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TABLE OF CONTENTS

INTRODUCTION ………………………………………………….………………………………………………….. Message from the Vice President …………………………………………………………………………………… Executive Summary …………………………………………………………………………………………..…….. University Mission Statement ………………………………………………………………………………………. Student Affairs Mission Statement ……………………………………………………………….………………… Student Affairs Vision Statement …………………………………………………………………………………... Organizational Chart …………………………………………………………………………….…………………. Staff Information …………………………………………………………………………………………………… OFFICE OF THE VICE PRESIDENT ……………………………………………………………………………..…… Mission ……………………………………………………………………………………………….…………….. Overview ……………………………………………………………………………………………………….…... Organization/Administrative ……………………………………………………………………….………………. Service Highlights/Accomplishments …………………………………………………………………………….... Institutional Effectiveness/Assessment …………………………………………………………………………..… Outcome-based Learning Initiatives ……………………………………………………………………………….. Challenges ………………………………………………………………………………………………………..… Goals and Objectives 2004/2005 …..………………………………………………………………………………. ADMISSIONS AND RECORDS ………………………………….………………………………………….………… Mission …………………………………………………………………………………………………………….. Overview………………………………………………………………………………………………….………... Organization/Administrative ………………………………………………………………………..…….……….. Service Highlights/Accomplishments ……………………………………………………………………………... Statistical Information ……………………………………………………………………………………………... Institutional Effectiveness/Assessment ……………………………………………………………………………. Challenges …………………………………………………………………………………………………………. Summary …………………………………………………………………………………………………………… CAREER, HEALTH, ACCOMMODATION, AND PERSONAL COUNSELING SERVICES (C.H.A.P.S) ………………… Mission ……………………………………………………………………………………..……………………… Overview …………………………………………………………………………………………………………... Organization/Administrative ………………………………………………………………………………………. Career Development Services …………………………………………………………………………………... Student Health Services ………………………………………………………………………………………… Disability Accommodation Services ……………………………………………………………………………. Personal Counseling Services …………………………………………………………………………………... FINANCIAL AID …………………………………………………………………………………………………….. Mission ……………………………………………………………………………………………………………... Overview ……………………………………………………………………………………………………….…... Organization/Administrative ……………………………………………………………………………………..… Service Highlights/Accomplishments ……………………………………………………………………………… Statistical Information ……………………………………………………………………………………………… Institutional Effectiveness/Assessment ……………………………………………………………………………. Challenges …………………………………………………………………………………………………………. Goals and Objectives 2004/2005 …………………………………………………………….…………………….. Summary ……………………………………………………………………………………………………….…... STUDENT DEVELOPMENT…………………………………………………………………………………….……. Mission …………………………………………………………………………………………………………….. Overview …………………………………………………………………………………………………………... Organization/Administrative ………………………………………………………………………………………. Service Highlights/Accomplishments ……………………………………………………………………………... Summary …………………………………………………………………………………………………………… APPENDIX …………………………………………………………………………………………………………... Comprehensive Program Review (CPR) Manual

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INTRODUCTION

MESSAGE FROM THE VICE PRESIDENT WM. GREGORY SAWYER, PH.D.

September 2004 The 2003-2004 academic year has been one of enrichment, growth, and change. The Division of Student Affairs has continued to carry out the mission of the University by the promotion of co-curricular activities designed to enhance the education of the students at California State University Channel Islands. We have accomplished another year of quality services and programs, continuing to meet the needs of the students and University community. As CSUCI prepares for the WASC site visit in October, Student Affairs has been working consistently over the last 18 months on its own comprehensive program review (CPR). The CPR’s three-tier review was initiated this year in order to more effectively assess the programs and services of Student Affairs while continuously improving them. The process of assessment also critically looks at the Division Strategic Plan. Although the development of the division’s strategic plan took place in 2002-2003, it was necessary to review the objectives and strategies. Six months ago I appointed a division-wide committee to review the DSA strategic plan to determine if division objectives were applicable, relevant, measurable, and timely. The Leadership team comprised of the directors within the division agreed that this committee should be convened at least every other year to determine the effectiveness and currency of the division’s strategic initiatives. The 2003-2004 year was another year of “firsts” as well as major accomplishments in the Division of Student Affairs. This was our first year of freshmen on campus; the First Year Experience was launched by Academic Affairs and Student Affairs; Administration and Finance broke ground on construction for student housing; Student Government (SG) elected their first CSUCI officers; the Multicultural and Women’s & Gender Center was established; student housing was named Anacapa Village; and finally, CSUCI celebrated its first graduating class (not to be confused with the four students who graduated in our first academic year). Our accomplishments were absolutely stellar. Dr. George Morten was recognized by the California Association for Postsecondary Education and Disability (CAPED) as the Administrator of the Year for the state of California. He also was the recipient of the Administrator of the Year as selected by the students at CSUCI at the annual Maximus Awards. Ms. Nancy Covarrubias Gill in the vice president’s office was selected as the volunteer of the year by the Oxnard Chamber of Commerce. The Office of Financial Aid was recognized by EdFund for their creative and innovative student program.

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Each department in the DSA has continued to focus its attention on meeting their goals and objectives throughout the year. The Office of the Vice President for Student Affairs has continued to provide an atmosphere of positive support and leadership throughout the division. We are proud that in addition to our regular programs and services offered, new initiatives were also implemented for the 2003-2004 academic year. They are as follows: • Created and initiated the Strategies for Faculty Involvement in Student Affairs to facilitate

communication between the faculty and members of the staff within Student Affairs • Established the Student Affairs Liaison Committee (S.A.L.C.) out of the faculty senate. This

committee includes directors from Student Affairs and five faculty members from the senate. This committee works on processes and procedures to assist Student Affairs in more effectively and efficiently supporting the academic mission of the institution.

• Created the Associated Students Incorporated (ASI). The articles of incorporation were written.

• The Multicultural and Women’s & Gender Center was established. • Hosted the Southern California Forum for Diversity in Graduate Education • Created and established the “Student Fitness Center” in the Hagerty Gym. The latest

equipment and technology was purchased to enhance fitness opportunities for the student population.

• A committee on Staff Development was established to take ownership in divisional training programs, staff recognition, and creating an institute on leadership within the Division of Student Affairs.

• A committee to review the 2002-2007 Division of Student Affairs Strategic Plan was appointed.

• Created learning outcomes initiatives for the University. • Launched three first-level phases and one second-level phase of the CPR. • A committee to recognize the Division’s outstanding staff, Celebration of Excellence, was

established from past award recipients. • Housing and Residential Education resident assistants were selected this year through a very

thorough four-month selection process. • Lunch with the Vice President for Student Affairs was launched as a way for the vice

president to interact with members of the staff more closely and hear their ideas and thoughts on ways to improve services to students. During the spring and summer, the VPSA wanted to get to know all colleagues within the DSA a little better so he invited every staff member to a one-on-one lunch with him at the restaurant of their choice.

• Coffee with the Vice President for Student Affairs was a program that was co-sponsored by Student Development and the Office of the Vice President. Coffee and assorted pastries were provided for an hour in the morning during which a question and answer session was held with the vice president for Student Affairs.

• Finally, I would like to take this opportunity to thank all of my Student Affairs colleagues for their continued efforts and excellent work that has given us yet another successful academic year. You are indeed THE BEST!

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EXECUTIVE SUMMARY As part of our ongoing institutional effectiveness, each department in the DSA has compiled information on its accomplishments, challenges of the past year, as well as goals for 2004/2005. The division looks forward to our second class of freshmen students this fall 2004 semester while continuing to serve our upper-division students. As with all of our programs and services, the DSA continues to strive for excellence while keeping our students at the center of all that we do.

Admissions and Records The Office of Admissions and Records has experienced yet another year of change. Although this change has not been without some cost in terms of staff moral, the staff has, nonetheless, worked tirelessly to meet the expectations of the University and to recruit and accommodate applicants and students. The Office of Admissions and Records did experience more stability due to new leadership in the director. Additionally, business practices strengthened while our processes developed both in quality and efficiency. Major challenges and threats came from both the state budget in the 2003-2004 fiscal year and the institution’s lack of candidacy status with WASC.

Career, Health, Accommodation, and Personal Counseling Services (C.H.A.P.s)

Career Development Services

This was an extremely productive year for Career Development Services (CDS). Since it was officially unveiled in fall 2003, CDS has made enormous progress towards building a nationally acclaimed career service. Its programs have been well-received by students and have expanded to reflect the growing needs for quality career services at the campus. The single greatest example of this was the increase in student participation in Career Development Services. Phone calls, walk-ins, and appointments more than doubled during the 2003-2004 academic year. CDS has also made gains in establishing itself with prospective employers in the local area. The Career Fair was a great opportunity for CDS to build relationships with over 70 companies in the region. After hearing about the success of the Career Fair, many new companies have contacted CDS requesting to be put on a mailing list for future CDS sponsored events. CDS staff is committed to building on this strong employer base over the next academic year. CDS stepped up its outreach efforts to students, faculty, staff, employers, and community organizations of the region. This resulted in a flood of activity such as hosting community representatives for career-preparation workshops, connecting students to employers for jobs, building ties with faculty to develop the internship program, and working with staff to improve assessment systems and tools, just to name just a few. The 863 student visits CDS conducted over the 2003-2004 academic year is reflective of the student-centered focus CDS maintains. CDS will continue its efforts to assess its services to offer the highest level of quality programming available for CSUCI students.

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Student Health Services

Student Health Services (SHS) has the distinction of being the oldest member of the C.H.A.P.s Team. Its history dates back to the CSUN-CI campus. Cal State University Channel Islands assumed responsibility for the services in the fall of 2002. While it retained the basic health care programs that are required by the CSU system, Student Health Services created a whole new approach to health and wellness that places the student at the center of the process. It also expanded its outreach to the campus community and provides health promotional programs that are tied to the needs of students. SHS was immediately faced with three major hurdles—its location, its new approach, and finding programs that were relevant to our students. Since its start in August 2002, SHS has made tremendous strides in each of these areas. We learned from our students that they simply did not know where the Student Health Center was located. Most student activities occur in the Bell Tower area. The trailer that houses SHS is not visible from the Bell Tower. To handle this problem, it was decided that we would increase the visibility of our health professionals by bringing them and many of our programs to the Bell Tower. SHS offered several health clinics in the Bell Tower where students hang out. This greatly expanded our outreach. To get the message out about our new student-centered approach to health and wellness and to find relevant health and wellness promotional programs, we turned to students for help. SHS established a Student Health Services Advisory Committee. The committee, working with the director of C.H.A.P.s., developed a Student Health Services questionnaire that asked students what they thought about our new approach and what they would like to see done at the Student Health Center. The information obtained from the survey and direct feedback from the Student Health Services Advisory team will be used to direct future programs and services offered by SHS. Disability Accommodation Services

Disability Accommodation Services (DAS) had another phenomenal year. On campus faculty, staff and students felt the impact alike. The list of accomplishments over the past year speaks for itself. Despite staff, facilities and budget restrictions, in conjunction with an increase in the disabled student population, DAS developed some innovative approaches to providing quality services. DAS established a system for obtaining materials in alternative formats. This system includes electronic textbooks as well as an extensive volunteer reader program to make texts available on cassette tape. With a lack of available realtime captionists in the local community, DAS piloted the use of remote realtime captioning. This resource enabled us to meet the captioning needs of our deaf students. The coordinator for DAS provided workshops for students with disabilities, presented to students in classes about the needs and capabilities of students with disabilities, and served on numerous campus and community committees and boards. DAS also sponsored University-wide Disability Awareness Day activities. DAS demonstrated a commitment to improving the services it offers. This spring, DAS was the subject of a University-wide program review as the second part of a Comprehensive Program Review process. The site review team analyzed written documents provided by Disability Accommodation Services, toured DAS facilities, met with a panel of six students with disabilities, and participated in disability awareness activities. Using information gathered during the review process, changes have already been initiated within the DAS program, even before the writing of the final report. DAS will continue to work and improve the services it provides to its constituents.

