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Developing Tomorrow's Leaders and Preparing Today's Enlightened and

Engaged Citizens

Division of Student Affairs University of Illinois at Springfield

Strategic Planning Document

June 15, 2006

Division of Student Affairs Strategic Planning Document: 6-15-06 1


Table of Contents Table of Contents................................................................................................................ 2

Introduction......................................................................................................................... 3

SWOT Analysis .................................................................................................................. 4

Strenghts ......................................................................................................................... 4

Weaknesses ..................................................................................................................... 4

Opportuniteis................................................................................................................... 5

Threats............................................................................................................................. 5

Division Theme................................................................................................................... 5

Division Vision .................................................................................................................. 5

Division Mission................................................................................................................. 5

Division Goals .................................................................................................................... 6

Collective Department's Mission Statements .................................................................... 7

Strategic Learning/Service Outcomes by Division Goals .................................................. 9

Goal 1: Excellence in Service ............................................................................ 9-24 Goal 2: Student Development.......................................................................... 25-38 Goal 3: Building Community........................................................................... 38-50 Goal 4: Diversity.............................................................................................. 50-56 Goal 5: Organizational & Professional Development ..................................... 56-66 Goal 6: Recruitment and Retention.................................................................. 66-74

Executive Summary .......................................................................................................... 74



University of Illinois at Springfield

Division of Student Affairs

2006 Strategic Plan — — — — — — — — —

Introduction:The University of Illinois and the Springfield campus have just completed and are

currently involved in the implementation of a new and vibrant strategic plan. The UIS campus plan, submitted to President White in January, drew high praise from university administration for its thoroughness and vision. The Student Affairs Division has also recently been highly involved in the process of developing concrete action plans to integrate the plan’s vision into operating practices. These are the crucial steps in ensuring that the plan’s goals are met. This is truly very exciting work and critical to the campus’s and the division’s future success.

To ensure that the Division of Student Affairs’ future is consistent and worthy of its mission that moves forward to excellence, it is essential that it have a comprehensive strategic plan that recognizes the extraordinary changes facing higher education, the opportunities presented by an expanding student body, advancements being made in student recruitment and retention and overall delivery of student services. To this end, the Division has reshaped its vision, mission, and goals statements. In addition, the Vice Chancellor for Student Affairs has directed each unit within the division to shape their program services and outcomes to compliment the new direction for the Division. The collective strategic planning process has ensured that services and programs to students, faculty, and staff are integrated, distinctive, and centered within firm student developmental pillars.

The overall strategic planning framework described in this document reflects the six

pillars of excellence that the Division is striving to achieve; excellence in service, student development, building community, diversity, organizational and professional development, and recruitment and retention. These pillars are seen as the foundation for how to create a brilliant future for the University of Illinois at Springfield.

The intent of this document is to describe and clarify the overall planning framework for

the Division of Student Affairs at UIS. The planning process was interactive and highly participatory from all twenty units within the Division. It is also anticipated that this framework will continue to be refined in the coming months to produce a final, cohesive document by September 1, 2006.

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Strengths, Weaknesses, Opportunities, & Threats (SWOT) Analysis An important step in responding strategically and effectively to the rapidly changing environment facing the Division of Student Affairs at the University of Illinois at Springfield is developing an understanding and appreciation for the external and internal culture within which it operates. This involves an analysis of the strengths, weaknesses, opportunities, and threats (SWOT) facing the Division of Student Affairs. This information can be used to help generate ideas for strategic actions and initiatives that can help structure and focus organizational decision-making. • Strengths:

• The Division is comprised of seasoned student affairs professional that are creative and eager to move the Division through the institution’s transition to a full four-year institution of higher learning.

• The facilities (Housing and Residential Life, Recreation and Fitness Center, University Hall, Cox Children Center, and future Student Center) that are under the supervision of the Division of Student Affairs are state of the art and poised for the growth of the campus.

• The student body attracted and enrolled within the campus is of high academic caliber and geared towards social justice and civic engagement.

• The Division hosts a diverse and comprehensive array of supportive services that enhance the developmental aspects of the student (Health/Counseling, Disability Services, Student Life, Student Government, Volunteer Services, Recreational Sports, Child Care Center, Multicultural Student Affairs, International Student Affairs, and Women’s Center).

• Weaknesses:

• Many departments within the Division are under-resourced for required growth to address the evolving new student population.

• As a fairly new four-year, comprehensive institution, the Division is still in it’s infancy stages of developing a robust student life culture. This cultivation will emerge with a critical mass campus bound students.

• Given the transition to a four-year institution the Division is in initial stages of developing donor relationships that will partner to advance initiatives that enhance services to students.

• As an emerging four-year university the Division as yet has not impacted first year student with viable and intentional first year programming.

• Mixed success in attracting and retaining diverse staff that offers students a progressive campus experience that are rich in best practices from other campuses.

• The ability to provide equitable supportive services to our on-line and commuter students.



• Opportunities:

• The Division, and University as a whole, is new to the four-year experience, and therefore has an opportunity to establish nationally prominent and recognized student affairs programs and services that target the retention and leadership of students.

• The institution’s tradition of public service and extensive experience with experiential learning, the Division is poised to be leaders in cultivating students that are provided opportunities for civic engagement and community outreach.

• The size of the campus fosters an environment for Student Affairs to partner internally and externally to provide diverse programming, services, and resources for our students, faculty, and staff.

• Threats:

• Lack of understanding on the part of the comprehensive university’s acceptance and appreciation of the support role that Student Affairs plays in the overall development and personal maturity of students.

• The eroding of funding at the state and federal levels that supports higher education places added burden on students access to education, and the institutions ability to provide services to student that are proven to enhance their success and retention.

• The competitive environment that higher education finds itself, places pressure on the Division to provide comparable state-of-the-art facilities, programming, services, and fiscal resources as our counterparts.

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Division Theme: Developing Tomorrow's Leaders and Preparing Today's Enlightened and Engaged Citizens

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Division Vision Statement: Student Affairs strives to attract, to enroll, to educate, to serve students, and to produce graduates who are fully prepared to be outstanding contributors to and enlightened citizens within their communities and the larger global society.

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Division Mission Statement: The Division of Student Affairs is committed to inspiring, educating, and supporting students in their efforts to excel personally and academically, demonstrating high levels of integrity, and exhibiting a strong commitment to building a just and equitable world for all people. We support the educational mission of University of Illinois at Springfield (UIS) through supporting faculty and staff in their endeavors to produce graduates that write, speak, think critically, and to become skilled and knowledgeable in their academic discipline. We assist our students in developing a



healthy sense of identity as individuals and as members of a community, placing high value on the ability to thrive both independently and interdependently. At UIS, we place particular emphasis on appreciation of diverse perspectives, ethical leadership, and a commitment to life long skills of civic engagement and social justice. Our core philosophy that drives and empowers our staff to service is the intent to provide the best possible programs and services to students that enable them to accomplish their dreams and realize success in all areas of life. This philosophical theme is encompassed in our division theme: “Developing Tomorrow’s Leaders and Preparing Today’s Enlightened and Engaged Citizens”.

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Division Goals:

Excellence in Service

Holding our programs and staff to excellence in all that we do, Student Affairs respectfully supports students, faculty, staff, and parents with professional care. Our programs, services, and facilities assist students in their transition to campus life and help them to navigate and complete the college experience and to derive the greatest value and pleasure from their time at UIS.

Student Development

Our staff of professionals is committed to the enhancement of student leadership and the cultivation of their civic engagement as citizens. Student Affairs directly supports students' life long development of personal, academic, and social skills.

Building Community

Our strong community partnerships and deep involvement actively engages students and faculty in the larger social system and promotes service learning, social justice and civic engagement. We offer a safe, open, welcoming community that nurtures healthy personal development and a sense of belonging to everyone in the campus community.

Diversity

We work to attract, to hire, and to retain students, faculty, and staff of all backgrounds. Our goal is a rich multicultural environment. Student Affairs emphasizes to its students and staff a diverse, tolerant campus community.

Organizational and Professional Development

The Student Affairs staff exhibits the values we hope students will exhibit. Our staff learns constantly as we serve and works collaboratively with students and colleagues to achieve a shared vision.



Recruitment and Retention

Student Affairs holds a deep appreciation for entire journey that students embark upon during their college career. We are committed to ensuring that staff and resources are aligned appropriately to foster student success at the point of college exploration and recruitment, to the point of college selection and enrollment, and culminating in successful graduation and post graduation planning.

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Department’s Mission Statement: Athletics – Provides a competitive, culturally diverse, gender-equitable sports program, one which will serve as a window to the University in an environment of integrity and equity that enables student/athletes to achieve. Career Development Services - Provides individualized services to educate our diverse student and alumni population, addressing career development and job search needs. Providing professional career counseling and current career guidance resources, CDC promotes a greater awareness of the world of work and the need to view career development as a lifelong process. Counseling Center - Provides supportive services for students and employees. Confidential counseling is provided to address the personal concerns of students and employees in a safe and private environment, counseling and outreach programming that address issues of concern to students including stress and time management, depression, substance abuse, conflict resolution, communication skills and relationship concerns. Cox Children Center - Provides a model of high quality early education and care in a safe, nurturing environment for children of students, employees and community. Disability Services - Provides academic accommodations to students with documented disabilities and to assist students in succeeding in college-level courses by empowering them through a variety of support services. Enrollment Management - Seeks to continuously improve UIS' ability to attract, retain, and graduate students who are seeking a high quality education by providing enrollment services designed to meet the needs of a diverse student body Food Services - Provides quality food, beverage and service at the lowest price possible to meet the needs of the diverse University community. Health Services - Provides cost effective, comprehensive, accessible, professional health care to the campus community and provide preventive services and resources that support participation in health care, enabling individuals to recognize health as a comprehensive state over which they have control.



Housing/Residential Life - Fosters personal & academic growth in each resident, while providing diverse, progressive, collaborative, & reasonably-priced developmental environments integral to their premier public liberal arts education. Also provide exemplary customer service, intentional campus life experiences, & inclusive traditions which support & enhance their residential living/learning communities. International Student Affairs - Provides support services for international students, faculty and staff and for UIS students and faculty interested in studying in another country. Multicultural Student Affairs - The Office of Multicultural Student Affairs is dedicated to developing healthy perspectives of cultural differences through educational, cultural, and social programming activities. The office actively supports student organizations, offers guidance on issues related to diversity, and strives to promote and incorporate an appreciation for the multicultural nature of our society with the collective campus community. The Office of Multicultural Student Affairs promotes intercultural dialogue and other initiatives that encourage respect for and celebration of race, ethnicity, national origin and sexual orientation. Physical Planning and Operations – Provides highly valued service to the campus community. Maintenance and Construction, Facility Services, Building Services, Grounds Maintenance and Administrative Services. Recreational Sports - To provide the best comprehensive recreational sports program by offering quality activities, equipment, facilities, and service for the betterment of body, mind, and spirit to enhance the recreational, educational, and social lives of the UIS community. To aid in the personal preparation of student, professional, and member growth and development by offering quality employment opportunities, continuing education programs, workshops and conferences where personal quality of life and job skills can take place, leadership traits practiced, and characteristics of management and program planning are promoted, emphasized, and enhanced. Student Life - Encourages involvement and provides assistance to students as they become involved in the various co-curricular opportunities and sponsors campus-wide events and activities of interest to students and Springfield community. Student Volunteers, Services, and Civic Engagement - provides services and learning to social justice and civic engagement while fostering responsive, reciprocal partnerships between students, faculty, staff and community. Women Center - The Women's Center works to improve the status of women in higher education at the University of Illinois at Springfield. The Women's Center educates the campus community about gender-related issues, addresses matters of particular concern to women, and promotes a campus climate that is safe, healthy, and respectful of all people. The Center enhances all students' academic experiences by offering information, support, advocacy, referrals, and programming on a variety of gender-related issues.



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Strategic Learning/Service Outcomes by Division Goals

Goal #1: Excellence in Service Statement Describing how the units’ defines Excellence in Service: • Athletics: Excellence in Service is defined by the unit as the ability and willingness to assist

the student, both academically and athletically, with every asset offered by the university at the disposal of the administrators and coaches to provide an environment of learning for student-athletes, coaches and support staff.

• Career Development Center: The Career Development Center creates and implements

effective service standards to all constituents served regardless of their geographic location or special needs through innovative, creative, and quality programs and services working cooperatively with students, alumni, staff and faculty members, recruiters or anyone else interested in working collaboratively with or using the department’s services.

