conducts business in accordance with a comprehensive procedures manual maintained in the office. Procedures are consistent with guidelines and authority of the CSUS, and guidelines of the National Association of Student Financial Aid Administrators. Financial aid information is delineated on the OFAS Website and in the undergraduate and graduate catalogs. Financial aid documents are available online and in print. Students have access to their financial aid information through their BannerWeb account.
Appraisal
SCSU's wide range of services meets the diverse needs of students. Over the past decade, a number of changes and new initiatives have been implemented to enhance the delivery and quality of services. Several recently completed Master Plan projects have brought physical and technological enhancements to the delivery of student services, including the new Michael J. Adanti Student Center, a facility that houses many student services offices and provides space for student organizations and daily programming events for students; the renovation and expansion of Engleman Hall, the main academic building, where key Student Affairs offices are centrally located, and where New Student Orientation and outreach programming for students regularly take place; and the redesigning of office space within the Wintergreen Building to facilitate the "First-Stop" registration process.
Although facilities renovations and technology upgrades have kept pace with the changing needs of students, several projects that were a part of the university master plan have been put on hold due to budget constraints. These include a new Health and Wellness Center, the Buley Library expansion project, residence hall renovations, and a new student parking garage. More details are available in Standard 8.
Because of the increasing financial needs of our graduate student population, in 2008-2009 SCSU began awarding institutional financial aid in the form of CSUS grants to full-time graduate students. In 2011-2012 SCSU began awarding CSUS grants to half-time graduate students as well. As a result, two initiatives have been implemented: 1) financial aid totaling $600,000 was set aside for graduate students, including those who are half-time; and 2) graduate assistantships were increased up to the maximum allowable by BOT resolution ($9600).
In response to student feedback regarding the registration process, all registration-related offices redesigned their workflow to improve the process, and two new guides were produced to orient students step by step through the process, one for first-year students and one for transfer students. Concomitantly, all registration-related offices were relocated to a centralized area in the Wintergreen building. To welcome students and provide answers to their general questions about the university and its support services, the First-Stop information desk was established near the entrance of the Wintergreen building. In an effort to improve services and better meet the diverse needs of students, satisfaction surveys were distributed to commuter students during spring 2011. Results are being used to expand and improve services and programming for the upcoming year.
In 2008, Career Services launched JOBSs: Job Opportunities Benefiting Southern Students, a comprehensive online job posting and recruitment system. JOBs currently has 34,000 students and alumni registered and 2,300 employers registered. The SCSU Career Fair expanded to a two-day event with the Nursing and Education Career Fair held separately from the General Career Fair. The fairs attract more than 120 employers and 800 students.
In spite of recent budget reductions and a three-year freeze on non-essential new hires, Student Affairs has developed a plan to conduct more assessment of student satisfaction and student learning outcomes; reorganize staffing patterns to streamline the delivery of service to students; and extend hours of operation to better accommodate the diverse needs of students. For example, in October 2008, a new Director of Health Services was hired and a comprehensive program review was conducted by the newly hired director and the Assistant Vice President and Dean of Student Affairs. As a result, a new staffing plan was proposed and a new plan for delivery of student health services was developed. The Health Center continues to operate on an appointment basis; however, urgent walk-ins are accommodated with proper triage. Services are available to students regardless of the type of insurance they carry. As part of the Health Services staffing plan, the Wellness Center was relocated to the Health Center in the summer of 2009.
With the hiring of a new Director of Counseling Services in July 2010, a review of services has been initiated with several changes in the planning or implementation phase. For example, an on-call counselor system is being refined to provide more urgent care and faster response time for students in crisis. A counselor is also now available in the residence halls during early evening hours to provide counseling support to students. In May 2011, a new director of the DRC was hired, and the position was upgraded from coordinator to director to make it equal in rank, qualifications, and salary to the director positions in Counseling Services and Health Services. A review of all programs and services provided by the DRC was launched in summer 2011 to assess the quality of service provided to student with disabilities in one-on-one appointments and to examine the effectiveness of existing systems to deliver reasonable accommodations to students with disabilities.