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Personal Counseling Services

Personal Counseling Services (PCS) was successful this year in helping students accomplish their personal and academic goals while managing the demands of college. This entailed working through difficult interpersonal issues, developing new coping skills, and/or learning how to manage serious life crisis. In addition to providing direct counseling services, PCS also offered self-help workshops, developed interpersonal counseling groups, and provided academic placement testing for incoming freshmen. On the whole, PCS was extremely productive. It logged over 400 individual counseling sessions and made five referrals to professional practitioners in the community. On the personnel side, it should be mentioned that Dr. George Morten received the Administrator of the Year award for the state of California.

Financial Aid The Office of Financial Aid had a successful year. The growth anticipated in the future is held at risk by a bleak budget picture which restricts staffing and enrollment targets to current levels. In addition, the lack of WASC candidate status precludes the University from applying for certain funds and programs. It is imperative that budget stability be achieved and staffing levels keep pace with the growth in the student population.

Student Development The 2003-04 academic year was another strong and productive year for OSD and the students that it serves. Many strides were made towards continuing improvement of programs and services based on our commitment to creating a positive and safe co-curricular living and learning campus environment. While there were some challenges, the staff remained focused and committed. The highpoints of the year include the establishment of the Student Government and the Associated Students Board in addition to the passing of the much needed student fees. These accomplishments far outweighed the problems such as flooding in the gym and deficiencies in the budget. With the vice president’s proposed consolidation of OSD and CHAPS into one functional unit under the auspices of Student Life, the future looks even brighter for our students and the level of services that they should be able to receive even better! This new Student Life area should allow for various staff resources and talents to be pooled together in order to more effectively and efficiently provide services and programs for the CSUCI community. While it may be necessary to reduce or even cut some of the services currently offered, this process should allow for a greater assessment and evaluation of overall services in order to strengthen their legitimacy. It should be noted that greater efforts need to be placed on educating our students and faculty about cheating and plagiarism. Faculty should be informed about the judicial process and how to report violations and reminded that FERPA prohibits them from discussing individual cases of academic dishonesty with other colleagues. Students should receive additional information and instruction on academic dishonesty, its repercussions and ways to avoid it.

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UNIVERSITY MISSION STATEMENT

Placing students at the center of the educational experience, California State University Channel Islands provides undergraduate and graduate education that facilitates learning within and across disciplines through integrative approaches, emphasizes experiential and service learning, and graduates students with multicultural and international perspectives.

STUDENT AFFAIRS MISSION STATEMENT Placing students at the center of their educational experience, the Division of Student Affairs supports and enhances learning and the University community through quality activities, facilities, programs, and services.

STUDENT AFFAIRS VISION STATEMENT The Division of Student Affairs will work collaboratively to retain and graduate individuals knowledgeable of civility, competence, integrity, perspective, and vision; who value diversity, service and leadership; make ethical decisions and meaningful contributions to the CSU Channel Islands community as well as to a dynamic global society. The Division of Student Affairs will:

• be recognized as a significant partner in the preparation of students to be leaders; • develop students as fully contributing citizens; • instill in students an appreciation of the value of service; and • prepare students to be effective and productive citizens in an increasingly diverse society.

The Division of Student Affairs values:

• a quality, supportive, community environment that affects learning in a positive manner; • community involvement as it enhances learning; • celebrating diversity and the uniqueness of each student; • the worth and dignity of each person; • non-prejudicial principles of higher education and community; • that the student takes responsibility for his/her own actions and life; • the freedom to doubt and question and the acceptance of accompanying responsibility; • teaching effective citizen and trusteeship; and • education as a life long process.

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STAFF INFORMATION

Office of the Vice President Dr. Wm. Gregory Sawyer, vice president for Student Affairs; Ph.D. Higher Education Administration, University of North Texas Budget Committee

Campus Master Planning Committee Commission on Human Relations, Diversity & Equity

Communication 101: Public Speaking Fall 2003/Spring 2004, Professor Emergency Planning Committee Enrollment Management and Student Success Committee Enrollment Management and Student Success Steering Committee Gamma Beta Phi, Advisor

President’s Cabinet President’s Council Talkin’ Dolphins Speech Tournament, Director

University Planning Committee WASC Committee

Off-campus Boards and Committees: Ventura County Community Foundation (VCCF) Scholarship Committee Ventura County NAACP “Think Tank” Edwin Lebioda, director of Budget, Operations and Auxiliary Services; M.S. Recreation Administration, University of North Carolina - Chapel Hill

Comprehensive Program Review (CPR) Copier Chargeback Committee DSA Student Assistant Task Force (Chair) Emergency Planning Committee Enrollment Management Committee Enterprise Committee Facilities Forum Finance and Administration Forum Food Services Committee Learning Communities (Co-Chair) President’s Council Procurement Policy and Procedure Committee RA Selection Retreat Committee Search Committees University Web Site Committee

Nancy Covarrubias Gill, associate director of Operations and Special Projects; A.A. Liberal Arts, Oxnard College

Catalog Committee 2004/2005, Chair and Editor DSA Communication Committee, Chair Emergency Planning Committee First Year Experience Committee, Chair University Marketing Committee University Web Site Committee WASC Accreditation Committee WASC Accreditation Standard One Coordinator

Off-Campus Boards and Committees: Oxnard Ambassadors, Past Consul General/Active Member

Oxnard Chamber of Commerce, Board of Directors Santa Clara Church Centennial Capital Campaign, Co-Chair

Ventura County Museum of History & Art, Member

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Office of the Vice President (continued) Shannon Soczek, executive administrative assistant; A.A. Liberal Arts, L.A. Pierce College Campus Childcare Committee

Division of Student Affairs Staff Recognition Committee, Chair Emergency Planning Committee Event Committees

Campus Staff Holiday Party Campus Staff Recognition

Finance and Administration Forum Search Committees

Task Force on Staff Support *Kirsten Moss, coordinator of special projects; B.A. Sociology, CSU Northridge at Channel Islands Commencement Committee

CSUCI Alumni & Friends Association, President DSA Communication Committee First Year Experience Committee

Honors Convocation Committee

Admissions and Records Damon Blue, director of Admissions and Records; M.A. Administrative Student Systems, California State University Dominguez Hills

Admission Appeals Committee CMS Steering Committee Enrollment Management and Student Success Committee Enterprise Technology Committee General Education committee Search Committee (IT Programmer/Analysts) Student Academic Policy and Procedure committee

Crystal Bernal – Admissions and Records specialist; B.A. Sociology, California State University Northridge Search Committee (Assistant Registrar, Proctor ELM/EPT exam) Julie Clodé, document imaging and communications clerk; A.A. Liberal Arts, Ventura College Search Committee (Recruitment Coordinator) Student Assistant Training Committee Kathleen Downes, records/registration specialist Commission on Human Relations & Diversity

Sub Committee: Multicultural and Women’s & Gender Center DSA Communication Committee Renee Esquivel, Admissions and Records specialist; M.A. Counseling and Guidance, California Lutheran University Gina Farrar, coordinator, Admissions & Evaluations; M.Ed. Educational Leadership, Northern Arizona University

Commencement Committee Faculty Support Task Force GE Committee

Melissa Frazier, recruitment counselor; B.F.A. Tufts University - Boston, MA. Council for the Advancement of Standards (CAS) Counselors Advisory Circle (CAC) CSU Counselor Conference Planning Committee

DSA Communication Committee Search Committees (Student Services personnel IB)

Student Assistant Training Committee

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Admissions and Records (continued) Janice Jones, Admissions and Records specialist; B.A. Sociology, California State University Northridge Commission on Human Relations & Diversity Sub Committee: Multicultural and Women’s & Gender Center

Search Committees (Document Processing; Admissions and Records Specialit; EOP and Outreach Coordinator, Career Counselor)

University Task Force – Strategic Planning – Staff Support Lori Macdonald, administrative assistant; A.A. Liberal Studies, Ventura College Admission Appeals Committee

DAS Review Committee Search Committees (various)

Student Assistant Training Committee Sandra Naffziger, Admissions and Records specialist; B.A. English, UC Santa Barbara Search Committee (ASC II Enrollment Services)

Student Assistant Training Committee Ellie Osborne, evaluator; B.A. Sociology, Sonoma State University Admission Appeals Committee

GE Committee Search Committee (Coordinator of Outreach and EOP)

Ginger Reyes, recruitment coordinator; B.S. Biology, California State University San Marcos Council for Advancement of Standards (CAS) Counselors Advisory Committee Orientation Search Committees (evaluator I; student services personnel IA – Chair; administrative student assistant II; outreach counselor – Chair; Director of Admissions and Records) University Budget Committee

Off-Campus Boards and Committees: Cal-SOAP Santa Barbara CSU Counselor Conference Planning Committee (Statewide, Regional, host campus)

*Veronica Cantu, recruitment counselor; M.A. Ed. in Education, University of Phoenix

Community College Advisors Committee CSU Counselor Conference Planning Committee

CSU Counselor Consortium

* Shelley Crawford, schedule/course table support; B.A. in Education, Concordia University CMS Functional Lead Planning Committee Council for the Advancement of Standards (CAS) CSU Enterprise Technology Committee Events and Facilities Committee Instructional Resources Committee Marketing Committee Open House Committee Search Committees (Director of Admissions and Records; IT Programmers) Spring and Fall 2003 Schedule of Classes for CSU Channel Islands and CSUN at Channel Islands

*Francisco Dorame, recruitment counselor; B.A. History, California State University Northridge

Spring Open House Committee

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C.H.A.P.s (Career Development, Student Health, Disability Accommodations, and Personal Counseling Services) Dr. George Morten, director of C.H.A.P.s; Ph.D. Counseling Psychology, University of California Santa Barbara

Academic Assessment Committee Alcohol Advisory Committee Commission on Human Relations, Diversity and Equity Comprehensive Program Review (CPR) Council for the Advancement of Standards (CAS) For Disability Services Committee Diversity Committee Division of Student Affairs Site Review Committee Educational Effectives Committee Emergency Planning Committee Enrollment Management Committee Greater Expectations Committee Multicultural and Women’s and Gender Center Sub Committee President’s Council Resident Hall Director Search Committee Safety Committee Service Learning Committee Student Health Center Advisory Committee WASC Committee

Dr. Terri Goldstein, coordinator of Disability Accommodation Services; Ed.D. Educational Leadership, University of California Los Angeles

Admissions Appeals Committee Americans with Disabilities Act Committee Commencement Committee Council for the Advancement of Standards (CAS) For Disability Services Committee DSA Communication Committee Safety Committee Search Committees Service Learning Committee Web Site Committee/Web Site Access Sub-Committee

Off-campus Boards and Committees: California Association on Postsecondary Education and Disability (CAPED) Executive Board Moorpark College ACCESS Services Advisory Board Ventura College Educational Assistance Center Advisory Board Ventura County Special Education Local Plan Area (SELPA) Interagency Transition Coordinating Council Ventura County SELPA College-Bound Students Committee

Katie Metzger, coordinator of Career Development Services; M.A. Conflict Resolution, Antioch University, Yellow Springs, Ohio

Business and Technology Committee Career Development Services Student Advisory Board Council for the Advancement of Standards (CAS) for Career Development Services Division of Student Affairs Strategic Planning Committee Honors Convocation Committee Search and Screen Committee (Administrative Assistant) Service Learning Committee

Off-campus Boards and Committees: Moorpark College Career Advisory Board

Arjelia Guillen, administrative support coordinator; B.S. Business Administration and B.A. Psychology, California State University San Bernardino

Council for the Advancement of Standards (CAS) For Disability Services Committee Search Committees (Administrative Support Coordinator; Administrative Assistant)

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C.H.A.P.s (continued)

Nada Jamil, administrative support assistant; B.A. Art, California State University Northridge

Financial Aid Nick Pencoff, director of Financial Aid; B.A. History, California State University San Bernardino Enterprise Technology Committee PeopleSoft Implementation Team

Student Fee Advisory Committee Octavio Cruz, financial aid counselor; B.A. Liberal Studies, California State University Dominguez Hills DSA Communication Committee

Search Committee (Recruitment Counselor SSP I) Maria Elena Zendejas, financial aid counselor; B.A. Sociology, California State University Northridge Search Committee (Recruitment Counselor SSP I)

Student Development Trae Cotton, director of Student Development; M.A. Communication, Eastern New Mexico University