• Counseling Center: The Counseling Center seeks to provide excellence in service by

providing quality counseling services in a private, comfortable atmosphere in a timely manner.

• Cox Children Center: As a program holding accreditation status through the National

Association for the Education of Young Children, our center strives to maintain high standards in all that we do. The Cox Children’s Center supports students, faculty, staff and community families by offering professional early education and care to young children from birth to age 14. As an accredited center, our goal is to maintain low teacher to child ratios, minimize teacher turnover, hire and retain teachers with higher educational levels than those required by the state, and to sustain a high level of professional development through attendance at conferences.

• Disability Services: ODS provides confidential quality support services to students, faulty and staff with documented disabilities which foster an inclusive environment that promotes self-advocacy and functional independence.

• Enrollment Management: Seeks to provide excellence in service by admitting students in a timely manner, providing accurate and up-to-date information, providing courteous and professional service, and assisting students and their families in seeking funding to meet their educational goals.

• Food Services: Food Service will provide quality foods and services in an efficient,

courteous and safe manner while being responsive to the changing needs and desires of our customers. We will provide these services while operating in a fiscally responsible manner.



• Health Services: Our description of Excellence in Service is to be the student health provider of choice for the UIS student community. It is an integral part of that effort to provide cost effective, comprehensive accessible, professional health care to the campus community so that students may pursue their academic careers with minimal interruption from health issues.

• Housing/Residential Life: Housing and Residential Life will provide intentional

educational experiences for students, faculty, staff, and parents. Our programs, services, and facilities assist students in their transition to campus life and help them to navigate and complete the college experience with personal & academic growth. Through our personalized attention, Housing and Residential Life provides services in a courteous, efficient, and effective manner. We work collaboratively with other university offices to provide a holistic orientation to campus whether you are coming to UIS as a first-year student or a well-seasoned graduate. We hire, train, and supervise a team of professional and student staff in which to provide attention to personal growth and educational experiences, as well as assist in the overall management of the organizational structure. We regularly maintain and disseminate updated materials and information to our students and other constituents in a manner that is technologically savvy, as well as available in hard-copy formats.

• International Affairs: Is the point of contact for the campus community for all things international. The office strives to serve the entire campus in this regard both as a resource center and as a reference center for searching out information. International Affairs provides services in a warm, informal but efficient manner that is geared to making students, staff and faculty comfortable and confident that they are receiving the best possible help. Where we are not able to help individuals first hand we work closely with other offices on campuses and with governmental agencies to insure that queries and concerns are handled quickly and efficiently. We actively use our webpage as a service tool and work to keep it up to date and pertinent based upon feedback from students, staff and faculty.

• Student Life: The Office of Student Life will provide a supportive environment to students, faculty, staff and community members. The programs, services and facilities offered will assist and support students in the attainment of their personal and organizational goals.

Strategic Learning/Service Outcome (SLSO) for GOAL #1 by Unit:

• Athletics: SLSO 1: Excellence in Service is defined by the unit as the ability and willingness to assist the student, both academically and athletically, with every asset offered by the university at the disposal of the administrators and coaches to provide an environment of learning for student-athletes, coaches and support staff.



• Career Development Center (CDC): SLSO 1: The Career Development Center creates and implements effective service standards to all constituents served regardless of their geographic location or special needs through innovative, creative, and quality programs and services working cooperatively with students, alumni, staff and faculty members, recruiters or anyone else interested in working collaboratively with or using the department’s services.

SLSO 2: CDC Staff will increase visibility and value to the university and business community by increasing awareness of available programming and services. SLSO 3: CDC staff will be well informed and clearly convey the registration process, applicable fees, policies, legalities, and rights of the constituent to insure the timely and efficient flow of information to constituents.

SLSO 4: CDC Staff will develop/revise and make accessible up-to-date and user-friendly instructional guides and/or provide personal assistance to ease the use of career technology and resources based upon the individual needs of constituents.

• Office of Counseling Center: SLSO 1: The Counseling Center seeks to provide excellence in service by providing quality-counseling services in a private, comfortable atmosphere in a timely manner.

• Cox Children Center:

SLSO 1: Our center will successfully complete the National Association for the Education of Young Children re-accreditation process by the June 30, 2007 expiration date.

Action Step #1: All center staff will be required to attend monthly accreditation focus groups beginning May of 2006. Each meeting will focus on one of the 10 standards for excellence in care. Action Step #2: The center Director will attend and actively participate in a monthly Director support group that will promote community partnership and endorse the importance of quality childcare.

Assessment for SLSO 1: The center Director will conduct classroom observations and provide feedback to teaching staff in regards to areas that require change and/or improvement. We will then distribute, evaluate and summarize questionnaires given to teaching staff and parents.



Assessment Methodology/Instrument: Observation and survey When Assessed: Ongoing and prior to May 31, 2007 Who Administered: Center Director Results/Findings: Prior survey results have

demonstrated a general level of satisfaction.

Recommendations: Continued focus remains on the goal of becoming re-accredited.

Future Actions with Timeline: Staff will meet with NAEYC validators and any recommendations on their part will be implemented.

• Office of Disability Services (ODS):

SLSO 1: ODS provides a clear concise application process that includes equal access to applications, services policies and procedures, which are implemented in a timely manner in a variety of accessible formats.

Action Step #1: Provide all relevant information to the application process in a variety of universally accessible formats including web based, multimedia, electronic versions, hard copy, large print, Braille, ASL and audio to the campus and any community agency that services the needs of the population with disabilities. Action Step #2: ODS will seek support from constituents that contain working knowledge of/for services to those with documented disabilities. Feedback will be utilized to ensure confidential, quality services. Action Step #3: Initial review and resulting accommodation plan will be developed and collaboratively reviewed by the applicant and director of ODS no later than four weeks from submission of application and appropriate complete documentation.

Assessment for SLSO 1: A variety of assessment plans are currently in place in ODS to facilitate equal access to all services at the University of Illinois at Springfield as well as to remediate any issues that may arise throughout the course of the year.

Assessment Methodology/Instrument: Likert survey after every intake;

Advisory committee feedback When Assessed: With welcome letter; At annual meeting Who Administered: Director; ODS Staff Results/Findings: Ease of services, clarity, timeliness and

accessibility Recommendations: Identify areas for improvement, close

gap Future Actions with Timeline: End of each semester; Annually



SLSO 2: ODS provides an appropriated accommodation plan for each qualified individual that registers for services.

Action Step #1: ODS addresses the academic functional strengths and limitations of the disability, based on submitted documentation to establish a service plan that will provide supports when appropriate. Action Step #2: ODS addresses the employment functional strengths and limitations of the disability, based on submitted documentation to establish a service plan that will provide supports when appropriate. Action Step #3: ODS provides all applicants with written documentation, which outlines appropriate accommodations, current policies and procedures.

Assessment for SLSO 2: ODS provides ongoing monitoring to ensure effectiveness of accommodations and accessibility to all services offered at the University of Illinois at Springfield.

Assessment Methodology/Instrument: Satisfaction Survey; Ongoing student

feedback on success of accommodations

When Assessed: End of each term Who Administered: Director/staff Results/Findings: Ease of services, clarity and

timeliness; constituent feedback Recommendations Remediation; as a result of feedback. Future Actions with Timeline: End of each semester

SLSO 3: ODS supports the principle that every person deserves to be treated with dignity and respect, by fostering an environment in which the diversity of each individual is valued and celebrated.

Action Step #1: ODS acts as a campus resource by providing educational opportunities to advance the campus and community’s understanding of disability as a diversity element to ensure that the voice and perspectives of those with disabilities are integrated in decision making and initiatives. ODS supports inclusion by maintaining active participation in campus recruitment and retention efforts, including preview days, transfer and graduation orientation, new faculty orientation, RA training, and program specific workshops. Action Step #2: ODS staff will actively participate in campus committees designed to promote diversity and nurturance through education.



Assessment for SLSO 3: ODS provides an environment that cultivates diverse interests through year long educational campaigns designed to articulate the advantages and challenges of a diverse society.

Assessment Methodology/Instrument: Satisfaction Survey; Campus Climate

Survey; Focus Groups; Workshop Surveys; Event Attendance

When Assessed: At each event; Through out the year; Who Administered: ODS Director/Staff; UIS

Administration; HR Department Results/Findings: Areas that need to be improved and

revaluated Recommendations: Improve services, close gap Future Actions with Timeline: End of each semester

SLSO 4: ODS promotes functional independence by educating students, faculty and staff on their rights, responsibilities and the resources available to them; empowering them to be self-advocating members of the UIS campus and community.

Action Step #1: ODS will provide ongoing training in life skills and problem solving development to promote functional independence. Action Step #2: ODS collaborates with campus and community agencies to provide access to local resources, including career and employment options. Action Step #3: When indicated, ODS participates in IEP specific accommodation and transition planning events for high school students with disabilities who express an interest in UIS. Action Step #4: ODS will participate in active recruitment by collaborating with the office of enrollment management to ensure that information is disseminated to all students with special needs who express interest in UIS.

Assessment for SLSO 4: A variety of assessment plans are currently in place in ODS to facilitate functional independence in the classroom and workplace environments for those with documented disabilities.

Assessment Methodology/Instrument: Satisfaction Survey When Assessed: Paper electronic Who Administered: Director/staff Results/Findings: Ease services, clarity and timeliness Recommendations: Areas that need to be improved and

revaluated Future Actions with Timeline: End of each semester



• Food Service:

SLSO 1: Food Service will never accept that excellence in service is achieved. The standard for excellence is raised as the hospitality industry is evolving with new techniques, products and standards. Food service will constantly introduce new menu items and methods to maintain and improve customer satisfaction.

Action Step #1: Introduce new menu items each semester to keep the menu selection “fresh” for our on campus residents, staff and faculty. Action Step #2: Work with clients utilizing the conference rooms in the PAC to develop menus and food service that meet their unique needs. Action Step #3: Revise bid specifications at least yearly to obtain quality products to meet the diverse needs of the campus community. Action Step #4: Provide the staff with the knowledge to serve and create quality menu items within a safe production environment.

Assessment for SLSO 1:

Assessment Methodology/Instrument: Customer Requests, Correspondence & Surveys; Dept. of Public Health Inspection Reports; University Surveys

When Assessed: Assessed when customer correspondence received; surveys returned and analyzed; inspections completed.

Who Administered: Administrators and Executive Chef Results/Findings: Assess menu and services as well as

safety issues to see if goals are being achieved.

Recommendations: Constantly work to provide excellent service to the University community by revising operations based on the assessment instruments.

Future Actions with Timeline: Do surveys every six months of residential students required to purchase a meal plan.



• Health Services: SLSO 1: Students will be able to make appointments convenient for their academic schedule.

Action Step #1: Open Access appointments will be expanded to 5 days a week. Action Step #2: Students will be able to make same or next day appointments. Action Step #3: Appointments will be more triaged effectively through the addition of the new Registered Nurse Position, which will start June 19.

Assessment for SLSO 1: Receptionist at front Desk will distribute evaluation forms at the time of each appointment. Forms will be placed in each exam room so that students have easy access to them. Students can return them anonymously via campus mail or U.S. Postal Service or can put the in the suggestion box outside the door or hand them to the receptionist if anonymity is not an issue. Evaluation questions will include questions on the length of time it took to make an appointment and how long they were required to wait in the reception area prior to their appointment.

Assessment Methodology/Instrument: Evaluation form questions regarding

length of time before an appointment was obtained, and whether this met student’s need.

When Assessed: At the time of visit, returned at student’s discretion.

Who Administered: Self administered Results/Findings: Assess if students are able to make

timely appointments and whether it was at a convenient time.

Recommendations: Identify timeliness of scheduling appointments and evaluate methods of improvement.

Future Actions with Timeline: Discuss and evaluate scheduling and how to improve them at the end of each semester.

SLSO 2: Health care provided in the Campus Health Service will meet standards of practice guidelines.

Action Step #1: Staff credentials (licenses, certifications) will be current. Action Step #2: Professional staff will be required to attend a minimum of 1 continuing education program per semester.



Action Step #3: Staff will attend one in-service meeting per semester regarding changes in practice standards. Additional meetings will be held as needed.

Assessment for SLSO 2: The Director will evaluate credentials annually and will obtain copies of certifications, licenses, etc. and maintain them in a file. Continuing education programs certificates will be submitted to the Director after each program and will be maintained in a file. The Director will develop a curriculum for in-service meetings according to staff needs and current issues.