In January 2009, the Dean of Students formed the Suicide Prevention and Education Task Force to examine prevention, intervention, and post-vention strategies related to student suicide. Areas of need identified by the committee include: more gatekeeper training designed to assist faculty and staff in identifying students at risk; a coherent protocol for response following a student suicide; and more research regarding student attitudes related to suicide and other mental health issues. The Dean of Students Office also published, Helping Students in Distress, a guide that informs faculty and staff of warning signs that a student may be in distress and directs them to the appropriate campus resources for help.
SCSU recently modified policies and procedures for enforcement of the university alcohol policy. Underage drinking and binge drinking continue to be issues of concern on college campuses. Through a contract with Outside the Classroom, all entering students will be required to complete an online assessment and training programs (AlcoholEdu and Sexual AssaultEdu) during the month of August, prior to the start of the fall semester. Discussion of the online experience will be built into the INQ 101 curriculum for fall 2011.
University Police led SCSU's three-year effort to install a campus-wide public address system, completed in October 2010. In April 2010, a security and risk management study was conducted by Security Risk Management Consultants. This audit is assisting the university in developing a master safety and security plan. The LEARN Program has created positive communications with residential students. Incidents of theft in residence halls and on the entire campus dropped by about 50% from 2008 to 2009. Participation in the RAD program has increased, and additional instructors are being trained, while a men's program is under consideration. University Police have received recognition for the past three years from the Connecticut Chief's Association and the State Department of Transportation Highway Safety Division. University Police also has been instrumental in publishing and maintaining a Crisis Management Plan and the campus' Emergency Response Quick Reference Guide.
Projection
Based on student feedback, the university has identified the need to enhance the information, referrals, and services offered through the First-Stop Center. Improved coordination among relevant offices and cross-training of staff will improve services to students. For example, First-Stop Center staff will receive additional training so they can better address student questions related to payment and financial aid issues. The Associate Vice President for Academic Student Services will coordinate the development of a plan to improve communication and staff cross-training.
The Academic Advisement Center (ACC) will conduct more outreach and intrusive advisement for students who are struggling academically. The AAC will expand to all students on academic probation the First-Year Success Program, currently a mandatory intervention for first-year students on academic probation. In addition, the AAC will provide proactive intervention for students whose current GPA is not at the required level for their designated majors. The AAC will utilize online chats, Facebook, text messaging, and online WebEx advising to facilitate more efficient and timely advisement.
The Health Center and the Wellness Center will work with IT staff to improve systems for tracking student health compliance. In fall 2011, a student advisory board will be formed to seek more direct input from the student body regarding recent changes and to determine future program needs.
Recognizing the importance of a student's co-curricular involvement, the Student Life Office is in the process of implementing co-curricular transcripts and expects to begin a pilot program in January 2012, with full implementation by fall 2012. Software purchased from Collegiate Link will enable SCSU to track student participation and service hours, document co-curricular learning via transcripts, centralize and better engage new students, and promote involvement opportunities.
Institutional Effectiveness
SCSU has made great strides in improving its institutional assessment processes and recognizes the need to continue to enhance its evaluation processes with respect to admission and retention of students. The EMC has improved the overall coordination of these efforts significantly by bringing key individuals and offices together to discuss overall admission and retention strategies. EMC's efforts during the past several years have focused largely on the retention of undergraduate students. Although some progress has been made in this area, a more systematic plan is under development to address admission, retention, and graduation rates of both undergraduate and graduate students. Through the work of the EMC, the university will identify more specific goals for admission, retention, and graduation of all students, systematically evaluate outcomes, and use data to improve its processes.
Despite economic conditions and the hiring freeze, SCSU has improved its services, supports, and programs for students over the past five years. Student Affairs has adopted the CAS standards as the basis for assessing its units, reorganized staffing patterns to streamline service delivery, and expanded program offerings and hours of operation to better accommodate the diverse needs of our student body.