Council for the Advancement of Standards (CAS) Review Team for Office of Student Development Orientation Enrollment Management Committee

Enterprise Technology Committee Search Committee (coordinator of disability accommodations; director of admissions and records)

Toni Rice, coordinator of orientation and Student Development; M.B.A. Business Administration, Florida Gulf Coast University

Council for the Advancement of Standards (CAS) Review Team for Office of Student Development Orientation

First Year Experience Committee Orientation Committee, Chair Search Committee (Admin. Support Assist./C.H.A.P.s – Chair; Coordinator of Outreach and EOP)

Lisette M. Rodriguez, coordinator of University Outreach and the Educational Opportunity Program (EOP), B.A. Sociology, University of California at Santa Barbara DSA Staff Development Committee, Chair Search Committee Chair (Recruitment Counselor, Assistant Resident Director)

Maria de la luz Flores, EOP advisor; B.A. English Literature, California State University Northridge

Lisa LaFrenz, administrative support coordinator, B.A. Public Relations, Pepperdine University

Council for the Advancement of Standards (CAS) Review Team for Office of Student Development Orientation First Year Experience Committee

Search Committee (Orientation Leaders) Nathan Avery, coordinator Recreation and Leisure Services, B.S. Business, California State University Chico

Council for the Advancement of Standards (CAS) Review Team for Office of Student Development Recreation

Division of Student Affairs Committee to Evaluate Divisional Strategic Plan *No longer employed within the Division of Student Affairs

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OFFICE OF THE VICE PRESIDENT MISSION The mission of the Office of the Vice President is to recommend policies and procedures that will ensure a coordinated delivery and assessment system of student services through all departments within the Division of Student Affairs (DSA). This includes tracking and reporting expenditures, implementing selected special events or projects, and producing and distributing external communications to pertinent media outlets. OVERVIEW The Office of the Vice President for Student Affairs (VPSA) is responsible for the overall divisional budget administration, personnel issues, auxiliary services, annual reports, external communications, staff training and development. The departments within Student Affairs include: Admissions and Records, Financial Aid, C.H.A.P.s (Career Development, Student Health, Disability Accommodations, and Personal Counseling Services), Student Development, and Housing and Residential Education. ORGANIZATION/ADMINISTRATIVE Budget The Office of the VPSA worked closely with the Division of Finance and Administration to accurately track expenses and forecast future budgetary needs of the Division of Student Affairs. The DSA Leadership team and S.A.L.C. discussed and agreed to the budget philosophy we followed this past year. Due to the uncertainty of the fiscal status of the state, and the possibility of mid-year reductions to the division budget, a number of budgeted positions remained vacant for the year. This resulted in a substantial end-of-year savings that was shared with the University as a whole; however, this placed an added burden on the existing staff. Limited financial resources continue to diminish the ability of the division to provide all the services and programs desired for our students. New procedures have been implemented to maximize resources provided to the division. Quarterly meetings will be held with the vice president for Administration and Finance and the University budget manager to assess the current financial status of the division and maximize unused resources.

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Division of Student Affairs Budget Summary

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2003/2004 Division of Student Affairs Budget Breakdown

$693,604

$574,267

$515,438

$1,366,725

$322,539

Office of the Vice PresidentOffice of CHAPsOffice of Student DevelopmentOffice of Admissions & RecordsOffice of Financial Aid

Personnel The VPSA charged the directors within the division to develop a three year personnel plan in coordination with the division’s five year strategic plan. The personnel plan will provide a framework for future organizational initiatives of the division as well as the continued increase of personnel. As a result of anticipated mid-year system-wide budget shortfalls, the division did not hire several positions during the academic year. With a more optimistic budget forecast in April, several of the positions that were put on hold were opened for recruitment. The division began filling the positions in April and continued throughout the summer. Positions filled included: three admissions specialists, and two administrative assistants. Four reclassifications were also completed during the year, an administrative assistant (ASC II) became a financial aid intake counselor (SSP III), an evaluator (Evaluator II) became a coordinator of admissions and evaluation (SSP III), an A&R Specialist (ASC I) became an admissions specialist (SSP I), and an administrative assistant (ASC II) became an executive administrative assistant (AAS). The division continued implementation of the staff development plan consisting of 1) a revised employee handbook, 2) a comprehensive staff development day, 3) monthly DSA staff meetings, and 4) two staff training workshops to supplement the workshops provided by Human Resources Programs. A director’s retreat was held in July to evaluate the strategic plan, the budget plan and the mission statement for the division. Weekly leadership meetings (directors) were held with the vice president. Policies and procedures for the recruitment, hiring, evaluation and development of personnel for the division were finalized and implemented. The VPSA charged a new committee to evaluate the current monthly DSA staff meetings and provide a new program for future meetings. The committees report is due in October for implementation beginning January 2005.

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The VPSA also asked the director of Financial Aid to chair a committee to review the division’s five year plan. The report is due to the vice president in October 2004.

Division of Student Affairs General Fund Allocation

63%15%

22%

Salaries: $2,151,453Benefits: $527,771Operating Expenses: $773,349

DSA Appreciation Day – The 2nd annual DSA staff recognition event, Celebration of Excellence, is scheduled for Friday, August 20. A division committee comprised of Kathy Downes, Melissa Frazier, Ed Lebioda, Nick Pencoff, Ginger Reyes, Michellyn Shonka, Shannon Soczek, and Jane Sweetland, are in the process of accepting nominations and planning a great event that will recognize the best of the best in the Division of Student Affairs! SERVICE HIGHLIGHTS/ACCOMPLISHMENTS Communication During academic year 2003/2004, the Communication staff in the office of the VPSA produced and coordinated various communication and marketing pieces including: Annual Report 2002/2003 – the division’s Annual Report was completed and submitted to the President on August 1, 2003, as requested. The report consisted of 76 pages of detailed programming and assessment information provided by the division directors for each of the departments. A two-color printed cover and bound version of the Annual Report was made available on November 1, 2003. Copies were also provided to the other 22 CSU vice presidents for student affairs. Brochures – five brochures were created and printed for the purpose of providing students, faculty, and staff with specific information about various services available within the division. Brochures were created for the following areas: Career Development Services, Student Health Services, EOP, Recreation and Leisure Services, and a division-wide brochure.

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Catalog 2004-2005 – a staff member from the Communication area once again served as editor and production director of the annual catalog. The project was coordinated, designed, and printed in conjunction with the Catalog Committee that was comprised of members from the Academic Affairs and Student Affairs divisions. Because of unforeseen delays from the Chancellor’s office in submitting the “mandatory copy,” printing of the catalog was delayed and not made available until the week of May 17, 2004. The theme of “Envision – Explore – Create” was developed and chosen in cooperation with the University’s Marketing Committee. Artwork for the front and back covers was designed by art student Jennifer Rhymes, with assistance and direction from art Professor Jack Reilly. Current, Wavelength, and Channel Islands View – various articles were submitted to these publications on events, activities, and other newsworthy topics occurring within the division. Division Staff Directory – at the request of the University President, a directory of the division staff was developed and printed. The directory included a photo of each staff member along with his/her title, telephone extension, building location and campus hire date. Subsequently, this directory is being used as the model for a University-wide staff directory for the president. EOP Handbook – at the request of the EOP staff, a handbook was designed and printed with approximately 20 pages of information relating to the EOP program. This included specific information about EOP as well as various forms available for use by the students and EOP staff. Housing (On-Campus) – a tri-fold brochure with four inserts was written and printed for the purpose of providing on-campus housing information and application to current and prospective students and their parents. The housing brochures were mailed in early January to a list of students and parents who had expressed an interest in housing. Mission Statement/Alma Mater Cards – wallet sized, laminated cards were created and printed with the University’s mission statement on one side and the alma mater on the other side for distribution to students during student body elections. The cards were also made available at various events throughout the year. Newsletter – the first divisional newsletter was written and printed for distribution during the fall 2003 semester for the division staff as well as faculty and staff from across the campus. Parent Resource Guidebooks (English and Spanish) – a resource guidebook was developed and printed in English and Spanish about CSUCI for the parents of current or prospective students attending the University. The resource guidebooks covered a multitude of topics related to the University and included a double-sided tear-out bookmark, which highlighted the academic calendar as well as important University phone numbers. Recruitment Brochure and Interest Postcards – at the request of the Recruitment staff, a tri-fold brochure was developed and printed that provided a brief overview of the campus as well as admission requirements, cost of attendance, financial aid, EOP, student life, housing, and degree programs offered at CSUCI. A postage paid postcard for prospective students was also developed in conjunction with the brochure. Resident ABC’s Manual and the Resident Assistant Manual – in the absence of a resident director for student housing, staff from the Communication area drafted and assembled the initial documents of the Resident ABC’s Manual and the Resident Assistant Manual. Completion and

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printing of these two documents is projected prior to the move-in of students in Anacapa Village in late August. Student Calendar of Events – a student calendar of events and activities was developed and maintained by staff within the Communication area. The calendar format included all events, activities, and workshops from Academic Affairs and Student Affairs as they related to students. The calendar was primarily used for the First Year Experience program. Student Communication Policy – because of a need to provide effective, consistent and cost efficient communication with enrolled students, a communication policy was drafted to ensure accurate, timely and effective community of University business to students either by mail or email. The policy addressing the new student email system was drafted in the second half of the academic year with a first review of the policy by the President’s Council in April, 2004. Several suggestions and recommendations were made to the policy with another review scheduled for August 2004. Student Dolphin Email System – in conjunction with the offices of Student Development and Information Technology, a new student email system was launched on November 1, 2003. A test period of two weeks was conducted prior to the launch date among student assistants and various staff members who were provided email accounts. A group of University representatives met to discuss marketing ideas for the new student email system with all ideas being implemented during the launch period of November 1 through December 12, 2003. Student Guidebook & Planner – the annual production of the student guidebook and planner was coordinated by the Communication staff in conjunction with various members of the division. In addition to an academic calendar/planner, the Student Guidebook & Planner also contains important information on student rights, responsibilities and policies, divisional information, general information on the University, and academic advising services. Due to a divisional reorganization in June, print production of the guidebook was delayed until August, 2004. A plan for distributing 3,000 copies has been designed to reach students throughout various locations on campus, i.e. the Bell Tower foyers, student lounge, dean’s offices, the Professional, Administration, Public Safety, and Science buildings, the University Hub, Conference Halls, Gym, and coffee shop. Copies will also be distributed to each resident in Anacapa Village (on-campus housing) during “move-in weekend.” University Viewbook – at the request of the Recruitment staff, a ten-page brochure was developed and printed with general information on the campus with student perspectives about their experiences at CSUCI. Web Pages – in cooperation with various staff members from within the division departments, the Web pages experienced a major “overhaul” of content and were updated prior to the spring 2004 semester. In addition to two staff members, a student assistant working in the Communication area received training in “Collage” that enabled her to make content changes and upload them to the live Web site. Weekly Reports for the President – at the request of the University president, the staff prepared written reports to the President on a weekly basis. The “flash” report included upcoming student events and activities, conferences and workshops attended by staff, system-wide and Chancellor’s office meetings attended by staff, and ongoing updates on significant projects within the division.

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Written Correspondence – to ensure the accuracy of written work produced by the division, the Communication office reviewed letters, flyers, handouts, and handbooks. Recommendations and editorial comments were provided in a timely manner to the “authors” within the division. When needed, staff assisted with the print production of such materials. Special Projects Alumni Relations – in cooperation with the office of Community, Governmental and Alumni Relations within the Division of Advancement, staff worked on the development and implementation of the Alumni & Friends Association that was launched during Commencement 2004. Brochures and guidelines were designed to include all alumni from the campus (CSUCI and CSUN-CI) as well as friends from throughout the local communities. A staff member from this area also served as the first president of the Alumni & Friends Association. Campus Dining Services As Cal State Channel Islands continues to develop, we are in the process of creating a new dining area that will offer a large variety of menu options. We are currently finalizing a contract with a culinary team that provides food service for numerous campuses including Loyola Marymount University, California Lutheran University, Pepperdine University, and Cal State Stanislaus. CSUCI will have three contemporary dining formats for students to choose from throughout the day:

• 155º ensures exceptional quality and quick service. Cheeseburgers, chicken tenders, and grilled chicken breast sandwiches highlight the menu, with plenty of special promotional sandwiches on a rotating basis. With combo meals prominently featured, it’s easy to order a great value! Use the Combo Card and buy nine, get one free!