Assessment Methodology/Instrument: Checklist for credentials and

continuing education. In-service meeting list.

When Assessed: April of each year and at the end of fiscal year.

Who Administered: Director Results/Findings: Assess whether credentials are

current and whether certificates have been submitted.

Recommendations Identify whether additional credentials are required and whether continuing education goals are met.

Future Actions with Timeline: Implement whether standards of practice have been met and if not, how best to meet those.

SLSO 3: Cost of supplies and equipment will be evaluated and a determination will be made concerning whether or not our costs are as equitable as possible for students.

Action Step #1: Annual review of other Illinois State University Health Care Centers will be undertaken through the Illinois College Health Care Professionals meetings. Action Step #2: Informal review of other U.S. University Health Care Centers intermittently during the year will be done. Action Step #3: Annual review of costs for services will be done with adjustments made in accordance with vendor costs and charges at other Universities.

Assessment for SLSO 3: Director and any increase will do informal review or reduction in cost to students will be made at the end of each fiscal year. In the event that there is an unexpected large change in vendor price on any item, adjustments may need to be made during the year.



Assessment Methodology/Instrument: Informal review of costs at other universities with comparisons to our costs and charges.

When Assessed: Quarterly through Illinois College Health Care Professionals; annual review of costs.

Who Administered: Director Results/Findings: Assess if costs are increasing or

decreasing and whether adjustments need to be made.

Recommendations: Identify whether CHS budget can bear increase costs or whether it should be passed to the user of the service.

Future Actions with Timeline: Evaluate and implement best cost changes annually.

• Housing and Residential Life:

SLSO 1: Residents will be knowledgeable and comfortable while navigating the university systems and processes.

Action Step #1: Provide appropriate orientation to campus life, as well as Housing by utilizing professional and student staff to introduce and present on relevant topics. Action Step #2: Provide regular updates to students and parents regarding University happenings, Housing events and expectations, and Student Life activities through the use of e-mail, the Housing website, and other printed media. Action Step #3: Set regular goals for resident assistants to meet and maintain relationships with their residents.

Action Step #4: Incorporate access to information and processes to meet the needs of our students at most times of the day and week beyond the regular work schedule.

Assessment for SLSO 1: Several evaluations and assessments are already in place through Housing and other University offices to determine if students are finding their way easily through the processes of the university.

Assessment Methodology/Instrument: EBI/ACUHO-I Student Survey When Assessed: April Who Administered: Professional Staff through EBI Results/Findings: We have found over time that our RA

Staff have delivered effective Information and provided good



opportunities for Participation. However, we have noted that maneuvering through the Room Assignment process has been noted as a moderate performer.

Recommendations: We will need to continue to review our processes in Housing to determine the timing and ease of completion. It is important that we persist in the development of programs and information materials to assist our students and their parents.

Future Actions with Timeline: We will be developing an evaluation to coincide with the fall and spring orientations for new students. We are unfamiliar with our performance in these areas and therefore are unable to provide any information on the effectiveness of the orientations.

SLSO 2: Residents will expect to continue living in campus housing and using the facilities available to them.

Action Step #1: Provide facilities that are clean, well maintained, and an affordable price. Action Step #2: Prepare a smooth process in which students can contract from the beginning of their residency while renewing during the spring semester their upcoming year contract. Action Step #3: Make available flexible spaces that can be used for event programming, studying, and meetings.

Assessment for SLSO 2: University Housing and Residential Life are able to track retention, space usage, and maintenance repairs through multiple reports kept over the last 5 years of our operation. Through the current assessment tool, we are able to determine a resident’s satisfaction in terms of facilities, service, and contract length.

Assessment Methodology/Instrument: EBI/ACUHO-I Student Survey and

Housing Reports When Assessed: April and regularly prepared reports Who Administered: Professional Staff through EBI,

professional staff preparing data Results/Findings: We have found that our retention rate



is generally good. It has been noted through EBI feedback and student regular feedback that maintenance attention will need to be addressed in a more timely manner.

Recommendations We will need to continue to review our processes in Housing to determine the timing and ease of completion. It is important that we consider adding future staff to attend to maintenance and facility needs.

Future Actions with Timeline: We will be developing an evaluation to determine the usefulness of our amenity spaces.

SLSO 3: Students, staff and faculty studying/working at UIS on a non-immigrant visa will be confident that they are receiving accurate and timely information related to their non-immigrant status. Additionally the cultural and academic adjustment of new non-immigrant international students to life in the USA and at UIS will be relatively smooth.

Action Step #1: Information related to non-immigrant visas will be posted on the department webpage and will be available as printouts. Action Step #2: All new non-immigrants will meet the staff of the office either individually or during our orientation programs offered at the beginning of each semester/term. Information related to their non-immigrant status will be covered to the satisfaction of all parties to ensure that there are no misunderstandings about government regulations. Action Step #3: The office will send out, electronically, regular reminders related to non-immigrant responsibilities and on changes in federal regulations that affect non-immigrants.

• Office of International Affairs:

SLSO 1: Students, staff and faculty studying/working at UIS on a non-immigrant visa will be confident that they are receiving accurate and timely information related to their non-immigrant status. Additionally the cultural and academic adjustment of new non-immigrant international students to life in the USA and at UIS will be relatively smooth.

Action Step #1: Information related to non-immigrant visas will be posted on the department webpage and will be available as printouts.



Action Step #2: All new non-immigrants will meet the staff of the office either individually or during our orientation programs offered at the beginning of each semester/term. Information related to their non-immigrant status will be covered to the satisfaction of all parties to ensure that there are no misunderstandings about government regulations. Action Step #3: The office will send out, electronically, regular reminders related to non-immigrant responsibilities and on changes in federal regulations that affect non-immigrants.

Action Step #4: Workshops will be presented by the office related to non-immigrant issues as well as domestic issues such as taxes, driver’s licenses, and legal rights. Action Step #5: The Office will coordinate a student focus group, which will meet once or twice a year to review a short list of issues. Action Step #6: An International Student Advisory Council (ISAC) will be established to replace the defunct International Student Association executive committee to provide advice on policies, promote programming and help develop recruitment strategies for new international students.

Assessment for SLSO 1: International Affairs will conduct surveys at the conclusion of each orientation program and workshop and will distribute a general survey of student satisfaction at the end of each spring semester. Staff and faculty will be asked for their feedback in a more informal manner, as their numbers are very small. Minutes and proposals from the focus group meeting(s) and ISAC meetings will be reviewed by the Office staff and their immediate supervisors.

Assessment Methodology/Instrument: Surveys prepared by the Office of

International Affairs. When Assessed: At the conclusion of each orientation

program and at the end of each spring semester.

Who Administered: Director Results/Findings: We have found that our webpage is a

critical source of information for our students. They have also indicated that they find our office a friendly and helpful source of information.

Recommendations: We will continue to keep our webpage as up to date as possible and to work on making it easily accessible and navigable.

Future Actions with Timeline: Based upon orientation survey results we will modify the following



orientation program accordingly. Similarly, we will use the student satisfaction survey conducted each spring to develop an action plan for the fall semester.

SLSO 2: Students interested in studying abroad will find all the information they need to pursue their study plans at the Office of International Affairs.

Action Step #1: Information related to study abroad will be posted on the department webpage and will be available as printouts. Action Step #2: The Office study abroad resource center will be kept up to date. Information in the resource center will include, but not be limited to, policies and procedures related to study abroad, application material, guides to choosing study abroad programs, and flyers and brochures on UIS study programs as well as programs offered by other universities and agencies. The center also has a computer and printer, which can be used to search for study abroad programs. Action Step #3: All students interested in studying abroad will meet with staff in the office to go over their student plans and to process their applications. Action Step #4: The Office will conduct information sessions related to study abroad in general and for specific programs, periodically each semester.

Assessment for SLSO 2: Satisfaction surveys will be administered at the conclusion of each information session. Returning students will be interviewed during debriefing sessions conducted upon their return to campus. When the Director or other faculty/staff visit, exchange partners and affiliates where and when we have students, studying therein those students will be contacted and interviewed about their experience to that point. A student subcommittee of the Global Experience Committee will be established to provide advice and support for study abroad policies, procedures and programming. Both the subcommittee and committee will be engaged in discussions related to study abroad development.

Assessment Methodology/Instrument: Satisfaction survey. When Assessed: At the conclusion of information

sessions. Who Administered: Office staff Results/Findings: Will be reviewed by office staff. Recommendations Will be made based upon findings. Future Actions with Timeline: Structure, location and regularity of

information sessions will be determined each semester based upon survey results.



SLSO 3: Office will work with faculty and staff to develop and support short-term, summer and semester/year long study abroad programs.

Action Step #1: Development of university wide policies and procedures related to UIS study abroad programs. Action Step #2: Dissemination of policies of procedures through College Deans and Department Chairs.

Action Step #3: Information on policies and procedures also posted on Office webpage.

Action Step #4: Office will provide support for faculty and staff leading study abroad programs: advertising/recruiting; application file maintenance; information and orientation programming; budgets and accounts; program assessment.

Assessment for SLSO 3: Office will work with the Global Experience Committee and Student Study Abroad subcommittee to assess faculty/staff needs. Office will administer a satisfaction survey at the conclusion of each UIS study abroad program.

Assessment Methodology/Instrument: Meetings with the Global Experience

Committee and the Student Study Abroad Subcommittee. Satisfaction surveys administered at the conclusion of each study abroad program

When Assessed: Committee reports will be generated twice per semester. Surveys will be administered at the conclusion of each study abroad program.

Who Administered: Office staff Results/Findings: Will be reviewed by the Program

Director in consultation with the Global Experience Committee and Student Study Abroad Subcommittee.

Recommendations: Will be made based upon Committee and Subcommittee discussions.

Future Actions with Timeline: Major decisions will be made one-year out. Issues related to immediate areas of concern will be dealt with as soon as possible.



• Office of Recreational Sports: SLSO 1: Providing the best comprehensive recreational sports program for the UIS students, Recreational Center Members, and when possible UIS/Non-UIS community at- large.

Action Step #1: The Campus Recreational Sports Office shall offer quality activities, equipment, facilities, and service. Action Step #2: Provide quality equipment for use in a usable, safe, and user friendly manner. Action Step #3: Provide facilities that are safe, clean, and secure. Action Step #4: Provide service that is prompt, friendly, helpful, and respectful

Assessment for SLSO 1: Office will use its annual report for assessment.

Assessment Methodology/Instrument: Department annual report When Assessed: Who Administered: Assistant Director Results/Findings: Recommendations: Future Actions with Timeline:

• Office of Student Life:

SLSO 1: Student Life policies and procedures for student life/student organization events will be well established

Action Step #1: Student Life policies and procedures for student life/student organization events will be well established. Action Step #2: Student Life policies and procedures for student life/student organization events will be promoted and explained and students and UIS community members will be familiar with them and know where to find this information when they need it. Action Step #3: The Student Life staff will be knowledgeable about student life and student life events and will respond to all members of the UIS community in a helpful and professional manner.



Goal #2: Student Development Statement Describing how the units’ defines Student Development: • Athletics: Our Intercollegiate Athletics Staff is committed to the enhancement of the

student-athlete with regards to the core values of the National Association of Intercollegiate Athletics (NAIA): Respect, Responsibility, Integrity, Servant Leadership and Sportsmanship. The Intercollegiate Athletic Department fully embraces the development of the student-athlete’s personal, academic and social skills.

• Career Development Center: Students, alumni and other constituents will develop

enhanced self-knowledge related to career choice and work performance by identifying, assessing, and understanding their competencies, interests, values, and personal characteristics.

• Counseling Center: The Counseling Center promotes student development by helping

students learn ways to maintain a healthy lifestyle and effectively cope with life’s difficulties. • Cox Children Center: Our staff of professionals is committed to assisting student parents in

their educational pursuit by offering high quality care and education to their children while they attend class and/or work.

• Disability Services: ODS fosters an environment that supports self-advocacy, functional independence, and intellectual growth, through effective communication, realistic self-appraisal and leadership development.

• Enrollment Management: The Office of Enrollment Management will foster student independence and create an environment in which students learn responsibility by following established institutional deadlines, as well as institutional, federal and state policies and procedures.