• The Market will have you coming back day after day. A menu of traditional American classics, including roasted, herb-encrusted chicken, leads the way with popular sides like macaroni and cheese, garlic mashed potatoes, and fresh vegetables prepared with both Vegetarian and Vegan customers in mind. Chef-inspired daily specials will keep your taste buds guessing!

• La Cucina Del Leone is like a slice of Italy with its old world dishes. Pizza by the slice remains the staple, and will be featured daily. Daily pasta specials combine value and great taste: Fettuccine Alfredo, Penne in a Marinara Sauce, and Cheese-Stuffed Tortellini with choice of sauce. Freshly baked breadsticks and side salads complete the menu. Don’t miss the one-of-a-kind Tuscany Wrap: Delicious pizza dough, zesty marinara sauce, and ingredients straight from the garden folded into a delightful dish.

Students “on-the-go” will also be able to grab a quick bite at Café à la Cart. Gourmet hot beverages and assorted bottled beverages, fresh-baked cookies, brownies and other sweet treats, and a collection of popular salads, sandwiches and wraps are the delicious menu items you’ll find waiting for you at Café à la Cart. Start your day with a fresh fruit and yogurt parfait and end it with a crisp Chicken Caesar Salad. Café à la Cart – it’s on the way to where you’re going! This new dining area will not only enhance the CSU Channel Islands learning environment, it will help build a strong campus community.

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Commencement – as a member of the University-wide Commencement Committee chaired by the director of Communications and Marketing, Special Projects staff were able to direct communication materials to graduating CSUCI and CSUN-CI students. This involved the creation and mailing of all communication materials outlining details for Commencement held May 23, 2003, as well as accepting and tracking student RSVPs for the event, and answering general questions about Commencement and Honors Convocation. Communication Committee – a divisional committee was created to assist with the communication of information and materials to students as they relate to the Division of Student Affairs. A representative from each area was designated by the directors to serve on the committee as well as a faculty representative from the Student Affairs Liaison Committee. The group met bi-weekly to discuss and review student activities, events, and information for dissemination. CSUN-CI Advising – staff was able to provide mentoring and assistance throughout the year to the student body leadership of CSUN-CI on a number of projects and activities. First Year Experience – at the request of the President, a staff member from the Special Projects area spearheaded the development and implementation of the First Year Experience (FYE) geared towards freshmen and transfer students. A campus-wide committee composed of faculty, staff, and students directed and implemented the various facets of the program. The mission of the FYE is to provide programs that meet developmental, intellectual, and cultural and social needs of first-year students as they make the transition from high school or a community college to CSU Channel Islands. Students were assigned into seven “island groups” with mentors and students who interacted with students at various functions, events and workshops held on campus. A critical thinking class, University 101, was also integrated into the FYE program. A semester-end evaluation of the program was conducted with students who attended the “Freshman Chill Out” on December 4, 2003 (before finals). A partial summary of the evaluation included:

• Forty-four percent of respondents indicated that the size of their group was “about right” in terms of other students.

• More than two-thirds of students (65%) reported that they recognized “a lot” of students on campus; 56.4% reported that they knew “a lot” of students by name; and 65.8% indicated that they “often” stopped and visited with students.

• Close to half of students (46.2%) reported that the number of mentors in their group was “about right.”

• Close to three-quarters of students (70.1%) reported that they recognized “none” (34.2%) or only “a few” (35.9%) of their mentors; 70.1% reported that they knew only “a few” or “none” of their mentors by name; and 65.8% indicated that they did “not often” stop and visit with mentors.

• Close to one-half of students (47.9%) did not recognize faculty; and 57.3% reported that they had stopped and visited with only “a few” or “none” of the faculty.

• Close to two-thirds (59.8%) indicated that the Academic Advising workshops were

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useful. Programs offered by the Library and C.H.A.P.s were also cited. • More than two-thirds (68.4%) indicated that the social events were useful. Recreational,

cultural, and leadership events were also cited. Part of the evaluation process also included input from the FYE committee. Based on the committee’s input, it was recommended that the FYE program not include University 101 in the spring 2004 semester activities and to limit FYE activities to only two per month. Subsequently, FYE mentors and the groups started to fade away from activities and experienced “burn-out” involved with dedicating much of their time to the FYE program as well as their normal job responsibilities. It was determined that during the summer break the FYE program would be reevaluated for a possible re-launch during the fall 2004 semester. Housing and Residential Education (On-Campus) – in the absence of a resident director and staff for this area, staff in the Special Projects area took on the responsibility of coordinating and collecting all housing requests and applications from students interested in living on campus in Anacapa Village. Deposits from students for housing were also processed in coordination with the University’s Cashier Services. Other monumental tasks taken on by the staff included the search and screen process for hiring eight resident assistants as well as the design and implementation of a training program for the new resident assistants. Leadership Channel Islands – at the request of the vice president for Student Affairs, staff researched the creation of a leadership program for select students who are nominated by faculty, staff and their peers. The main purpose of the program is to provide trusteeship and service training for students to the larger community. Future development plans for this project were put on hold until additional staff can be hired to oversee the program. Southern California Forum for Diversity in Graduate Education – at the request of Dennis Muraoka, Professor of Economics, and the University president, a staff member from the special projects area chaired a campus team responsible for coordinating all logistical details for the Forum co-sponsored and hosted by CSUCI on Saturday, April 3, 2004. The Forum has been planned by a consortium of California public and private universities including the University of California and CSU systems for the past 14 years. Over 1,200 students from colleges and universities across Southern California attended the one-day Forum. At the Forum, students were provided with workshops on attending graduate school and a recruiter fair with 170 representatives from 83 institutions of higher education from across the nation. CSUCI received excellent press coverage of the event as well as receiving accolades for hosting a successful event. The system-wide committee commended the campus and staff for setting the bar of excellence much higher for future forums. Student Affairs Advisory Committee – initial research and development of a student affairs advisory committee was prepared for future implementation. Several members of the community were identified and work has continued on defining the charge, duties and responsibilities for this advisory committee. It is anticipated that the committee will meet at least twice during each semester and will hopefully begin during the fall 2004 semester.

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Student Meal Plan CSUCI students will be offered a declining balance meal plan. This will allow students to put a balance on a “debit” card that will be used to purchase items in the restaurant space, giving students the luxury of dining when it is convenient for them. Students will also have the option of increasing the available funds on the prepaid meal card. When compared to other meal plans at various campuses, our plan will provide students with the maximum benefit for their lifestyle. Top Dolphin Point System – at the request of the vice president for Student Affairs, staff developed a point system in cooperation with the directors and coordinators from the various division areas based on the “Wellness Wheel.” Subsequently, a small pocket booklet was printed and distributed to students that included all DSA events, activities, and workshops, which enabled students to earn points for attending these functions. Student Lori Macdonald received the most points at the end of the academic year and received the “Top Dolphin” award from the DSA at the Honors Convocation ceremony. WASC – staff from the Communication & Special Projects area served on the University’s WASC Accreditation Committee in a variety of roles. The first role consisted of serving on the University-wide Accreditation Committee and 12 sub-committees. A second role consisted of being asked to serve as a WASC standards coordinator (Standard One). In cooperation with other key staff members from the division, the designated staff member worked on gathering, coordinating, and tracking information for the various Standards sub-committees. A tracking form designed by the staff member was subsequently used by the University-wide Accreditation Committee to track all WASC data being collected. INSTITUTIONAL EFFECTIVENESS/ASSESSMENT Comprehensive Program Review (CPR)* Assessment in Student Affairs The primary purpose of the Division of Student Affairs is to support and enhance student learning through quality activities, facilities, programs, and services. To accomplish its aims, the division has developed a Comprehensive Program Review (CPR – see Appendix) process that is built into its strategic plan. The CPRs provide a systematic mechanism to monitor the status, effectiveness, efficiency and progress of programs in Student Affairs and provides information that allows the division and the University to:

• Identify future directions, needs, and priorities • Recognize and respond to the strengths and weakness of the program and identify

important directions in the professions; • Assist in assessing a department’s relationships with and contributors to other programs

within the University; • Strengthen and improve its programs and services to students; • Provide the mechanisms and impetus for change.

The Office of the Vice President coordinates the CPRs and is responsible for ensuring that each department in the Division of Student Affairs is reviewed at least once every five years. The CPR involves three stages process: 1) Self-study Phase, completed by three members of the department under review and a student(s), 2) Site Review Phase, completed by at least one *See complete Comprehensive Program Review (CPR) in the Appendix.

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representative of each division on campus, two faculty members and at least two students and 3) Outside Expert Phase, performed by a regional or national expert on the area/department under review. To start the three phase process, the department must first prepare: 1) assessment plans, 2) budgets and strategic plans and 3) time lines, established in concert with the annual workload cycle of the department. Once the planning process is completed and the department has received the final approval from the vice president for Student Affairs, the first phase can begin. Since the spring of 2003-04, five programs in the Division of Student Affairs have completed the Self-Study. Disability Accommodation Services, Financial Aid, and Orientation were completed in 2003-04, and Recruitment and Career Development were added to the ranks in 2003-04. In spring of 2003-04, the division reached a milestone in its CPRs; Disability Accommodation Services became the first program to complete the second phase of the review process. The findings of the review team were extremely helpful. Several recommendations were made by the committee for improving the quality of services offered through Disability Accommodation services. These included:

• Retention data for students utilizing DAS is needed, especially for transfer students • The current testing rooms are located in noisy locations and some are either staff offices

or are rooms with a poor aesthetic appearance • DAS computer facilities are in a noisy location and are aesthetically and technologically

inferior to the general campus computer facilities • Disability awareness training is badly needed for all staff, administrators, and faculty,

especially to the temporary faculty • A working definition is needed for the term community in the mission statement, with a

recommendation that the definition be inclusive of the campus and regional community. Disability Accommodation Services has moved quickly to respond to the committee’s recommendations. For instance,

• The program testing rooms and Assistive Technology computer lab has been moved to a quieter and more pleasant area near the coordinators office.

• Inferior assistive software has been upgraded • A request has been made of the director of Institutional Research and the dean of Student

Enrollment for access to student demographic data and academic records. • The coordinator of Disability Accommodation was recently trained by the Admissions

and Records staff on data retrieval • The coordinator and dean of Students are reexamining the program mission statement and

the language recommended by the review committee. The committee also highlighted a number of strengths found in Disability Accommodation Services. These included such things as:

• The staff recognizes the importance of assessment and serves as a role model for the campus

• Utilizes good feedback instruments • Their use of the self-study is an excellent example of the rigorous assessment process by

the program • Feedback from the assessment process is linked to improvement

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Looking ahead to the academic year 2004-05, three new programs are schedule to complete the first phase, two programs will advance to phase II, and one will complete is first cycle of the review process. The initial feedback received from student, faculty, staff, and administrators has been overwhelmingly positive—the CPR has been an invaluable tool for assessing and improving the effectiveness of our programs. Comprehensive Program Review (CPR) Planning and Development—Strategies and Timelines

Completed 2002-03

Program Advanced Planning/ CAS Self Study Date

Advanced Planning/ Site Review Date

Professional Review Date

Disability Accommodation Services

April 2003 June 2004 November 2005

Financial Aid September 2003 April 2005 December 2005

Freshman Orientation December 2004 December 2005 December 2006

Career Development Services

September 2004 December 2005 February 2007

Recruitment March 2004 January 2006 March 2006

Housing and Residential Education

March 2005 March 2006 March 2007

University Health Center/ Recreation and Leisure

February 2005 March 2006 May 2007

Alcohol and Other Drug Programs

March 2005 April 2006 June 2007

Outreach and Educational Opportunity Program

April 2005 May 2006 July 2007

Associated Students (Clubs and Orgs., Student Gov., Student Programming Board, Newspaper)

May 2005 June 2006 August 2007

Student Activities and Events

June 2005 July 2006 September 2007

Multicultural and Women’s & Gender Center

July 2005 August 2006 October 2007

Judicial Affairs August 2005 September 2006 November 2007

Personal Counseling

September 2005 October 2006 December 2007

Assessment is an ongoing process aimed at understanding and improving student learning. It involves making our expectations explicit and public; setting appropriate criteria and high standards for learning quality; systematically gathering, analyzing, and interpreting evidence to determine how well performance matches those expectations and standards; and using the resulting information to document, explain, and improve performance. When it is embedded effectively within larger institutional systems, assessment can help us focus our collective attention, examine our assumptions, and create a shared academic culture dedicated to assuring and improving the quality of higher education.

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Demonstrate the extent to which a program achieves its objectives and outcomes so that findings can be used to inform

• program planning • decision-making to improve the program • revisions of program objectives • resource allocation and budget requests • report program progress • external accreditation (WASC is a reality but not the reason we do assessment!)

Western Association of Schools and Colleges (WASC) One of six regional associations in the United States that accredit public and private schools, colleges, and universities, the Western Association of Schools and Colleges (WASC) accredits institutions in California, Hawaii, Guam, American Samoa, Micronesia, Palau, and Northern Marianas Islands. WASC also covers other areas of the Pacific Basin and East Asia where American/International schools or colleges may apply for accreditation. The WASC accreditation process aids institutions in developing and sustaining effective educational programs and assures the educational community, the general public, and other organizations that an accredited institution has met high standards of quality and effectiveness.

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OUTCOME-BASED LEARNING INITIATIVES

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CHALLENGES As good team members, we are often called upon to help with other projects or activities. As a result of assisting our University colleagues, sometimes division initiatives had to be put on hold, i.e. Leadership Channel Islands, Sophomore Experience, to name a few. With a limited staff in the DSA, we will continue to provide assistance as needed but will also take into consideration our divisional priority projects before committing to other areas. GOALS AND OBJECTIVES 2004/2005 The following goals were established for the Office of the Vice President for Student Affairs: GOAL 1: Access and diversity – Enhance student services and access to these services in order to foster individual growth and development for students progressing to graduation. Critical success factors:

• Achieve an 80% college matriculation rate from special admits. • Increase the campus participation of multicultural students/organizations in co-curricular

activities by 10% per year. • Increase retention rate among students receiving special services (i.e. Counseling and

Disability Accommodations) by 5%. • Retain 80% of special services students. • Future development of additional on-campus student housing. • Completion of a new campus dining facility. • Increase the number of multi-culturally diverse programs offered on campus. Objectives:

Objective 1.1 Recruit, retain and graduate into post secondary education a larger, more academically prepared and diverse EOP student population.

Strategies: • Implement ongoing needs assessment, including data collection and evaluation. • Strategies of pre-college service programs. • Attend workshops regarding student retention to learn about effective programs and best

practices. • Work to expand special assistance programs and pre-college programs; provide liaison

function among division of student affairs programs and essential administration. • Provide support for seeking outside funding of programs. • Develop a structural program plan for involvement and coordination of diversity

programming. • Include support services for multi-cultural groups.

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Assessments: • Increase in program retention rates. • Review of student participants’ demographic data. • Increase in multicultural student group involvement. • Increase in amount of advisement.

Objective 1.2 Increase collaboration between the Division of Student Affairs and other areas of the University to ensure facilities, programs and services meet future needs.

Strategies: • In partnership with Operations Planning and Construction, develop long-range facilities

improvement plans. • Collaborate with Information Technology to increase electronic access to student

services. • Work with Advancement to develop scholarships, friend-raising opportunities and

marketing strategies for the University. Assessments:

• Progress and development of student affairs facilities master plan. • Increase in communication on campus using the Dolphin student email.

Objective 1.3 Plan, design, fund and build additional student housing facilities for 2006.

Strategies: • Approval of new building plans and budget. • Determine campus location for new student housing (phase II and Phase III). • Obtain student input on housing complex name, interior design, furniture, etc. • Contract consultant. • Contract architect and have blueprints drawn. • Develop housing policies and procedures. • Develop housing brochures and marketing packets.

Assessment: • Create Housing Planning Committee. • Progress toward completion of building (fall 2006).

Objective 1.4 Maintain and expand access for students to diverse groups via diversity of staff, interns, and orientation of programs.

Strategies: • Recruit diverse applicants for staff, interns and work-study positions. • Conduct a needs assessment of perceptions and experiences of non-mainstream

students that may act as barriers to full ownership and positive perceptions of the University experience.

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• Create initiatives that emphasize a “come change us” focus rather than just “come join us.”

• Develop a system to document results of efforts toward authentic diversity (stakeholders of equal status).

Assessment: • Analyses of needs assessment—quantitative and narrative parts in order to establish a

baseline for diversity. • Increase from baseline in the percentage of participation of underrepresented groups in

University programs. • Qualitative changes in the desired direction in perception of ownership and

appropriateness of programs among underrepresented groups. GOAL 2: Support for academic excellence – Promote student involvement and out-of classroom learning and service experience in the University and community.

Critical success factors: • GPAs of those involved in student services programs (i.e. Resident Assistants and

residents in Housing and Residential Education). Student Government and Student Programming Board will be in the top 30th percentile.

• GPAs of those students in Outreach and special service programs (i.e. EOP, Counseling Center, Disability Accommodations) on average will score in the top 35th percentile.

• University retention of students will increase 5 percent each year over the next five years. • Preventive health and safety programs reach 85 percent of their combined critical success

factor benchmarks each year (i.e. women’s and men’s health, immunization, anti-alcohol and anti-smoking, cold and flu prevention and self help programs).

• Service and volunteer programs and student participation in these and other community service activities increase by 3% per year.

• Financial and administrative support to student-run and student-initiated programs up by 3% per year.

• Financial Aid distributed to students will increase at 5 percent each year for the next five years.

Objectives: Objective 2.1 Provide administrative support for academic supportive programs under the Division of Student Affairs.

Strategies: • Coordinate efforts among departments, such as Housing and Residential Education,

Student Leadership and Development, targeted academic departments, and other relevant departments to assist with the Skills, Training and Academic Retention program (STAR) including the nine dimensions of wellness.

• Market the living and learning environment. • Ensure program directors and coordinators are aware of and have access to fiscal

information and infrastructure support from the Division of Student Affairs.

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• Help secure financial support, liaison and administrative services to division programs that assess, counsel, and tutor students with special needs.

• Help secure financial support, liaison and administrative services to division programs that increase opportunities for students to take full advantage of a challenging curriculum.

• Continue to hold division meetings with open discussions and collective decision-making concerning interdependency of departments and programs in order to ensure well-coordinated and quality services to students.

• Dean of Student Life, dean of Enrollment Services, the vice president for Student Affairs, and other representatives hold continuous problem solving sessions concerning facilitation of beneficial cooperative efforts and partnerships, given the interdisciplinary nature of the division’s work (i.e. streamlining of resources, increased information flow, support for monitor and adjust processes in assessments, etc.).

Assessment: • ACUHO-I Resident Study results. • Increase in retention rates of student participants. • Increase in GPAs of student participants. • Results of six-weeks evaluation/assessment of “Be a Part from the Start.” • Minutes of meetings provide evidence of progress in coordinated efforts.

Objective 2.2 Provide adequate housing services for students.

Strategies: • Hold regular meetings and focus groups with constituents (such as Residence Housing

Association) student organizations, Student Life, and Enrollment Services, to determine housing needs on an ongoing basis.

• Division of Student Affairs provides support for information gathering, scheduling meetings, and liaison among various departments.

Assessment: • Reactions of focus groups pertaining to progress in provision of appropriate and adequate

housing. • Minutes of meetings provide evidence of progress. • Division research monitors and determines progress toward completion of future Housing

Master Plan.

Objective 2.3 Continue to organize, enhance, and consolidate all campus alcohol, tobacco, and other drug educational programs and services.

Strategies: • Develop a comprehensive program that encompasses all the alcohol, tobacco and other

drugs prevention, education, intervention and referrals for treatment for Housing, clubs and organizations.

• Develop peer-based prevention and education programs (i.e. Housing). • Develop social norm marketing campaign to influence students’ perception of drug use. • Assist other departments with judicial sanctions.

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Assessment: • Core Alcohol Survey shows increase in knowledge of legal and health issues by students. • College Health Assessment Survey shows increase in knowledge of harmful behaviors

and risk of drug use. Objective 2.4 Provide ongoing financial assistance and professional leadership in student-run/student- initiated programs.

Strategies: • Continue support for CSUN at Channel Islands Associated Students efforts in their last

year on campus. • Provide forums for students to develop new initiatives that complement their CSU

Channel Islands experience by providing quality co-curricular experiences (i.e. the STAR program).

• Provide liaison and administrative support to student-run/student-initiated activities with CSU Channel Islands (academic/support departments, faculty, staff, administrators, community, and government agencies).

Assessment: • Increase in student leadership involvement on campus. • Increase in number of student initiatives and club/organizational involvement. • Increase in number of non-student facilitators in student initiatives. • Level of fiscal and administrative stability of student-run activities. • Create a leadership class which will be taught by Student Affairs and Academic Affairs.

GOAL 3: Partnerships – Promote internal and external partnerships, which enhance the image of activities, programs and services within the Division of Student Affairs.

Critical Success Factors (measures of the degree of success over the next 5 years): • 10% increase in links with area youth service and outreach organizations. • 10% increase in faculty involvement with division programs. • 10% increase in partnership with community organizations and services. • 10% increase in service learning opportunities through partnerships with AA. • 5% increase in CSU Channel Islands community’s participation in division’s programs. • 5% increase in retention and graduation rates of students participating in outreach

programs (i.e. EOP, Disability Accommodations, etc.) Objectives:

Objective 3.1 Establish collaborative alliances with agencies serving youth in the area to improve recruitment of and service provided to underrepresented, minority, and other students that can benefit from programs offered by the division.

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Strategies: • Identify agencies with ability to enhance recruitment, retention and graduation rate of

participants. • Partner with agencies sharing a focus to enhance the program participant’s recruitment,

retention and graduation rates.

Assessment: • Number of program links with area youth-serving organizations. • Increase in number of student participants in division programs. • Increase in funding secured for programs.

Objective 3.2 Increase partnerships among division programs with county, state and federal agencies that share similar functions. Strategies: • Encourage discussion among programs and centers to identify other potential links with

county, state and federal agencies. • Division offices serve as liaison between division programs and agencies to initiate

contact, request support, and maintain open communication.

Assessment: • Increase in number of partnerships. • Development of cooperative activities involving division programs and various external

agencies. • Increase in funding secured for programs.

Objective 3.3 Build strategic partnerships with faculty to enhance Student Affairs academic initiatives such as living and learning communities and other academic support activities.

Strategies: • Establish stakeholder meetings to maintain and enhance Living and Learning Community

programs and services. • Seek partnerships with academic departments to plan future communities. • Seek regular input from faculty about other activities Student Affairs might offer to

support the academic atmosphere and improve the learning experience of students. • Keep program coordinators informed about the importance of collaborative programs,

services, and activities with Student Affairs.

Assessment: • Results of six week “Be a Part from the Start” assessment. • Housing Comprehensive Program Review (CPR). • Increase in number of faculty partnerships. • The STAR program. • Student Affairs Liaison Committee (SALC) input.

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Objective 3.4 Enhance visibility and facilitate departments, students and the community’s use of diverse services provided by Student Affairs.

Strategies: • Provide administrative support to help efforts to relocate the Career Center to a larger and

more visible location. • Continue to assist University Advancement with the Alumni Association and Parent’s

Club.

Assessment: • Service learning opportunities identified.

o Students participating in service learning. • Develop funding for the Division of Student Affairs. • Continued development and operation of the food court on campus. • Developing new Housing (phase II) on campus.

GOAL 4: Human Resources – Promote staff development, leadership, teaching, and training opportunities within the Division of Student Affairs.

Critical Success Factors (measures of the degree of success over the next 5 years): • Pay Plan with salaries that are competitive with ‘like’ institutions. • Reduce turnover by 2% from each prior year. • Bi-directional evaluation and professional development process established and assessed

as appropriate by administrators and staff. • Encourage staff to continue their educational goals (increase staff continuing education

by 2% each year).

Objectives:

Objective 4.1 The Office of the Vice President for Student Affairs will develop appropriate employee recognition programs.