• Food Services: Food Service will assist in the development of students by providing a

diverse selection of culinary items that reflect the cuisines of the multi-cultural campus and by providing employment opportunities with flexible hours to contribute to their knowledge of business practices while enhancing their financial status.

• Housing/Residential Life: Housing and Residential Life staff is strongly committed to

promoting student learning and development which is purposeful and holistic in nature. Students are provided a positive environment, which fosters the achievement of personal and educational success. Our programs and policies support and enhance positive student development, thereby allowing students to succeed as positive and productive citizens as a result of their overall residential campus experience. Through educational programming that is passive or participatory in nature, Housing and Residential Life staff offers positive learning opportunities that foster the development of the



student. Housing staff participate in positive student development by role modeling and demonstrating effective characteristics of leadership and productive lifestyles. We offer and encourage opportunities for student growth by immersing our residents in a campus community marked by inclusion, support and respect for differences. Housing policies and procedures are specifically designed to provide accountability, due process and allow for personal and civic growth through educational sanctions. Housing staff utilize various student development theories, which allow for purposeful and collaborative learning and develop the student as a whole.

• International Affairs: Office of International Affairs will work with students to develop leadership skills, intercultural communication skills, and academic and career advancement skills.

• Recreational Sports: To aid in the personal preparation of student’s growth and

development by offering quality employment opportunities, continuing education programs, workshops and conferences where personal quality of life and job skills can take place, leadership traits practiced, and characteristics of management and program planning are promoted, emphasized, and enhanced.

• Student Life: Through their involvement in student organization and student life events,

students will gain an understanding of themselves and their leadership abilities; develop effective interpersonal relationships with other students and members of the campus community;


• Athletics:

SLSO 1: Athletic administrators, coaches and support staff will assess the student-athlete’s personal, academic and social skills strengths and weaknesses to explain how they influence the student-athlete’s decision-making

• Career Development Center:

SLSO 1: Students, alumni and other constituents will develop enhanced self-knowledge related to career choice and work performance by identifying, assessing, and understanding their competencies, interests, values, and personal characteristics.

Action Step #1: Administer and interpret vocational assessments to help improve self-knowledge related to competencies, interests, values, and personal characteristics. Action Step #2: Provide counseling on strengths and weaknesses based upon feedback from sources including personal and professional contacts, academic performance, and assessments.



Action Step #3: Provide educational information and/or online resources to be reviewed, completed, and discussed to assist in identifying world of work themes relative to competencies, interests, values, and personal. Action Step #3: Provide worksheets/and or administer card sorts as a tool to identify knowledge, skills and accomplishments already obtained via formal education, work experience, community service and volunteer experiences.

Assessment for SLSO 1: Career Counselor/Advisor will ask client to rate self on Likert scale regarding Career Checklist questions relevant to Stage I (self-knowledge) of career counseling/advising process. Career Counselor/Advisor will ask same questions at end of counseling/advising session. Each subsequent session same process will be followed asking checklist questions pertaining to content of sessions. Note: Only relevant Career Checklist questions will be introduced and asked according to session content. The data will then be aggregated and analyzed each semester to determine whether the clients’ level of self-knowledge increased, decreased, or remained stagnate.

Assessment Methodology/Instrument: Career Counseling Checklist using

Likert Scale/Pre-test/Post-test When Assessed: Initial counseling session: beginning

and prior to leaving; subsequent sessions: prior to leaving

Who Administered: Career Counselor/Advisor Results/Findings: Assess if information and tools used

are increasing, decreasing, or remaining stagnant the constituent’s self-knowledge

Recommendations: Identify most effective tools and practices for counselors/advisors to use in “typical” and “atypical” scenarios

Future Actions with Timeline: Evaluate, discuss, document and implement best career counseling/advising practice methods at the end of each semester.

SLSO 2: Students, alumni and other constituents will develop and obtain educational and occupational information to aid career and educational planning and to develop and understand the world of work; will select personally suitable academic programs and experiential opportunities that enhance future educational and employment options; will link with alumni, employers, professional organizations, and others who can provide opportunities to develop professional interests and competencies, integrate academic learning with work, and explore future career possibilities.



Action Step #1: Educate students and provide linkages to resources and contacts to gather career information from alumni, employers, faculty, professional organizations and others. Action Step #2: Assist students with experiential learning resources and opportunities such as informational interviewing, job shadowing, internships, externships, and part-time positions. Action Step #3: Counsel students in identifying the connection between their major and job titles of interest.

Assessment for SLSO 2: Career Counselor/Advisor will ask client to rate self on Likert scale regarding Career Checklist questions relevant to Stage II (career exploration) of career counseling/advising process. Career Counselor/Advisor will ask same questions at end of counseling/advising session. Each subsequent session same process will be followed asking checklist questions pertaining to content of sessions. Note: Only relevant Career Checklist questions will be introduced and asked according to session content. The data will then be aggregated and analyzed each semester to determine whether the clients’ level of self-knowledge increased, decreased, or remained stagnate.

Assessment Methodology/Instrument: Career Counseling Checklist using

Likert Scale/ Pre-test/Post-test When Assessed: Beginning of Stage II counseling

session(s): beginning and prior to leaving; Subsequent sessions: prior to leaving

Who Administered: Career Counselor/Advisor Results/Findings: Assess if information and tools used

are increasing, decreasing, or remaining stagnant the constituent’s self-knowledge

Recommendations Identify most effective tools and practices for counselors/advisors to use in “typical” and “atypical” scenarios


SLSO 3: Students, alumni, and other constituents will prepare for finding suitable employment by developing job-search skills, effective candidate presentation skills, and understand the fit between their competencies and both occupational and job requirements; will seek desired employment opportunities or entry into appropriate educational, graduate, or professional programs.



Action Step #1: Provide constituents with up-to-date resources and education opportunities related to interviewing such as workshops, mock interviewing, networking, career fair, and other special events. Action Step #2: Counsel constituents in the development of job search strategy/plan. Action Step #3: Advise in the identification of resources for employment opportunities and/or graduate and professional programs. Action Step #4: Post employment, internship, fellowship, and scholarship opportunities on UIS-Success.

Assessment for SLSO 3: Career Counselor/Advisor will ask client to rate self on Likert scale regarding Career Checklist questions relevant to Stage III (job search/graduate school preparation) of career counseling/advising process. Career Counselor/Advisor will provide survey to constituent at the end of counseling/advising session.

Assessment Methodology/Instrument: Exit Survey using Likert Scale When Assessed: Last session Who Administered: Counselor/Advisor Results/Findings: Assess usefulness of information and

tools provided - increased, decreased, or remained stagnant the constituent’s knowledge in the job search graduate school prep. process

Recommendations: Determine most useful information and tools used by counselors/advisors


• Counseling Center:

SLSO 1: The Counseling Center promotes student development by helping students learn ways to maintain a healthy lifestyle and effectively cope with life’s difficulties.

• Cox Children’s Center:

SLSO 1: Our staff of professionals is committed to assisting student parents in their educational pursuit by offering high quality care and education to their children while they attend class and/or work.



Action Step #1: Student parents are given priority on our waiting list, and every effort is made to enroll their children. Action Step #2: Constant attention to campus wide growth is considered and appropriate changes are made when necessary (i.e.: addition of infant program and school age summer camps).

Assessment for SLSO 1: The center maintains a waiting list, which is evaluated weekly, with preference given to students of UIS.

Assessment Methodology/Instrument: Waiting list When Assessed: Weekly Who Administered: Chief Clerk/Director Results/Findings: The majority of students on the list

are currently being served. Recommendations: To update our current publications. Future Actions with Timeline: We will need to continue to evaluate

to determine if all students can be served as the campus population expands.







Assessment Methodology/Instrument: Likert survey after every intake; Advisory committee feedback

When Assessed: With welcome letter; At annual meeting

Who Administered: Director; ODS Staff Results/Findings: Ease of services, clarity, timeliness

and accessibility Recommendations: Identify areas for improvement, close















• Office of Enrollment Management:

SLSO 1: The Office of Enrollment Management will foster student independence and create an environment in which students learn responsibility by following established institutional deadlines, as well as institutional, federal and state policies and procedures.

• Food Services:

SLSO 1: Food Service will assist in the development of students by providing a diverse selection of culinary items that reflect the cuisines of the multi-cultural campus and by providing employment opportunities with flexible hours to contribute to their knowledge of business practices while enhancing their financial status.

Action Step #1: Food Service will provide information on an easily accessible web page that includes topics such as meal plans, hours of operation, daily specials, weekly menu offerings and catering services. Action Step #2: Food Service will post educational information on the web site concerning some of the menu items featured each week. Also, at each operation, contact information will be posted so that students can provide input into the operation. Action Step #3: Food Service will conduct surveys to assist in determining the student preferences for operational hours, menu selection and any other issues identified during the academic year. Action Step #4: Utilize student’s knowledge of their cuisines to enhance & improve the authenticity of our ethnic menu selections.

SLSO 2: Food Service will offer student employment opportunities.

Action Step #1: Food Service will post employment opportunities at the student employment office each semester based on operational needs.



Action Step #2: Food Service will provide training and supervision to the students to expose them to job requirements and expectations within the hospitality industry. Action Step #3: Food Service will be flexible in accommodating the student employee by varying their work schedule based on academic demands.

Assessment for SLSO 2: Students will be exposed to a diverse selection of culinary items and have the opportunity to impact menu offerings to the campus. Flexible employment opportunities will be available to enhance their knowledge of the hospitality industry as well as assist in meeting their financial needs.

Assessment Methodology/Instrument: Customer Requests, Correspondence

& Surveys; Menu sales analysis; When Assessed: Assessed when customer

correspondence received; surveys returned and analyzed; daily/monthly/bi-yearly sales review of menu items.

Who Administered: Administrators and Executive Chef Results/Findings: Assesses menu and services issues to

see if goals are being achieved. Recommendations Constantly work to provide student

development opportunities by revising operations based on the assessment instruments.

Future Actions with Timeline: Do surveys every six months of residential students required to purchase a meal plan. Evaluate student employees each semester and develop merit increases based on attendance and performance.


SLSO 1: Housing and Residential Life staff are strongly committed to promoting student learning and development which is purposeful and holistic in nature. Students are provided a positive environment, which fosters the achievement of personal and educational success. Our programs and policies support and enhance positive student development, thereby allowing students to succeed as positive and productive citizens as a result of their overall residential campus experience. Through educational programming that is passive or participatory in nature, Housing and Residential Life staff offers positive learning opportunities that foster the development of the student. Housing staff participate in positive student development by role modeling and demonstrating effective characteristics of leadership and productive lifestyles. We offer and



encourage opportunities for student growth by immersing our residents in a campus community marked by inclusion, support and respect for differences. Housing policies and procedures are specifically designed to provide accountability, due process and allow for personal and civic growth through educational sanctions. Housing staff utilize various student development theories, which allow for purposeful and collaborative learning and develop the student as a whole.


SLSO 1: Successful student-sponsored events. Assessment for SLSO 1: Successful cultural adjustment of international students at UIS and UIS students studying abroad.

SLSO 2: Successful completion of studies and transition to a professional career or further degree program for international students and successful identification and participation in study abroad programs by UIS students.

• Office of Recreational Sports:

SLSO 1:

Action Step #1: Provide quality student employment opportunities within the department. Action Step #2: Provide opportunities for attendance at state, regional, and/or professional/student workshops and conferences. Action Step #3: Provide in-service staff training quarterly.

• Office of Student Life: SLSO 1: Students will gain a better understanding of themselves, their values and their leadership abilities.

Action Step #1: Students will be encouraged to attend, and to become involved in, the various student life and student organization events and activities. Action Step #2: In addition to the significant challenges students will receive in their new leadership roles, they will also receive encouragement and support from the Student Life staff as they assume new leadership roles on campus and in student organizations.



Action Step #3: Students will receive leadership training and programming assistance as they attend various workshops and other events as required of their new roles and involvements.

Assessment for SLSO 1: Students will gain a better understanding of themselves, their values and their leadership abilities.

Assessment Methodology/Instrument: Leadership Pre and Post Tests When Assessed: President’s workshop in September;

President’s roundtable in April Who Administered: Assistant Director of Student Life Results/Findings: Assists student org. presidents in

identifying the degree of increase in leadership knowledge over the year

Recommendations: Very basic instrument (10 questions); could and should be expanded to obtain more information about students’ learning over the year

Future Actions with Timeline: Incorporate instrument into Student Life website to allow access by all students – not just student organization presidents.