Strategies: • Appoint a task group to research other universities for possible programs including a

bonus program. • Implement agreed upon recognition programs. • Create a Staff Development Committee.

Assessment: • Number and type of recognition programs implemented. • Staff and committee evaluation of the process and programs. • Staff’s assessment of the Staff Development initiatives.

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Objective 4.2 Develop a work environment based on competitive hiring pay scales, collegiality, and retention of a workforce of excellence.

Strategies: • Gather relevant comparative pay level information and related professional associations’

benchmark information. • Develop a comprehensive pay plan recommendation by area. • Maintain open communication among staff and administrators concerning issues of

remuneration and retention.

Assessment: • Progress toward salaries competitive with peer institutions. • Feedback during regular department and division meetings concerning remuneration and

retention.

Objective 4.3 The Office of the Vice President for Student Affairs creates a Division of Student Affairs orientation program with Human Resources for new employees.

Strategies: • Assign a task group to determine content and timeline for orientation and an evaluation

form for participants. • Provide any necessary funding.

Assessment: • Program completion and implementation. • Number of new employees participating. • Responses on evaluation form.

Objective 4.4 Maintain a bi-directional evaluation process for all staff and administrators based on concepts of professionalism and professional development. Strategies: • Maintain clear expectations for annual evaluation processes (for administrators of staff,

and for staff of administrators) with straightforward evaluation methods. • Provide feedback sessions to discuss formal evaluations, with opportunity for response

and plan for professional development when appropriate. • Provide on-going opportunities to discuss progress toward individual professional goals

that includes ‘open-door’ policy with administrators. • Provide time and do periodic surveys during regular meetings to discuss evaluation

processes, professional development issues, and to provide bi-directional feedback on progress.

• Provide access to professional development for staff and administrators to act on performance evaluations and feedback.

• Suggestions for changes in evaluation processes are considered and incorporated when appropriate.

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Assessment: • Minutes of meetings and surveys of staff and administrators indicate a level of

satisfaction with evaluation methods and professional development opportunities. • Increase in productivity (correlated with satisfaction, with evaluation methods, and

professional development opportunities). • Council for the Advancement of Standards (CAS). • Site Review Team (SRT). • Comprehensive Program Review (CPR).

GOAL 5: Tradition and Pride – Instill traditions and spirit in new students.

Critical Success Factors (measures of the degree of success over the next 5 years): • Participation in Island View Orientation increases by 10% each year until capacity is

achieved. • Implementation of a Division of Student Affairs integrated marketing plan. • Increase campus awareness levels by 25%. • Increase marketing effectiveness for the division by 100%. • Increase number of students participating in leadership activities by 20%.

Objectives:

Objective 5.1 Student Affairs designs and implements, with the assistance of Communication and Marketing, a Division of Student Affairs Marketing Plan.

Strategies: • Develop and implement a strategic, division-wide, and integrated marketing plan and

campaign. • Review marketing goals and objectives for each area of the division. • Determine cost-effective advertising mediums. • Determine target markets.

Assessment: • Survey customers and employees. • Consistency through publication reviews. • Number of materials upgraded.

Objective 5.2 Student Affairs marketing provides a uniform design for all online communication sources as well as printed materials.

Strategies: • Standardize all on-line information to the look and feel of the corresponding print

material to ensure a continuity of format and presentation. • Develop marketing literature in both print and online formats to educate students, faculty,

and staff of all services available through the Division of Student Affairs. • Campus-wide events calendar should be developed.

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Assessment: • Progress toward continuity among all online materials (discussed at division meetings). • Progress toward continuity of departmental Web pages with their printed materials. • Increase in utilization of student affairs online services by students. • Increase in number of online marketing opportunities. • Reduced reliance on printed materials.

GOAL 6: Financial Stability and Logistical Support – Provide adequate funding and administrative support for student services.

Critical Success Factors (measures of the degree of success over the next 5 years): • 12% increase in “human capital” as determined by numbers of volunteers, names and

addresses added to potential volunteer lists and percentage of service provided by volunteers for division.

• 2% increase external funding.

Objectives:

Objective 6.1 The Office of the Vice President for Student Affairs increases funding for state appropriated revenue and student-related fees.

Strategies: • In cooperation with the vice president for Finance and Administration, the president, and

appropriate fee committees, an increase in state appropriated formula funding for activities, programs and services that directly impact the delivery of curricular and co-curricular programs.

• In collaboration with various student fee advisory groups, increase funding for fee supported and auxiliary student affairs units.

Assessment: • Maintain the state appropriated funds for the Division of Student Affairs from base

budget for the fiscal year. • Improved fee and auxiliary funding by students in ASI by 5% each year.

Objective 6.2 Support collective negotiations/discussions/decisions/problem solving among departments and programs.

Strategies: • Division leadership solicits departmental concerns and initiates discussions at meetings. • Develop a streamline process for staffing/materials requests. • Work toward and monitor on-going division-wide formal and informal processes for

collective discussions and negotiations.

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Assessment: • Recognition of open communications and collective decision-making documented in

evaluation of division administration. • Minutes of meetings record level of collective decision-making.

Objective 6.3 Provide research and data collection services division-wide.

Strategies: • Allocate support staff to assist with gathering and input of data (from University records

or from surveys done throughout the division). • Assist programs/departments with design and follow-through of research (i.e. help locate

faculty interested in supportive research, provide logistical support and liaison with appropriate CSU Channel Islands departments or community, etc.)

• Develop ‘clearinghouse’ within division for relevant data and data collection to help departments with research.

Assessment: • Evaluation of division administration indicates satisfaction with research and data

collection support. • Increase in amount of research (i.e., surveys, statistical comparisons, needs assessments,

progress assessments, etc.) undertaken by division departments and programs (e.g. CPR). These strategic guidelines were developed as an annual check-up for the DSA’s five-year strategic plan. The goals and objectives outlined are meant to assist in measuring the annual outcomes and assessment standards provided in the Comprehensive Program Review (CPR) developed by the Division of Student Affairs.

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ADMISSIONS AND RECORDS MISSION As the official office of student records for students enrolling at the University and the only office authorized to issue official transcripts, certify the enrollment of students, awarding of degrees and other matters of records, the Office of Admissions and Records has an important mission in the operation of the Division of Student Affairs. To this end, the Office of Admissions and Records supports the mission and goals of the Division of Student Affairs by maintaining timely and accurate records on admissions, enrollment, and academic progress and accomplishments of its students, while maintaining the privacy and security of those records. The Office of Admissions and Records places service to students and faculty among its top priorities, recognizing these persons as its primary constituency. This office serves as a primary information source for students and actively seeks ways to effectively communicate and inform students regarding University policy and procedure. Recruitment Mission The Recruitment office strives to enlist a quality undergraduate and graduate student body that includes representatives of first generation and under-represented groups. Recruitment personnel:

• Provide information about CSUCI to local schools and communities • Conduct educational presentations to a variety of student groups of all ages • Act as liaison between the community and CSUCI • Provide pre-admission counseling to prospective students

OVERVIEW Recruitment activities remained consistent with the mission of the University in spite of a developing state budget crisis, which led to severely reduced enrollment. An Enrollment Plan for 2004-2005 was developed by a reconstituted Enrollment Management and Student Success committee. The committee, which has broad representation from the campus, took responsibility for management of campus enrollment and for implementation of enrollment targets set by the Chancellor’s Office. Recruitment activities were somewhat reduced and, in response to the rapidly changing enrollment and budgetary situation within the CSU, focused on providing prospective students and our local community colleges with up-to-date information on the University’s enrollment management plan and the constant changes to the enrollment target, revised to 1,627 FTE annualized. CSUCI Recruitment co-hosted the CSU Counselor Conference in Pasadena with CSUN.

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Numerous procedures and business processes within Admissions and Records were established and documented this year. A main impetus for this was the implementation of CMS/PeopleSoft Student Administration system. This forced all practices to be reviewed and revised. In many areas, no procedures existed at all. The admission and evaluation areas were particularly impacted by the establishment of standard business practices. This led to more consistent processing of applications for admission and an improved process flow during the admission cycle. This process will continue until all functions within Admissions and Records have been addressed. Several in-service training sessions were held to train staff on various functions, procedures and changes in policy that affected Admissions and Records. Sessions on topics such as freshmen evaluation, transfer credit evaluation, application processing, and transcript-request processing provided both an opportunity for staff to learn and for those presenting on a topic to share their expertise and knowledge with their peers. Additionally, because of the relatively small staff in Admissions and Records, numerous opportunities for cross-training and cross-functional work experience were available. Most recently the recruiters were trained on freshmen evaluation, admission processing, and admission processing in PeopleSoft, and will play a significant roll in the evaluation of freshmen applications for fall 2004. Cross-training opportunities were also shared with student assistants, who had the opportunity to learn different jobs within Admissions and Records. Student assistants rotate their positions on a regular basis. A significant accomplishment was the re-engineering of the Credential Program admission process. This involved regularly meeting with the staff of the Credential Program and Admissions to develop and implement a process which coordinates the program admission decision and integrates it with regular University admission. This led to improved accuracy of data and improved communication with applicants. Additionally, it significantly improved the ability of the Financial Aid office to determine eligibility for aid for credential students based on applicant and student data in PeopleSoft. Additional functionality remains to be implemented and more work needs to be done with the Credential Program. Another significant area of functionality which was introduced was on-line self-service grading. In order to roll this functionality out to the faculty, a series of workshops were scheduled to train instructors on how to enter grades into PeopleSoft. Although the workshops were largely unattended, significant assistance was provided by the IT Helpdesk staff, who fielded many questions on the process from instructors. By the grading deadline for fall 2003, all but six grade rosters were submitted. Other areas of the campus, including Extended Education and C.H.A.P.s., need to be addressed as part of the on-going implementation of CMS/PeopleSoft. Of these areas, most progress has been made in moving the programs of Extended Education into PeopleSoft. The addition of another programmer/analyst in Information Technology to support PeopleSoft Student Administration was instrumental in moving forward. By the end of 2003-2004, all Extended Education programs were moved to PeopleSoft and staff had been trained and involved in the process. This allowed for issuance of a single academic transcript by the Office of Admissions and Records, which reflects all academic course work completed by the student at CSU Channel Islands.

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Significant progress has been made to improve communication and coordination between Admissions and Records and various units within Academic Affairs. In an effort to reach out to our colleagues in the Academic Advising Center and in the Office of the Dean of Faculty, a series of meetings were held, initially on a weekly basis then reduced to every two weeks, to share issues and problems and to proactively work toward resolution of perceived conflicts between the areas. These meetings were very successful in breaking down the barriers that seemed to exist between these areas. Currently, meetings are held as needed as issues and problems are now addressed in a collegial manner via phone call or email. A sense of partnership developed between Admissions and Records and the Advising Center when addressing student-related issues. Relations with other areas of Academic Affairs, including the faculty, were also much improved. Admissions and Records is now included on important faculty committees, such as the General Education committee and the Student Academic Policy committee. Through our participation on these committees, as well as Enrollment Management, Admissions and Records is increasingly consulted by the faculty on areas of policy and procedure as they relate to students and curriculum. The relationship with the faculty will continue to evolve, but is clearly better than it was six months ago. ORGANIZATION/ADMINISTRATIVE For 2003-2004, the organization of the Office of Admissions and Records remained essentially divided into two functional areas: Admissions & Records and Recruitment. Within Admissions and Records, staff performing application processing and evaluations were reorganized into one cohesive unit sharing job duties and responsibilities. Student Services Professional (SSP) I positions were utilized to handle the processing and evaluation duties within the unit. The unit is headed up by the coordinator of Admission and Evaluation (SSP III). The Recruitment area within Admissions and Records consists of two SSP I Admission Counselors and is lead by the coordinator of Recruitment (SSP III). Recruitment and Admissions & Evaluations work very closely together during the admission process. Activities Activities of the Office of Admissions and Records were impacted significantly by the developing state budget situation. This affected our enrollment target, and thus, our enrollment management strategy and recruitment plans during the 2003-2004 academic year. The campus annual enrollment target was steadily reduced in a series of communications from the Office of the Chancellor. Much confusion resulted from the monthly, and sometimes more often, updates to the campus annualized FTE target and corresponding interpretations of whether the campus was to be below, but not over the mark, or above, but not under the target. Ultimately, a campus target of 1,627 annualized FTE was established; however, this was not until the fall 2003 semester was well underway. An enrollment management plan for the campus was being established, both as a long-term strategy and in reaction to the changing budgetary environment. This task was the charge of the Enrollment Management and Student Success