SLSO 2: Students will develop effective interpersonal relationships with other students and members of the campus community;

Action Step #1: Offer workshops and training sessions on communication topics to assist students in developing and demonstrating effective interpersonal communication skills (i.e. speak clearly and articulately, listen, and clearly articulate meaning in a written form) with individuals from a variety of backgrounds. Action Step #2: Sponsor forums and discussion groups to provide students with opportunities to participate in groups and to learn be effective contributors to group processes. Action Step #3: Collaborate with Volunteer Services Office to co-sponsor projects that encourage students to participate in civic engagement and other volunteer projects, which will introduce them to civic issues as well as to other students and members of the Springfield community.

Assessment for SLSO 2: Students will develop effective interpersonal relationships with other students and members of the UIS community



Assessment Methodology/Instrument: Student Organization Roundtables When Assessed: Held monthly during the academic

year Who Administered: Director of Student Life Results/Findings: These meetings are open to all

members of student organizations at UIS. The purpose is to provides students with an opportunity to share their concerns regarding student organization issues / policies / procedures, etc. which interfere with the success of their student organizations. Attendees are encouraged to suggest solutions and to participate in a problem-solving process.

Recommendations Providing free food/snacks may encourage greater participation and involvement by students

Future Actions with Timeline: Working groups/tasks groups could be developed to address the concerns raised in these sessions, further encouraging student empowerment and leadership by the members.

SLSO 3: Students will expand their critical thinking and problem solving skills.

Action Step #1: Students and student organizations will be challenged in their thinking through the responsibilities they assume as student leaders. Action Step #2: Establish the Leadership Academy program at UIS, which links the leadership activities students are currently doing with an academic component. Action Step #3: Examine the feasibility of offering academic credit for leadership development experiences.

Assessment for SLSO 3: Students will expand their critical thinking and problem solving skills

Assessment Methodology/Instrument: Leadership Reflection

Groups/Leadership Journals - Leadership Academy Program

When Assessed: Held 3 times during academic year/Journal due in April

Who Administered: Director of Student Life Division of Student Affairs Strategic Planning Document: 6-15-06 37


Results/Findings: Involves participation in discussion groups addressing what students learned in Leadership Academy Program as well as journal entries throughout program analyzing their leadership experiences as well as their participation in the program.

Recommendations: Program designed to be small (30 participants) & labor intensive

Future Actions with Timeline: Program could be enlarged with more staff

Goal #3: Building Community Statement Describing how the units’ defines Building Community: • Athletics: The Intercollegiate Athletics’ strong relationship with the community engages our

student-athletes, coaches and support staff to provide our community with development and involvement through servant leadership.

• Career Development Center: The Career Development Center will create an environment

to actively engage and develop positive and cooperative relationships with university departments, student clubs, employers and community organizations to cultivate career and lifestyle opportunities reflecting student interests and employer needs benefiting society as a whole.

• Counseling Center: The Counseling Center builds community by engaging students and

campus and community organizations in activities that promote health and safety. • Cox Children Center: Our center maintains positive relations with our community parents.

We are committed to working with the community in order to act as a model center for high quality care and education in the Springfield area.

• Disability Services: ODS participates in and recognizes the importance of embracing the complete spectrum of collaborative processes; thereby building cohesive relationships to accomplish goal-oriented tasks on the UIS campus as well as the greater community.

• Enrollment Management: By participating in the campus goal to maintain steady enrollment growth, the Office of Enrollment Management will encourage the development of positive working relationships with current and prospective students, staff, faculty and members of the Springfield community.

• Housing/Residential Life: Housing and Residential Life develops strong relationships

throughout the campus and local communities, through the active engagement of students,



faculty and staff in intentional programs, events and service learning opportunities. Our staff, programs, and community relationships support an academically engaged environment where students can excel, safely explore and maintain a sense of personal worth within a residential community rich in diversity, academic achievement and civic engagement.

Through our direct efforts to establish and maintain sound relationships within the campus and local communities, we provide diverse opportunities for students to achieve personal and academic success. These campus opportunities are afforded by integrating residential life programming, campus events, service learning opportunities and community networks students can use as a foundation for growth in global awareness and perspectives. Housing and Residential Life staff will continue efforts to build strong and collaborative relationships with faculty and staff to solidify academic connections within our campus community and ensuring a sound experiential learning environment. Trained Resident Assistants provide outreach and structure in ensuring a safe and nurturing community inclusive of all residents.

• International Affairs: OIA looks at community building from a global perspective. We are committed to integrating our international students into the UIS and Springfield community and to having our domestic students integrate into the community of another country and culture.

• Recreational Sports: Provide opportunities for UIS and Non-UIS Recreational Center

Members to participate in structured programs when possible and aid in their growth and development.

• Student Life: Students will become engaged in their college experience and will support

other students and student organizations in this engagement. Students as well as Student Life staff will seek out opportunities to collaborate with campus, local, state, national, and global communities to form partnerships through a shared vision of mutual needs, interests, and social responsibility.

• Student Volunteers, Services, and Civic Engagement: The Office of Student Volunteer,

Service and Civic Engagement defines “Building Community” from three perspectives: 1) student 2) local community partners and 3) campus constituents and community, includes all other Student Affair and Academic Affairs, faculty, students, and staff. Student context for building community: Within the student context community building is defined as developing a consciousness of self, consciousness of community, develop social responsibility and leadership characteristics, encourage student s to be active in campus and community live; promote exploration of values and demonstrate the link between career and service. Students in the Living Learning Community will follow the 7 C’s curriculum (Consciousness of self, Commitment, Collaboration, Common Purpose, Controversy with Civility, and Citizenship) – each concept is an integral part of community building.

• Women’s Center: The Women’s Center seeks to Build Community by being a nexus of

vital, informed and empowered individuals who incorporate the Center into their student programming activities, activism, classroom work, and community service. The Women’s



Center seeks to be a refuge, inspiration, source of information and leadership to all UIS students as well as the staff and faculty of the entire university – and to connect our community to the larger city, region, nation and world.


• Athletics: SLSO 1: Student-athletes, coaches and support staff will have a positive influence and partnership with the community as assessed through work experience, community service, volunteer experience and campus involvement.

• Career Development Center (CDC): SLSO 1: The Career Development Center will create an environment to actively engage and develop positive and cooperative relationships with university departments, student clubs, employers and community organizations to cultivate career and lifestyle opportunities reflecting student interests and employer needs benefiting society as a whole.

Action Step #1: CDC Staff will be educated about services and roles of university departments and community organizations with a working knowledge of appropriate referrals based upon constituent needs. Action Step #2: CDC Staff seeks to involve university departments, student clubs, employers and community organizations when offering career and lifestyle events, workshops, and trainings mutually benefiting all constituents involved. Action Step #3: CDC staff will consult with university and community organizations in the areas of student and staff development, career resources, appropriate hiring practices, and labor market information.


Assessment Methodology/Instrument: Under Development When Assessed: Who Administered: Results/Findings: Recommendations: Future Actions with Timeline:


SLSO 1: The Counseling Center builds community by engaging students and campus and community organizations in activities that promote health and safety.




SLSO 1: The success of this effort is evident by participation in the PAC meetings.

Action Step #1: The center offers a Parent Advisory Committee comprised of community members, as well as students, faculty and staff. The committee’s focus is to network with the community in an effort to promote quality relationships. Action Step #2: The committee solicited donations from area Springfield businesses in order to promote a successful celebration of NAEYC’s Week of the Young Child

Assessment for SLSO 1: A comment and suggestion box is utilized to obtain feedback on success and satisfaction with community service.

Assessment Methodology/Instrument: Ongoing meetings with the PAC. When Assessed: Monthly during the academic year. Who Administered: PAC President/parent Results/Findings: PAC group and other parents have

provided suggestions for improvement of future events.

Recommendations: We need to continue to evaluate the committee and determine effective ways for it to grow with the center.

Future Actions with Timeline: A verbal survey will be conducted at our year-end meeting in order to determine what can be improved upon for the next year.



Action Step #1: Provide all relevant information to the application process in a variety of universally accessible formats including web based, multimedia, electronic versions, hard copy, large print, Braille, ASL and audio to the campus and any community agency that services the needs of the population with disabilities. Action Step #2: ODS will seek support from constituents that contain working knowledge of/for services to those with documented disabilities. Feedback will be utilized to ensure confidential, quality services.



Action Step #3: Initial review and resulting accommodation plan will be developed and collaboratively reviewed by the applicant and director of ODS no later than four weeks from submission of application and appropriate complete documentation.



Advisory committee feedback When Assessed: With welcome letter; At annual

meeting Who Administered: Director; ODS Staff Results/Findings: Ease of services, clarity, timeliness









timeliness; constituent feedback



Recommendations Remediation; as a result of feedback. Future Actions with Timeline: End of each semester










Action Step #1: ODS will provide ongoing training in life skills and problem solving development to promote functional independence. Action Step #2: ODS collaborates with campus and community agencies to provide access to local resources, including career and employment options.



Action Step #3: When indicated, ODS participates in IEP specific accommodation and transition planning events for high school students with disabilities who express an interest in UIS. Action Step #4: ODS will participate in active recruitment by collaborating with the office of enrollment management to ensure that information is disseminated to all students with special needs who express interest in UIS.





SLSO 1:

Action Step #1: Ensuring a safe community that is respectful and inclusive for all students. Action Step #2: Hiring a staff that relates to different persons within our campus population. Ensuring that sound business principles are followed. Action Step #3: Establishing living learning communities that combine academic goals and personal growth within our residential opportunities. Action Step #4: Policies and procedures that ensure a structured environment for personal exploration and academic success.


SLSO 1: Students will demonstrate engagement by initiating co-sponsorships with other student organizations in planning events.



SLSO 2: The Student Life Office will collaborate with individuals from local businesses and departments within the Springfield community in planning events to provide financial and personnel support and to create a synergistic experience for all parties involved.

SLSO 3: The Student Life Office will encourage a sense of campus community by offering programs that encourage lifelong memories, discoveries, friendships, and relationships and which create a sense of pride in being associated with UIS.

• Office of Student Volunteers, Services, and Civic Engagement:

SLSO 1:

Action Step #1: For Student population focus groups, blackboard write in interview questions and surveys for general student population. Living Learning Community students will be assessed using a survey evaluation instrument and complete pre and post test evaluations at the beginning and end of each academic year. Action Step #2: For the local community and agency partners the OSVSCE will conduct one-on-one interview appointments with targeted community partners to assess their needs, their knowledge of the University as a resource and evaluate viable means of mutually beneficial service. Action Step #3: The campus community will be assessed using information gathered from the American Democracy Project assessment of status of current service learning curriculum and involvement on campus. Meetings and assessment will also be conducted with co-curricular partners such as student government, student organizations, Alumni Association, and athletics to insure awareness and knowledge of service and volunteer partnership opportunities as well solicit involvement.

Action Step #4: Compile, organize and analyze data in a meaningful way. Develop and utilize a database for information collected. Create a benchmarking tool to evaluate current and future progress and assist in decision-making and recommendations for future planning.

Assessment for SLSO 1: Establishing base line data for student, community and local agencies, and campus

Assessment Methodology/Instrument: Establishing base line data for

student, community and local agencies, and campus

When Assessed: Beginning of academic year ‘06 Who Administered: Professional OSVSCE staff



SLSO 2: Outcomes #2, #3 and #4 will each address the specific desired outcomes for community within each context (student, local community partners and campus) #2 – Student: Each student is knowledgeable of what community means, has developed the tools, skills and capacity to responsibly act as a contributing members of their immediate community, as well as participating meaningfully in the larger campus and local community.

Action Step #1: Create and implement a Living Learning wing in the Lincoln Residence Hall for first and Second year students committed to the common goals of service and civic engagement. Action Step #2: Steps implemented to reach or move towards your stated SLSO.


Assessment Methodology/Instrument: Pre and post test and reflection statements

When Assessed: First and last week of academic year – reflection statements will be on-going (before, during and after)

Who Administered: Professional Housing staff and OSVSCE staff

Results/Findings: Recommendations Future Actions with Timeline:

SLSO 3: Local Community partners and agencies. Increase and codify community partnerships utilizing community/campus contracts for service and developing strategic goals for each partner that will address their identified needs and provide service toward sustainable outcomes.