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committee, which was chaired by the Provost. This committee, which had a broad representation of the campus including faculty, staff, administrators and students, crafted a comprehensive Enrollment Management Plan. This plan sought to maintain a balanced enrollment between first-time freshmen and upper-division transfers as well as to provide first priority to students within our region. The plan also took into account specific numbers of applications that each academic program could accommodate. Additionally, strategic deadlines were used, such as closing to applications at the end of the open filing period and targeted deadlines for transcripts. (See Table 1 on page 63). Activities of the Recruitment area were, consequently, centered around providing updates to prospective students, applicants, the local community college transfer centers and the general public on the current status of admission. At the same time, the recruitment staff took an active roll in the admission process by evaluating freshmen files for fall 2004 admission. This has proved to be insightful to the recruitment counselors and will benefit them in future as they meet with and advise prospective students. In spite of this shift in their duties, the Recruitment staff was able to meet with 1,191 prospective students and provided campus tours for them and their families. Additionally, the Office of Recruitment co-hosted the CSU Counselors Conference with CSU Northridge. Over 1,000 high school counselors attended and approximately 800 California community college counselors were present. Other areas of Admissions and Records processed over 3,700 applications for admission for fall 2003; over 580 applications for spring 2004; and over 4,300 for fall 2004. Additionally, over 500 requests for official transcripts were fulfilled and 187 enrollment verifications were processed. Over 104 students were graduated in the 2003-2004 academic year. SERVICE HIGHLIGHTS/ACCOMPLISHMENTS The following is a summary of activities completed during the 2003-2004 academic year:

• Completed reorganization of Admissions and Evaluations • Hired five new Admissions and Records staff members • Processed a record 4,317 applications for fall 2004* • Processed a record 3,108 first-time freshmen applications for fall 2004* • Hosted CSU Counselor Conference with CSU Northridge

o Over 1,000 high school counselors attended o Over 800 community college counselors attended

• Participated in state-wide CSU Counselor Conferences o Five high school conferences, servicing over 5,000 high school counselors o Three community college conferences, servicing over 1,500 community college

counselors • Community Services

o 34 high schools Local high schools visited at least once a semester

o Four community colleges Visited regional community at least two times per month

• Prospective Student Mailings

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o 2003-2004 recruitment cycle: 2,125 o 2004-2005 recruitment cycle: 1,144*

• Distributed over 10,000 recruitment brochures at various recruitment events • Hosted 46 on-campus group visits

o Over 1,865 prospective students participated in a presentation and toured the campus

• Student Ambassadors conducted individual tours daily at 11a.m. and 2 p.m. o Over 1,191 prospects and their families toured the campus

• Participated in state-wide National College Fairs o Ventura/Tri-County o Los Angeles o Orange County o San Diego

• Hired an additional two student ambassadors (total of five) • Counselors conducted 1,584 freshmen admission evaluations for fall 2004 • Presented to new students and parents at Freshmen Orientations • Managed new student registration for freshmen, transfer and credential students and

provided on-the-spot assistance to new students registering for classes

*as of 6/30/04 STATISTICAL INFORMATION Enrolled Students

Fall 2003 STUDENT CENSUS

Career Head Count Total Units FTE MUL*

Postbaccalaureate 209 2,633 175.53 12.60 Undergraduate 1,347 16,709 1,113.93 12.40 Total 1,556 19,342 1,289.47 12.43 CSUN @ CI 810 5,707.05 380.47 7.05

Campus Total 2,366.00 1,669.94

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Spring 2004 STUDENT CENSUS

Career Head Count Total Units FTE MUL*

Postbaccalaureate 207 2,453 163.53 11.85 Undergraduate 1,444 17,464 1,164.27 12.09 Total 1,651 19,917 1,327.80 12.06 CSUN @ CI** 376 2,432 162.13 6.47

Campus Total 2,027 22,349 1,489.93

FTE Target 1,584.00 Difference (94.07) *Mean Unit Load

2003-2004 Annualized FTE

Annualized Target (FTE) 1,627.0 Actual Annualized Enrollment 1,625.5 Difference 1.5 <0.1%>

Applications (received, admitted)

• Fall 2003 first-time Freshmen: 2,195, 1,330 • Fall 2003 upper-division Transfer: 1,213, 360 • Fall 2003 Postbaccalaureate: 199, 125

Admissions

• 4,625 Application Confirmation postcards mailed • 277 email inquiries were answered

Records

• 594 Official transcripts were processed • 58 Unofficial transcripts were processed • Instrasystem Visitor/Concurrent enrollment

o Hosted at CSUCI Fall 2003: 54 Spring 2004: 75

o CSUCI students at other CSUs Annualized: 14

• 506 Enrollment Certifications have been issued

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INSTITUTIONAL EFFECTIVENESS/ASSESSMENT The Recruitment area participated in a Council for the Advancement of Standards in Higher Education (CAS) self-assessment during the 2003-2004 academic year, completing the first level of the DSA’s comprehensive program review (CPR). The self-assessment concluded in June 2004 in preparation for the fall 2004 site review (Second Level) of CPR. The same CAS self-assessment will be conducted with regard to the Registrar (Records/Registration) and Admission functions of Admissions and Records (in spring 2005). These self-assessments are the initial step in a comprehensive program review for the department. CHALLENGES Staffing Challenges to the Office of Admissions and Records will always be staffing. With a continued increase of the number of applications to the University, the number of staff required will need to increase. Although several positions have been added to the office, particularly in the area of Admissions and Evaluations, other areas such as Records and Recruitment each continue to be understaffed. As recruitment efforts will need to increase and as the campus enrollment grows, these areas will also have to keep pace by adding new positions. Masters Programs Two masters degree programs will begin in the 2004-2005 academic year. These programs, MA in Education Principal Leadership and MBA, which are part of the campus master plan, have been implemented through Extended Education. The courses for each program are offered in Special Sessions on a self-support basis due to the enrollment target cap for state-supported campuses. The impact of these programs, however, is not insignificant in terms of the Admissions and Records functions required to support them, even with enrollment offered via self-support. Budget / Enrollment Cap For 2004-2005, the campus enrollment target of 1,627 annualized FTE remains, essentially limiting enrollment growth to two areas, making up for the phase-out of the CSUN at Channel Islands branch campus program and stop-out/graduation of continuing CSU Channel Islands students. For the 2005-2006 recruitment cycle, campus recruitment efforts will have to be stepped up significantly in anticipation of an expected enrollment target increase. This presents some public relations issues, resulting from the flat enrollment target of the prior two years, which will have to be overcome during 2004-2005.

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Enrollment Services The Division of Student Affairs is being reorganized for 2004-2005. The importance of solid enrollment management for the campus is at an all-time high. To support this, the executive assistant to the president has been re-assigned to fill a new dean of Enrollment Services position within the Division of Student Affairs. Enrollment Services includes the Office of Admissions and Records and the Office of Financial Aid. SUMMARY The Office of Admissions and Records has experienced yet another year of change. Although this change has not been without some cost in terms of staff moral, the staff has, nonetheless, worked tirelessly to meet the expectations of the University and to recruit and accommodate applicants and students. The Office of Admissions and Records did experience more stability due to new leadership in the director. Additionally, business practices strengthened while our processes developed both in quality and efficiency. Major challenges and threats came from both the state budget in the 2003-2004 fiscal year and the institution’s lack of candidacy status with WASC.

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Table 1

A. Enrollment Management Plan

CSUCI Enrollment Management Plan for 2004-05 (Plan A) Campus Enrollment Target 2004-05 1,627 ceiling Freshmen: The open filing period for freshman admission closed Nov. 30th at midnight. All fully-qualified freshman candidates meeting the minimum CSU eligibility requirements will be offered provisional admission to the University. All fully-qualified students will have completed all requirements by the end of spring semester. In order to have a yield of 169 FTES freshmen, we anticipate a headcount enrollment of approximately 211**. Based on past history and current factors (e.g., the availability of on-campus housing), we expect a 30% yield rate, therefore we should offer enrollment to 703 applicants. Other qualified candidates over those 703 will be admitted to a waiting list. Only complete applications will be considered; to be complete all documentation must be received by January 30, 2004. A complete application includes preliminary sealed official high school transcripts and, if applicable, test scores. Students who are offered enrollment in the University must return an Intent to Enroll form with a $100 deposit by May 1. The criteria to be applied in the selection of the 703 students invited to enroll will be as follows:

1. Region Highest priority consideration will be given to students who are graduates of high schools in Ventura County, southern Santa Barbara County and northern Los Angeles County* for 90% of the freshman class. For 10% of the freshman class, priority will be given to applicants from the local area outside the region. *The Carpenteria and Santa Barbara school districts in Santa Barbara County and the Las Virgenes school district in Los Angeles County.

2. Major

Major Headcount yield

Headcount admit

in region outside

Art 19 63 57 6 Biology 23 77 69 8 Business 32 107 96 11 Computer Sci 13 43 39 4 English 19 64 58 6 ESRM 13 43 39 4 History 16 53 48 5 Liberal Studies 31 103 93 10 Math 13 43 39 4 Psychology 21 72 65 7 Undeclared 10 35 32 3

3. High School Preparation Students who have completed the recommended coursework for CSU admission in addition to the required coursework for CSU admission will be given priority. Students with more relevant preparation toward their majors may be given higher priority.

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Steps CSUCI will follow: 1. Close applications Nov. 30th at midnight. 2. Official sealed preliminary transcripts must be received by Jan. 30 to complete application. 3. Applications are screened by criteria listed in the Enrollment Management Plan. 4. Based on ability to accommodate, students will either receive an offer of provisional admission with an Intent to Enroll form or an offer of provisional admission to a waiting list with a postcard they must return to declare their desire to remain on the waiting list. Intent to Enroll forms must be received by CSUCI by May 1st. Transfer Students: We anticipate a 50% yield rate. We are seeking 271 FTES; in order to net 271 FTES, we need 370 headcount**. We therefore need to admit 740. Applications closed Nov. 30th at midnight. Priority will be given as follows:

1. Fully-qualified applicants from community colleges in our region* who have completed 60 units, including 39 units of lower-division GE (Liberal Studies majors may complete the coursework in the approved transfer agreement in lieu of this requirement) by the end of Spring 2004.

2. Fully-qualified applicants from outside our region who have completed 60 units, including 39 units of lower-division

GE (Liberal Studies majors may complete the coursework in the approved transfer agreement in lieu of this requirement) by the end of Spring 2004.

3. Fully-qualified applicants from community colleges in our region* who have completed 56 units, including 39 units of

lower-division GE (Liberal Studies majors may complete the coursework in the approved transfer agreement in lieu of this requirement) by the end of Spring 2004.

4. Based on ability to accommodate, the applications of students from out of the region who have 56 units and students

who have completed coursework by the end of summer 2004 will be considered. To further manage the enrollment, fully-qualified applicants may be required to have completed all lower-division major requirements. *Our regional community colleges are the Ventura County Community College District colleges (Moorpark, Oxnard, and Ventura) and Santa Barbara City College. **FTES calculations assumed 11 unit load for transfer students; 12 unit load for freshmen.

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CAREER, HEALTH, ACCOMMODATION, AND PERSONAL COUNSELING SERVICES (C.H.A.P.S)

MISSION The primary mission of the Office of C.H.A.P.s (Career, Health, Accommodation, and Personal Counseling services) is to prepare students to meet the real-world challenges that exist inside and outside the classroom. It focuses on the development of the whole person in mind, body and spirit, and provides services and learning opportunities that help advance the student’s overall development. To accomplish this mission we:

• Provide comprehensive career development services to help students integrate their educational experience with lifelong learning and career opportunities through effective academic/career decision-making, planning, and job searching.

• Improve student achievement by identifying and reducing health barriers to learning through student health promotion and disease and injury prevention.