Action Step #1: Target and select community partners with needs that can most appropriately met by student population and service; and most closely match the identified interests of student participants. Action Step #2: Meet with community partners to examine needs – design objectives and goals that can by UIS students. Write contracts that specify objectives, goals and expectations of both student service participants and community coordinator.

Action Step #3: Design benchmarking measures and reflection exercises for both student and community partners and schedule monthly meetings to evaluate progress.




Assessment Methodology/Instrument: Assessment template measurement tool and reflection statements

When Assessed: The last day of each month Who Administered: Professional OSVSCE staff Results/Findings: Recommendations: Future Actions with Timeline:

SLSO 4: Campus Community / Increase student, staff, and faculty involvement

Action Step #1: Create a greater awareness and knowledge of community service opportunities on campus through better web and weekly paper publications. Action Step #2: Create strong relationships with Student Organizations and develop commitments from Student Organization presidents to participate in at least one service program and incorporate by-laws that make these criteria for receiving funding Action Step #3: Develop and implement a data-base that will successfully collect and record data, to indicate the names and UIN of each student participant as well as their combined total hours of service and what service projects or volunteer opportunities they participated in and when.


Assessment Methodology/Instrument: Evaluation of data collected reflecting student, faculty and organizational as well as institutional involvement

When Assessed: The last month of each semester Who Administered: Results/Findings: Professional OSVSCE staff

• Women’s Center:

SLSO 1: The students who seek to put knowledge, skills and ideals to work for the real world of campus and society gravitate to the Women’s Center for information, ideas, leadership, strategies, vision and community in order to better build community for themselves and for our collective future.

Action Step #1: The Women’s Center offers a wide range of cutting edge programming and materials that attract campus student leaders and the cultural creative amongst our student body. The involvement of these students attracts many additional students.



Action Step #2: The Women’s Center sometimes sets creative collaborative events in motion and other times allow students individually and in clubs to initiate programming, service and other types of action. Community building requires that all shareholders have a stake and a leadership role. Action Step #3: The Women’s Center teaches students leadership and community building through providing them with a variety of best practices of group structures to choose among, through allowing them to make many of their own collective choices, by advising when advice is sought and occasionally when it isn’t.

Action Step #4: The Women’s Center teaches engaged students community building through the example of integrity, service, communication, respect of all and a constant consideration for the greater good.

Assessment for SLSO 1: Active, engaged communities of students participate.

Assessment Methodology/Instrument: Survey & attendance numbers. When Assessed: Survey: spring semester for most/fall

semester for those leaving. Attendance numbers for WC contacts and events.

Who Administered: Director Results/Findings: Will be assessed and analyzed. Recommendations: Will be developed based on results. Future Actions with Timeline: Knowledge gained will be integrated

into program.

SLSO 2: A wide variety of UIS students as well as staff/faculty use the Women’s Center as their personal or academic needs for information, service and support arise. The Women’s Center is perceived as helpful to and concerned about all people at UIS.

Action Step #1: The Women’s Center makes itself very accessible and as known as possible to as many students as possible. We are a presence at student events such as orientations and Involvement Expo with attractive and eye catching displays on services and events appealing to a cross-section of students. We will take every opportunity to be available when professors ask the WC to speak to classes or by students to clubs and activities. We will share information about our materials collections, services and events in a timely and informative manner. Action Step #2: The Women’s Center will provide and publicize such service events as Rape Aggression Defense (RAD) trainings, Campus Acquaintance Rape Education Workshops (CARE) workshops, WhistleStop in such a way that the student public knows we are meeting the needs of all students’, but particularly all women students’, campus



safety. Some of our events and initiatives will be of general student appeal as well as to students who identify themselves as interested in women’s and diversity issues.

Assessment for SLSO 2: Serving the safety, support and academic needs of a diverse group of UIS students.

Assessment Methodology/Instrument: Workshop evaluations; attendance

numbers When Assessed: Workshops evaluated as they happen;

attendance numbers reported annually.

Who Administered: Director Results/Findings: Will be assessed and analyzed. Recommendations Will be developed based on results. Future Actions with Timeline: Knowledge gained will be

incorporated into program.

SLSO 3: The Women’s Center is a community hub for campus staff, faculty, academic programs, and other Student Affairs units as well as for students – particularly in the areas of women’s issues and diversity. The Women’s serves a linkage between these campus constituencies as well as students and functions as a conduit linking these constituencies. The Women’s Center links these campus communities to Springfield, the region, the state, the nation and the world.

Action Step #1: The Women’s Center Council (staff, faculty and student) meets at least four times in the academic year. The projects of the Council such as the Annual Naomi B. Lynn Award and the Women’s Peace & Friendship Garden create opportunities for community and campus life. Action Step #2: The Women’s Center continues operation of the Central Illinois Women’s Action (CIWA) listserv brings campus events to the wider community and brings news of local, regional and state women’s initiatives to the campus community.

Action Step #2: The Women’s Center co-sponsors or supports relevant programming of clubs, academic programs and occasionally the wider region in order to build community on campus and beyond. The Women’s Center serves on university committees.

Assessment for SLSO 3: Serving a wide community of engaged individuals – student, staff, faculty and community.

Assessment Methodology/Instrument: Attendance and numbers of

participants in the CIWA listserv. When Assessed: Reported annually Who Administered: Director



Results/Findings: Will be assessed and analyzed Recommendations: Will be developed based on results Future Actions with Timeline: Knowledge gained will be integrated

into program.

Goal #4: Diversity Statement Describing how the units’ defines Diversity: • Athletics: Intercollegiate Athletics works to recruit and retain student-athletes, coaches and

support staff of all backgrounds. One goal is that of a strong, multi-cultural department. Intercollegiate Athletics emphasizes to its student-athletes and staff a diverse, accepting campus community.

• Career Development Center: The Career Development Center will assist all constituents in

becoming more sensitive and effective in responding to diversity issues in the career planning and placement process by developing and implementing selected services and programs targeted to the needs of diverse populations including but not limited to women, African-Americans, Hispanics, international students, LGBTQ students, student athletes, first generation students attending college, students with disabilities and returning adult students.

• Counseling Center: The Counseling Center promotes and supports diversity by providing

programming that encourages the campus community to respect differences and appreciate the strengths associated with diversity.

• Cox Children Center: The center strives to recruit and retain students, families and

employees of all backgrounds. Our goal is a rich multicultural environment in which everyone is treated equally, with dignity and respect.

• Enrollment Management: By improving access and opportunity, the Office of Enrollment Management seeks to serve a more diverse student body.

• Housing/Residential Life: Housing and Residential Life staff recognizes and emphasize the

inherent value of incorporating diversity sensitive initiatives within on-campus communities. We build residential communities, which value scholars who come from all over the globe to academically prosper and personally succeed. Our residential programs and policies promote an enriching multicultural environment, which stimulates and enhances the collegiate experience for all.

Housing and Residential Life celebrates differences and honors commonalities within a mutually respectful community context formed by administrative practices, residential programs and leadership opportunities. Housing and Residential Life works to attract, hire and retain community members hailing from all backgrounds and corners of the US and



world. We encourage those who come to live with us to respect the many hues, cultural attributes, physical orientations, and lifestyle identities representative of humanity.

• International Affairs: The Office of International Affairs seeks to promote diversity through engaging international students in campus and community life and through promoting study abroad opportunities for domestic students. The Office also strives to increase the percentage of international students and to increase the number of countries and regions represented by our international students.

• Recreational Sports: Provide for wide variety of programming areas using multiple levels

of individual, dual, and team events and activities. Consider cultural, sexual, traditional age and non-traditional age, and veteran and rookie staff in employment practices.

• Student Life: The Student Life Office will embrace and promote the creation of an

organizational culture that recognizes diversity as a component of college effectiveness within a global community and will encourage cross-cultural dialogue by students and student organizations.


• Athletics:

SLSO 1: Diversity within the Intercollegiate Athletic Department shall be a goal that is an on-going process from year to year.

• Career Development Center (CDC):

SLSO 1: CDC staff will comprehensively educate constituents about diverse community groups to appropriately challenge the abusive use of stereotypes and monitor issues related to affirmative action/EEO/ADA as it relates to employers and students.

SLSO 2: CDC staff will proactively promote the understanding of ones own identify and culture and the impact it has in the career decision-making process.

SLSO 3: CDC will continuously collect information gathered from diverse constituents to develop and implement programs and services most requested and in need.


SLSO 1: We will promote a diverse population of children, families and staff.

Action Step #1: Parents are encouraged to share their cultural traditions with the classrooms in the center.



Action Step #2: The environment will reflect the cultural diversity of the children and families that we serve. Action Step #3:

Assessment for SLSO 1: The classrooms are observed in order to insure that they accurately reflect a variety of cultures and backgrounds. Ethnic backgrounds of all families are tracked in a computer system to ensure diversity.

Assessment Methodology/Instrument: Classroom observation and tracking When Assessed: Ongoing Who Administered: Chief Clerk, Director and NAEYC

validators Results/Findings: A diverse population is in place Recommendations: Continue to appreciate and respect

diversity and serve as a model for other centers.

Future Actions with Timeline: Continued assessment. • Office of Disability Services (ODS):





Advisory committee feedback



When Assessed: With welcome letter; At annual meeting

Who Administered: Director; ODS Staff Results/Findings: Ease of services, clarity, timeliness











Action Step #1: ODS acts as a campus resource by providing educational opportunities to advance the campus and community’s understanding of disability as a diversity element to ensure that the voice and perspectives of those with disabilities are integrated



in decision making and initiatives. ODS supports inclusion by maintaining active participation in campus recruitment and retention efforts, including preview days, transfer and graduation orientation, new faculty orientation, RA training, and program specific workshops. Action Step #2: ODS staff will actively participate in campus committees designed to promote diversity and nurturance through education.















SLSO 1: Housing and Residential Life staff recognizes and emphasize the inherent value of incorporating diversity sensitive initiatives within on-campus communities. We build residential communities, which value scholars who come from all over the globe to academically prosper and personally succeed. Our residential programs and policies promote an enriching multicultural environment, which stimulates and enhances the collegiate experience for all. Housing and Residential Life celebrates differences and honors commonalities within a mutually respectful community context formed by administrative practices, residential programs and leadership opportunities. Housing and Residential Life works to attract, hire and retain community members hailing from all backgrounds and corners of the US and world. We encourage those who come to live with us to respect the many hues, cultural attributes, physical orientations, and lifestyle identities representative of humanity.


SLSO 1: The Office of International Affairs seeks to promote diversity through engaging international students in campus and community life and through promoting study abroad opportunities for domestic students. The Office also strives to increase the percentage of international students and to increase the number of countries and regions represented by our international students.


SLSO 1: The Student Life Office will embrace and promote the creation of an organizational culture that recognizes diversity as a component of college effectiveness within a global community and will encourage cross-cultural dialogue by students and student organizations.

Action Step #1: Develop and implement activities to increase understanding and appreciation of both differences and commonalities among people.



SLSO 2: Develop programs and activities to instill awareness of challenges and opportunities inherent in living in a world community. SLSO 3: Work with student organizations to Implement policies and develop practices that promote access and opportunity for a culturally, racially, economically, and individually diverse student body and workforce.

Goal #5: Organizational and Professional Development Statement Describing how the units’ defines Organizational and Professional Development: • Athletics: Intercollegiate Athletics is committed to the concept of continuous learning,

providing the most up-to-date techniques, strategies and tools for competitive success. Professional development at the campus, local, conference, regional and national levels provide opportunities for continuous learning.

• Career Development Center: The Career Development Center staff will continuously

conduct research and increase their knowledge in areas such as career development theory, interventions, resources, technologies, recruitment strategies, marketing of services, data collection, program evaluation and best practices in order to maintain current with national trends.

• Counseling Center: The Counseling Center promotes organizational and professional

development by enhancing the knowledge and skills of its staff regarding campus policies and procedures, social and psychological issues impacting college students, prevention strategies, and methods of assisting students in overcoming their concerns.

• Cox Children Center: On-going professional development is required by the department,

our state licensing agency and our accrediting agency of all staff at the center. Professional development opportunities are encouraged and supported both financially and otherwise by center administration in an effort to promote high quality.

• Disability Services: Professional development is the systematic maintenance, improvement and broadening of knowledge, skill, and the development of personal qualities necessary for the execution of professional duties throughout working life. Professional development initiatives are key mechanisms for instilling the knowledge and skill sets that are mandatory at keeping abreast of the rapidly evolving field of disability service provision.

• Enrollment Management: The Office of Enrollment Management will demonstrate the goal of lifelong learning by providing staff with opportunities for organizational and professional development in order to ensure quality service is demonstrated through providing accurate and current information to students, staff and faculty. This goal is being addressed by three of the units within the Office of Enrollment Management - the



Admissions Office, the Office of Records and Registration and the Office of Financial Assistance - as well as by technical support staff. To address the training needs of these offices and to ensure staff are kept current on new regulations, policies and procedures within their industries, staff members are provided the opportunity to attend both regional and national conferences and training events, and retain memberships is a variety of state and national agencies. The Office of Admissions staff retains memberships in and attends conferences held by IACAC (Illinois Association of College Admission Counselors), NACAC (National Association of College Admission Counselors), IACRAO (Illinois Association of Collegiate Registrars and Admissions Officers), AACRAO (American Association of Collegiate Registrars and Admissions Officers) and OAROSUI (Organization of Admissions and Records Officers of State Universities in Illinois). The Office of Records and Registration staff retains memberships in and attends conferences held by IACRAO, AACRAO, OAROSUI, as well as NAACO (National Association of American Commencement Officers). The Office of Financial Assistance staff retains memberships in and attends conferences held by ILASFAA (Illinois Association of Student Financial Aid Administrators), MASFAA (Midwest Association of Student Financial Aid Administrators), and NASFAA (National Association of Student Financial Aid Administrators). Other memberships held by staff within the Enrollment Management unit that aid in providing professional development activities include affiliate positions with the College Board and the American Association of University Women.

Additionally, updates related to technical matters are also needed on a regular basis, as all departments are dependent upon the integrated Banner computer system. Typically, departments send representatives to the annual SCT Summit in order to keep abreast of the most current changes in this system. The Office of Records and Registration must also seek training on a regular basis from the conference offered by DARS (Degree Audit Reporting System) which houses academic record information. The Office of Financial Assistance seeks training annually from the Department of Education Electronic Access Conference to keep abreast of all program and electronic updates and system information impacting the delivery of financial aid funds. The technical support staff members participate in professional development activities by attending a variety of conferences related to technical and electronic marketing/recruiting initiatives, and also participate in joint campus meetings with their counterparts from other University of Illinois campuses to share ideas. Finally, the director of enrollment management participates in a number of regional and national conferences each year to maintain currency in enrollment trends and best practices in the field of enrollment and student support services.

• Housing/Residential Life: Housing and Residential Life staff exhibit values such as

citizenship, appreciation for diversity, life-long learning, cooperation, and interdependence upon our community, which we strive to role model to our students. Our staff learns constantly through renewed opportunities in continuing education and works collaboratively with students and colleagues within the U of I system, as well as the larger housing profession.

Through our attention to training, in-services, and practices, Housing and Residential Life staff focuses role-modeling efforts founded on principled values put forth by our professional



field and home institution. We show evidence of these values through our orientations, events, communications, and disciplinary interventions. We provide opportunities of continuing education for our student and professional staff, which promote the advancement of student development, improvement in practices, and proactive measures in meeting student needs. We recognize our internal and external partnerships with much regard in order to improve and expand our knowledge base. We practice this collaboration through committee work, projects, networking, and conference involvement. These aforementioned efforts are put into practice for the purpose of providing an intentional learning environment.

• International Affairs: The office promotes organizational and professional development through participation in professional organizations, attendance of professional conferences, and participation in campus sponsored activities and workshops.

• Recreational Sports: Aid in the personal preparation of professional staff growth and

development by offering quality employment opportunities, continuing education programs, workshops and conferences where personal quality of life and job skills can take place, leadership traits practiced, and characteristics of management and program planning are promoted, emphasized, and enhanced.

• Student Life: The Student Life Office will serve as a place where organizational and

professional development is continuously encouraged and supported through various workshops and training sessions, resource materials and financial assistance to attend conferences, sponsor events, or conduct research.



SLSO 1: The Counseling Center staff will maintain professional memberships and attend professional development seminars and conferences that will increase their knowledge of campus policies and procedures, social and psychological issues impacting college students, prevention strategies, and methods of assisting students in overcoming their concerns.

Action Step #1: The Counseling Center staff will maintain membership in professional organizations to network and receive information that will assist them in providing quality counseling and outreach services. Action Step #2: The Counseling Center staff will identify areas for professional growth such as increasing their knowledge of counseling and outreach services for first-year and online students as well as issues impacting UIS students including diversity and substance abuse prevention. Action Step #3: The Counseling Center staff will identify and pursue professional development opportunities that will enhance their knowledge and skills in professional



growth areas. These opportunities may include meetings and training sessions regarding campus policies and procedures as well as professional seminars and conferences.

Assessment for SLSO 1: The Strategic Learning/Service Outcome will be evaluated via the Counseling Center’s Annual Report writing process, through discussions with staff, and via the annual performance evaluation process.

Assessment Methodology/Instrument: Counseling Center Annual Report and

the Annual Employee Performance Evaluation Form.

When Assessed: Annually, in June or July as part of the annual report writing process, incorporating information from the May annual employee performance evaluation process.

Who Administered: Director, Counseling Center Results/Findings: Will be reported and evaluated in the

Counseling Center’s Annual Report. Recommendations: Future growth areas for staff

development will be identified via discussions with staff and during the annual performance evaluation process. Recommendations will be made based on evaluations of staff knowledge regarding campus policies and procedures, social and psychological issues impacting college students, prevention strategies, and methods of assisting students in overcoming their concerns.

Future Actions with Timeline: Action Steps 1-3 will be implemented again, identifying additional areas for professional growth as well as other professional organizations or agencies with which the Counseling Center staff should make professional connections. This process will start at the beginning of each academic year and will continue throughout the end of the fiscal year.



• Cox Children’s Center: SLSO 1: Each teaching staff member is expected to achieve a minimum of 18 clock hours of professional development per year. The Director monitors compliance with this requirement.

Action Step #1: In house in-service opportunities are conducted monthly during work time. Action Step #2: Staff are made aware of external opportunities as they pertain to individual interests; they are allowed time to attend during the workday. Action Step #3: The center is closed an average of 4 days/year in order to conduct professional development opportunities for the entire staff to attend as a group. Action Step #4: All staff are aware of the fact that they have the benefit as an employee of free tuition should they choose to take courses to further their education.

Assessment for SLSO 1: The required hours are monitored by the Director, as well as state and national compliance monitors. Anyone expected to not reach their minimum is given a timeline in which to complete the hours.

Assessment Methodology/Instrument: Ongoing monitoring When Assessed: Monthly Who Administered: Director, state licensing rep and

NAEYC validators Results/Findings: We have not had an issue with non-

compliance. Our staff respect and appreciate the need for continued education.

Recommendations: We need to continue to search for local opportunities that are considered challenging enough for the high caliber staff the center keeps.

Future Actions with Timeline: The Director will continue to maintain effective partnerships within the community in order to foster the need for challenging opportunities within the field.



• Office of Disability Services (ODS): SLSO 1: ODS provides a clear concise application process that includes equal access to applications, services policies and procedures, which are implemented in a timely manner in a variety of accessible formats.









Action Step #1: ODS addresses the academic functional strengths and limitations of the disability, based on submitted documentation to establish a service plan that will provide supports when appropriate. Action Step #2: ODS addresses the employment functional strengths and limitations of the disability, based on submitted documentation to establish a service plan that will provide supports when appropriate.



Action Step #3: ODS provides all applicants with written documentation, which outlines appropriate accommodations, current policies and procedures.


Assessment Methodology/Instrument: Satisfaction Survey; Ongoing student feedback on success of accommodations




Action Step #1: ODS acts as a campus resource by providing educational opportunities to advance the campus and community’s understanding of disability as a diversity element to ensure that the voice and perspectives of those with disabilities are integrated in decision-making and initiatives. ODS supports inclusion by maintaining active participation in campus recruitment and retention efforts, including preview days, transfer and graduation orientation, new faculty orientation, RA training, and program specific workshops. Action Step #2: ODS staff will actively participate in campus committees designed to promote diversity and nurturance through education.














• Office of Enrollment Services:

SLSO 1: Staff will be knowledgeable and well informed about the policies, procedures, regulations and best practices required to perform their job duties.

Action Step #1: Attend professional workshops, conferences, and training update sessions as listed in our detailed goal statement. Action Step #2: Retain membership in professional organizations as detailed in our goal statement.



Action Step #3: Provide staff with updated training and information relative to that obtained from the conferences and training sessions detailed in our goal statement. Action Step #4: Utilize the monthly meetings of the Student Affairs Advisory Task Force - comprised of Enrollment Management staff representatives, faculty and student members - to enhance campus communication efforts, as well as policy and procedure development and implementation.


Assessment Methodology/Instrument:

University of Illinois Employee Evaluation/ Form

When Assessed: June Each Year Who Administered: Supervisors of each department Results/Findings: We have found through the completion of

these annual evaluations that the employees of the Enrollment Management unit are rated highly in the areas of customer service and job knowledge, thereby illustrating that they are being kept informed of the current issues related to their job duties, and are therefore able to provide their ‘customers’ with accurate, pertinent and thorough information.

Recommendations: We will continue to participate in the organizations noted in our goal statement, and will keep apprised of any new agencies, which will enhance the training and information provided to staff members.

Future Actions with Timeline: The current training sessions are offered via conferences, e-mail updates, written updates, etc. throughout the year. The calendar can vary from year-to-year or monthly, depending upon the needs of the various organization members (e.g., NASFAA produces updates as needed for financial aid professionals based upon legislative issues). There is no way to set future timelines for each department within Enrollment Management except to state that training and updates will be provided on a revolving basis and in a manner which will ensure the standard of quality customer service is continued.

Assessment University of Illinois at Springfield Student /



Methodology/Instrument: Satisfaction Inventory When Assessed: Every 2 years (conducted during odd

numbered years) Who Administered: The Office of Enrollment Services Results/Findings: The Office of Enrollment Services has

received satisfactory markings in the areas related to customer service, which are addressed in this survey. This illustrates that the techniques used to disseminate information to students, faculty and staff, as well as the quality of that information, is considered by the users to be good and useful.

Recommendations Annually review the questions and contents of the survey to ensure that they are current, and that they allow for concrete results, which can be readily assessed. Also, utilize comments derived from the Degree Plan administered by the Office of Records and Registration to aid in the development of questions/topics contained on the Student Satisfaction Inventory.

Future Actions with Timeline: Annually review, evaluate, discuss and share the results of this survey with all staff members of the Office of Enrollment Management and research the practicality of implementing changes/improvements recommended by those participating in the survey.


SLSO 1: Housing and Residential Life staff will exhibit departmental and institutional values.

Action Step #1: Provide appropriate training to student and professional employees involving departmental and university philosophies in collaboration with other departmental units. Action Step #2: Staff will promote departmental and university philosophies through programs, communications, and disciplinary interventions. Action Step #3: The Housing Residents’ Council will provide opportunities for involvement, citizenship, and leadership for residents.



Action Step #4: Staff will be encouraged to attend conferences and other in-service opportunities during the academic year. Action Step #5: Staff will meet with their supervisor annually to review performance.

SLSO 2: Housing and Residential Life staff will be involved within UIS and extend their attention beyond their home institution.


SLSO 1: Students and student organizations will be able to request funds for their events through a well-organized and efficient process.

SLSO 2: Students will have the opportunity to obtain financial support through the Student Life Office to assist them with their academic research.

SLSO 3: Student Life staff will be available and accessible to students in order to answer their questions and assist them with their organization and professional development issues.

Goal #6: Recruitment and Retention Statement Describing how the units’ defines Recruitment and Retention: • Athletics: Intercollegiate Athletics is cognizant of the responsibilities place upon the ever-

changing environment of the student-athlete. We are devoted to assuring that student-athletes are fostered, from selection to graduation, encouraging academic growth to maintain the standards of eligibility and academic honors.

• Career Development Center: The CDC staff will provide career advising and counseling

services to prospective students assisting with clarification of educational/ career goals potentially leading to increased enrollment; will also identify and report to administration consistencies in feedback from constituents regarding availability of academic programming and service delivery.

• Counseling Center: The Counseling Center supports the recruitment and retention of

students by engaging in assessment activities that provide data regarding student needs. These data are used to develop programs and services that address identified needs.

• Cox Children Center: Quality childcare is expected and desired by UIS students, faculty

and staff. We pride ourselves in effectively meeting those expectations. We recognize that maintaining a facility designed to meet demand, both in size and in quality of service, is essential for our campus as it continues to grow. By minimizing turnover among staff, we are able to recruit and retain families and students.



• Disability Services: ODS strives to provide a universally accessible environment that appeal

to prospective and current students seeking a high quality education.

• Enrollment Management: The Office of Enrollment Management seeks to recruit, enroll, retain and graduate a larger student body.

• Housing/Residential Life: Housing & Residential Life staff intentionally participates in

various institutional decision-making processes, events, and functions, which actively pursue and recruit a diverse student body to the UIS campus. Staff purposefully collaborates with other campus partners in bringing and retaining those students who do elect to join one of our on-campus communities. Students who live on-campus will be more likely to graduate from college due to their heightened expectations for academic achievement and faculty interactions.

We believe that living in an on-campus community will make a significant, positive, and lasting influence on the degree of overall academic and social success achieved and attained by residents during their time at UIS. Staff will actively participate in all formal university recruitment activities like Preview Days, as well as through more informal on-going means like impromptu campus visits and facility tours, satisfactorily answering telephone calls, or effectively handling web-based inquiries. We deliberately focus on aiding students in achieving their eventual goal of a college education by serving as a residential nexus to support their particular academic pursuits, while serving as a home-away-from-home to safely explore and integrate evolving personal values, with potential friends for life. We provide a fixed location whereby their residential environment can substantially contribute to their overall personal growth, academic development and interactions with faculty. Retention can be favorably achieved when residents consciously choose to make their residential environment better thought participation in co-curricular activities and events, which supplement classroom work, are supportive of a campus social climate respective of their diverse backgrounds and worldviews, and is able to provide support to those learning to grapple with and accept accountability with divergent maturity levels.

• International Affairs: The Office of International Affairs works to retain international

students through its support activities, to retain domestic students through providing study abroad opportunities, and to recruit new international and domestic students through promoting its activities and through attendance at admissions events and through working with a variety of campus offices to develop a strategy for recruiting new international students.

• Physical Planning and Operations: Facilities and Services (FS) recognize that the people

within its department, along with UIS Faculty, Staff and Students, are the most important components of the UIS Organization. Recognizing that, FS should focus on how it influences human reaction to environment, thus enabling UIS to recruit and retain a high quality/diverse staff, faculty and student body.



• Student Life: The Student Life Office is committed to recruitment and retention through its efforts to satisfy the co-curricular needs of the students and to modify its programmatic offerings and services in response to student input.


• Athletics: • SLSO 1: Student-athletes will be assessed and monitored on their academic progress,

continued eligibility and athletic performance, from selection to graduation. Action Step #1: Through the recruiting process, student-athletes will have met the proper support staff to gain knowledge of the admissions and eligibility requirements for the institution. Action Step #2: Maintain eligibility per NAIA requirements and academic progress through graduation. Action Step #3: Graduation Action Step #4: Through discussions with the Registrar’s Office, the Faculty Athletics Representative, coaches and athletic administrators on a term-by-term basis, academic progress from selection to graduation will be monitored and reviewed.

Assessment for SLSO 1: Student-athletes will be assessed and monitored on their academic progress, continued eligibility and athletic performance, from selection to graduation.

Assessment Methodology/Instrument: Through the use of an Athletic

Department focus group, Intercollegiate Athletics will review the graduation rates and eligibility status of each student-athlete.

When Assessed: Following the completion of each academic term.

Who Administered: Athletic administrators, Registrar, Faculty Athletic Representative (FAR) and Coaches

Results/Findings: Through the use of an Athletic Department focus group, Intercollegiate Athletics will review the graduation rates and eligibility status of each student-athlete.

Recommendations: We need to continue to review the



process in athletic recruitment and retention to determine if current procedures are effective. e.g. more interaction with the FAR; mid-term academic progress reports, Athletic Academic Advisor

Future Actions with Timeline: On-going with additional funding • Career Development Center (CDC):

SLSO 1: CDC staff will enhance formal avenues of networking with alumni and employers to promote career opportunities and information exchanges while intentionally tracking and reporting placement data.

SLSO 2: CDC staff will utilize constituent feedback to identify student needs not being met relative to academic programming and service delivery.

SLSO 3: CDC staff will provide career advising and counseling to clarify prospective students’ educational and career goals.


SLSO 1: We aim to minimize transition/turnover of staff.

Action Step #1: Foster an environment conducive to learning and advancement for staff. Action Step #2: Maintain low teacher to child ratios in order to foster quality interactions and reduce teacher stress. Action Step #3: Hire staff with experience and education related to the field of early childhood so that they are better prepared for the experience.

Assessment for SLSO 1: Observations of staff and of their environments will be conducted to ensure that optimal conditions are in place. Subsequent meetings will occur to discuss suggestions for improvement/change.

Assessment Methodology/Instrument: Ongoing observation When Assessed: Ongoing Who Administered: Director Results/Findings: Assess whether or not the

environment is working for all parties. Recommendations: Use NAEYC standards as a tool for

what is considered to be optimal



conditions. Future Actions with Timeline: Evaluate and plan with staff in order

to keep current with what their needs are.

SLSO 2: We strive to maintain enrollment at or above 85%.

Action Step #1: We will maintain an active waiting list, and evaluate it continually to be sure we have accurate and up to date information on families. Action Step #2: We will actively work within the campus community to promote the center and its benefits to student, faculty and staff. Action Step #3: We will maintain a working relationship with the local resource and referral agency that works to help families find quality care.

Assessment for SLSO 2: An ongoing account of our enrollment will determine whether or not we are maintaining good numbers.

Assessment Methodology/Instrument: Computer tracking of enrollment When Assessed: Ongoing Who Administered: Chief Clerk/Director Results/Findings: Assess whether or not we are at or

above 85%. Recommendations Determine how to improve

advertising on campus when/if we fall in enrollment.

Future Actions with Timeline: Evaluate and discuss current methods to determine what is most effective when reaching the campus and/or community population.



Action Step #1: Provide all relevant information to the application process in a variety of universally accessible formats including web based, multimedia, electronic versions, hard copy, large print, Braille, ASL and audio to the campus and any community agency that services the needs of the population with disabilities.



Action Step #2: ODS will seek support from constituents that contain working knowledge of/for services to those with documented disabilities. Feedback will be utilized to ensure confidential, quality services. Action Step #3: Initial review and resulting accommodation plan will be developed and collaboratively reviewed by the applicant and director of ODS no later than four weeks from submission of application and appropriate complete documentation.











feedback on success of accommodations When Assessed: End of each term Who Administered: Director/staff



Results/Findings: Ease of services, clarity and timeliness; constituent feedback

Recommendations Remediation; as a result of feedback. Future Actions with Timeline: End of each semester


Action Step #1: ODS acts as a campus resource by providing educational opportunities to advance the campus and community’s understanding of disability as a diversity element to ensure that the voice and perspectives of those with disabilities are integrated in decision-making and initiatives. ODS supports inclusion by maintaining active participation in campus recruitment and retention efforts, including preview days, transfer and graduation orientation, new faculty orientation, RA training, and program specific workshops. Action Step #2: ODS staff will actively participate in campus committees designed to promote diversity and nurturance through education.








Action Step #1: ODS will provide ongoing training in life skills and problem solving development to promote functional independence. Action Step #2: ODS collaborates with campus and community agencies to provide access to local resources, including career and employment options.



Action Step #3: When indicated, ODS participates in IEP specific accommodation and transition planning events for high school students with disabilities who express an interest in UIS. Action Step #4: ODS will participate in active recruitment by collaborating with the office of enrollment management to ensure that information is disseminated to all students with special needs who express interest in UIS.




• Office of Physical Planning and Operations:

SLSO 1: Students will be excited to attend UIS. Staff and Faculty will be proud to work at UIS and have long, happy, and healthy careers here. Facilities and Services will provide potential and current students with an attractive, safe, learning environment, that we may recruit and retain the highest caliber staff, faculty and students.

Action Step #1: Safety – Provide adequate lighting for safe way finding throughout campus, incorporating. Incorporating CPTED, Crime Prevention Through Environmental Design, to all new and remodeled buildings and provide adequate, well-lit parking close to facilities. Action Step #2: Grounds-Aesthetically attractive grounds for students, staff and faculty to enjoy and easily navigate. Establish meaningful gathering spaces on campus for casual interaction, informal classes and study. Continue to improve the campus landscape through enhanced design for the enjoyment of pedestrians that will integrate the residential and commuter population and create a life-saturated place. Action Step #3: Facilities-Provide clean, comfortable, barrier free designed, and accessible, well-maintained facilities for students, staff and faculty to attend class, live and work in.

Assessment for SLSO 1: Several evaluations and assessments are already in place and available through various UIS campus departments and national surveys to determine if



Students, Staff and Faculty are retained and recruited. Consider requesting additional Facilities and Services related questions to established institutional assessments.

Assessment Methodology/Instrument: Noel-Levitz Student Satisfaction Inventory, AP/CS Quality of Life Survey, SSI Student Satisfaction Inventory

When Assessed: Annual/BiAnnual Who Administered: UIS Enrollment Services Staff Results/Findings: Measure results found from the above

assessment methods. Recommendations: To enhance the quality of life for

everyone, identify and implement improvements to narrow assessed gaps in action steps 1-4.

Future Actions with Timeline: Once a year during the spring semester, Facilities and Services staff will evaluate relevant items from current surveys


SLSO 1: Create an atmosphere that allows non-traditional and commuting students to feel welcome and a part of the UIS community

SLSO 2: Provide additional support to the Student Activities Committee, through the hiring of an Assistant Director for Student Life, to allow them to be able to provide additional weekend programming to meet the needs of the on-campus population of students.

SLSO 3: Collaborate with other Student Affairs staff members to implement initiatives for first-year students to provide them with extra support and assistance during their transition to university life.

— — — — — — — — —

Executive Summary:

As the University begins its journey to a being ranked as one of the “top” five national ranking small liberal arts universities in the nation, the Division of Student Affairs stands ready to support this effort by way of a dynamic strategic plan that articulates a clear vision for how it’s units and their operations will support UIS’s larger vision. The strategic plan developed by



the UIS Division of Student Affairs is a living document that matches resources with vision and actions that ensures the goal of service through excellence is achieved.

As units within the Division of Student Affairs prepared respective strategic planning documents that would be consistent with the mission to move forward to excellence, it was essential that strategic foundation centered on the extraordinary changes facing higher education, the opportunities presented by an expanding and changing student body, advancements being made in student recruitment and retention, and overall delivery of customer-centered student services. Hence, the overall strategic planning framework described in this document reflects the six pillars of excellence that the Division strives to achieve; excellence in service, student development, building community, diversity, organizational and professional development, and recruitment and retention. These pillars are seen as the foundation for how to create a brilliant future for the University of Illinois at Springfield through the Division of Student Affairs.

In order to accomplish this aggressive transformation the Vice Chancellor for Student

Affairs requested that each department and respective staffing team within the Division structure its strategic plans to align with the six pillars (goals) of excellence, which would assure services and outcomes compliment the new direction for the Division of Student Affairs at UIS. To this end, each unit shaped their strategic plans around how it defines each pillar of excellence; the service and learning outcomes that accompany each pillar of excellence; the actions steps necessary to accomplish each service/learning outcome; and the assessment plan that benchmarks each outcome. The preceding document chronicles the collective strategic planning process for each of the twenty units within the Division of Student Affairs and their comprehensive approach to meeting the Division’s goals outlined by the Vice Chancellor for Student Affairs. As stated at the onset of this document, the Division of Student Affairs Strategic Plan is a living and dynamic document, and it is anticipated that this framework will continue to be refined in the coming months to produce a final, cohesive document by September 1, 2006.

Overall, the most important contribution the Division of Student Affairs offers to the

University of Illinois at Springfield is the leadership to meet the opportunities and challenges in the next five years as the pathway to a brilliant future for UIS unfolds. This strategic plan is written and designed to advance the institution as whole, with the goal of better positioning UIS to achieve ranking status as one of the “top five” nationally recognized small public liberal arts university. At the same time, this plan outlines the significant operational issues and resources necessary to meet functional demands for the Division of Students Affairs, which will result in achievement of its mission to, “Developing Tomorrow's Leaders and Preparing Today's Enlightened and Engaged Citizens” and “Creating a Brilliant Future” for the University of Illinois at Springfield.


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