• Assist students with disabilities to realize their academic and personal potential through quality student services that comply with Section 504 of the Federal Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990.

• Provide counseling services that facilitate the social-emotional adjustment of students who experience life challenges that interfere with personal growth and adjustment to university life.

OVERVIEW The Office of Career, Health, Accommodation, and Personal Counseling services (C.H.A.P.s) was first introduced to Cal State University Channel Islands in the summer of 2002 during student orientation. The students widely embraced its unique arrangement of programs and services and its focus on the whole person. Most students are familiar with the general function of these services from their high school and community college experiences; C.H.A.P.s promises to move these services to an entirely new level. At many high schools and colleges, student learning and personal development efforts are compartmentalized and fitted into service silos called “Career Centers,” “Health Centers,” or “Counseling Centers.” In reality, career, health, and personal counseling issues are often interrelated and overlapping. At C.H.A.P.s, we understand that responding to the whole student often requires interconnected solutions for interrelated problems. Such solutions are most often found in a team approach. ORGANIZATION/ADMINISTRATIVE The Office of C.H.A.P.s functions similarly to the hub of a wheel. It consists of four interrelated services that are joined at the center to support the purpose and goals of C.H.A.P.s. The driving force lies in its diverse administrative staff. The current staff includes a director who reports to the vice president for Student Affairs, a coordinator for Disability Accommodation Services, a

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career coordinator, an administrative support coordinator who manages the office clerical functions, and an office administrative assistant. A coordinator for Personal Counseling Services will be hired in fall 2004 to plan and provide University counseling services. Career Development Services (CDS) Purpose The purpose of Career Development Services (CDS) is to provide students with learning opportunities that promote career exploration, planning, and preparation in all phases of career development; to provide leadership to the institution on career development concerns; to develop positive relationships with employers and external constituencies; and to support institutional outcomes assessment and relevant research endeavors. Overview Career Development Services (CDS) provides students with the knowledge and tools for understanding, planning, and developing their careers. Students learn the differences between a job and a career. They are able to choose from an array of career development programs to help them achieve their career aspirations. Services include a career library equipped with career planning books and videotapes, electronic assessment and job search tools, job shadowing, internship and community volunteer opportunities, resume and interview strategy workshops, internship and career fairs, on-campus job interviews and one-on-one career counseling. A career counselor is available to train and assist students in getting the maximum use from CDS resources. A clearly defined mission, deliberately linked to the C.H.A.P.s mission, directs the Career Development Services activities. Career Development Services is centrally located adjacent to Personal Counseling and Disability Accommodation Services in the Bell Tower Building, Room 1417. The Career Development Services office and library are open Monday through Thursday, 8:00 a.m. to 7:00 p.m., Friday, 8:00 a.m. to 6:00 p.m., or by special appointment. Organization/Administrative Ms. Katie Metzger joined the C.H.A.P.s team this fall as the Career Development Services’ first full-time coordinator. Katie reports to the director of C.H.A.P.s. Looking ahead, the five-year strategic plan for the Division of Student Affairs calls for the hire of a separate director, in addition to the coordinator, to guide the services. Career Development Services has a wide range of career tools and information to assist students. However, the key to successful career development lies in early planning and preparation. CDS has created a four-year career-planning model to assist students during each of their four years of college. The model identifies four career development stages along with suggested goals for moving through the development process. Early engagement by freshmen and new transfer students in the model increases the students’ chances of reaching their career goals. Students are introduced to this model during orientation and are encouraged to make an appointment with a career counselor to start implementation as soon as possible.

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Service Highlights/Accomplishments Career Development Services experienced a number of accomplishments during the 2003-2004 academic year that deserve special mention. • MonsterTrak: Career Development Services has partnered with MonsterTrak, one of the

largest and most comprehensive Internet job search engines on the Web. MonsterTrak can be used to assist students, staff, administrators, faculty, and employers. It offers a host of career development resources including career advice, internships, and part-time and full-time job opportunities. It also offers the ability for students and administrators to post and retrieve information. The program was made available to students during fall 2003. In August, four members of the C.H.A.P.s staff were given in-depth training for administrators. Several follow up sessions are planned for fall 2004 to provide more training and to expand the number of faculty and staff familiar with the site.

• Career and Internship Fair: The Second

Annual Career Fair was held Thursday, April 22, 2004. The event was highly successful as it brought over 70 companies on campus to meet with students, faculty, staff, and members of the local community. There was a significant increase in participation in the Career Fair this year; over 500 people were estimated to have attended. This is more than double the total from the previous year. Students actively participated in the fair and walked away with information and leads about jobs and internships in their career field. Students also acknowledged the value of engaging with employers to discuss their career interests and pursuits. CDS received 172 student surveys from the fair. The following is the data revealed from the surveys:

• 91% of students agreed that companies to which they had hoped to talk were present. • 70% of students agreed they obtained valuable information from companies about jobs and

internships. • 62% of students agreed they were able to get applications for jobs for which they were

interested in applying. • 80% agreed the interaction with employers was good practice for future job/internship

openings. • 76% of students agreed that the Career Fair was valuable to their career/job preparation.

Employers gave the Career Fair high marks as well. Company representatives commented on how well the Career Fair was organized and how well the CDS staff and volunteers accommodated them. Many indicated they were interested in building stronger ties with the University by offering to present workshops/seminars about their respective industries or by offering job shadow opportunities for students. It was clear that employers benefited from meeting with CSUCI students as they indicated receiving a fair number of resumes and job applications the day of the event.

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Of the 73 company representatives who attended the fair, 56 completed surveys. The following are the results of those compiled surveys:

• 78% of employers rated the overall Career Fair as above average to excellent. • 79% of employers rated the Career Fair as above average to excellent in meeting their overall

company needs. • 86% of companies rated the Career Fair registration process as above average to excellent. • 71% of employers rated the student attendance as average to above average. • 74% of employers rated student resumes as average to above average. The event showcased over 70 companies, including the following: Abercrombie & Fitch ACN Ajilon Assisted Healthcare Services Auto Club of California Behavioral Science Technology,

Inc. Boys & Girls Club of Ventura

County Buenaventura Medical Group CA Army National Guard California Air National Guard California Department of

Rehabilitation California Mini-Corps/CSU

Channel Islands Canteen Vending Center For Employment Training Channel Islands National Park Child Development, Inc. Citibank City of Oxnard City of Thousand Oaks Computer First Aid Document Systems Dow Key Microwave Corp. DUX Industries Enterprise Rent-A-Car Exact Staff Farmers Insurance and Financial

Services

Federal Bureau of Investigation Feecorp Four Seasons Biltmore Hotel Gold Coast Broadcasting Hertz Independent Capital

Management Incorporated Industrial Tools, Inc. Irwin Mortgage ITS Corporation J.D. Power and Associates J.J. Brewsky's Bar & Grill Jafra Cosmetics, Inc. JTE Engineering KDAR Radio KINKO'S Kreido Laboratories L.A.P.D. Los Angeles County Sheriff

Dept. Macy's Mid-State Bank & Trust Milgard Windows National Weather Service Naval Reserve Recruiting

Station New Horizons Computer

Learning Center Northwestern Financial

Network Ojai Valley Inn & Spa

On Assignment Lab Support Oxnard Union High School

District Premier Staffing Pre-Paid Legal Protection Now Rockwell Scientific Santa Barbara and Ventura

College of Law Select Personnel Services St. John's Regional Medical

Center/St. John's Pleasant Valley Hospital

The Sign Place U.S. Navy Reserve Recruiting

Area Pac United Parcel Services United Way of Ventura United Western Enterprises Ventura County Credit Union Ventura County Probation

Agency Ventura County Probation

Agency Ventura County Sheriff's Dept. Ventura County Visiting Angels Ventura Police Department Volt Service Group Wells Fargo Bank

In addition, CDS increased its efforts to build both faculty and student participation in the 2004 Career Fair by: • Collaborating with professors from business, economics, math, history and liberal studies to

have a “faculty table” at the Career Fair to promote graduate programs that offer valuable resources for students planning a career as a college professor.

• Working with art faculty to have an art student design Career Fair posters. The art student received academic credit for creating the posters.

• Sending letters to faculty with information and data about the Career Fair.

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• Attending a faculty-chair meeting and presenting an overview of the Career Fair. • Working with the Student Affairs Liaison Committee member for the Office of C.H.A.P.s to

promote the Career Fair and build participation amongst faculty. • Forming a “Career Fair Student Advisory Board” with members from the Business Club and

Student Programming Board. Additional Accomplishments:

• Career Development Services Open House: The Office of C.H.A.P.s sponsored an open house during the month of August to introduce new students to the services offered through CDS. The event, which ran for six hours, attracted a group of 50 students, staff, and faculty.

• Eureka Career Development On-line Services: CDS hosted the Regional Training Program for Eureka and Career Assessment Software. Training was provided to 12 participants that included students and educators at CSUCI and the local area. Eureka is a valuable tool for students researching careers, graduate programs, scholarships and financial aid. A total of 51 users are registered for the new online version of the Eureka program.

• Career Cruising On-line Services: In March 2004, CDS introduced this comprehensive on-line career guide to complement other services offered. Among other features, it provides 900 multi-media interviews with real professionals in each career. In just the two and a half months that Career Cruising has been offered to CSUCI students, the site has been accessed 74 times with an overwhelming 6,823 pages viewed. These numbers reflect the value students are finding in this service as they are taking time to explore the program.

• Internships: CDS created and maintained the University Job and Internship Board posted in the busy hallway outside the Office of C.H.A.P.s that includes listings available at the campus and in the local area. Approximately 100 internships were posted. Over 55 students participated in the internship program. In addition, CDS created a professional internship brochure to market the program to businesses and drafted an Internship Agreement for students, employers, and faculty (under review).

• Policies and Procedures: CDS drafted policies and procedures that will be sent to the

President’s Council for review.

• Off-campus Employer Outreach: CDS established working relationships with local businesses, creating over 100 job-shadow and internship opportunities. CDS also worked with the Chamber of Commerce to increase participation of local businesses in the Career Fair. Over 70 employers participated in the 2004 Career Fair. In addition, CDS became a member of the CSUCI Business and Technology Partnership (BTP) Committee that is comprised of over 100 CEOs and top employers from the local region. CDS presented an overview of its programs and services to members during the November meeting. CDS also became an active member of the BTP Subcommittee on internships.

• On-line Career Resources Training: CDS presented an On-line Career Resources Training seminar to the freshman class. 100% of the students surveyed agreed they felt more prepared to explore and research different careers based on the on-line programs they sampled at the workshop.

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• Career Counseling: CDS nearly doubled the number of career counseling appointments from the previous academic year. A total of 182 appointments were completed, resulting in an 89.5% increase in appointments.

• Hosted reception: Over 35 faculty, staff, and students attended the reception for the

campus community to meet the new career coordinator.

• Job Referrals: CDS established a working relationship with the County of Ventura Employment offices to build job referral sources for students. On- and off-campus jobs for students to view were posted on the Job Announcement Board.

• Faculty Partnership: CDS established cooperative working relationships with faculty

members representing the art, business, biology, economics, chemistry, computer science, environmental science and resource management, psychology and English programs around the common theme of student internships and job placement; enhanced working relationships with business and English faculty members by meeting with them to gather input for an internship agreement and brochure; and hosted a business faculty member as a presenter for resume-writing workshops. In addition, faculty from the business, math, history, and economics programs actively participated in the Career Fair by being present to inform students about resources within the CSU system that support students in their preparation for a career as a college professor.

• Resume Writing Workshop: CDS increased student participation in resume-writing

workshops by 20% over the previous academic year. 100% of students surveyed felt more prepared to write a professional resume from what they learned at the workshops. A total of 24 students attended two resume-writing workshops.

• Interview Strategies Workshop: CDS increased student participation in interview

workshops by nearly 80% over the fall semester. 100% of the students surveyed agreed they felt more prepared to handle challenging questions during an interview due to what they learned at the workshop. 88% of students rated both the fall and spring semester workshops as “excellent.” Eleven rated the workshops “good.” A total of 15 students attended the workshops.

• CSU CDS Network: CDS established a working relationship with CSU career center

directors by participating in on-line list servs and discussion forums, and attending a statewide meeting in April 2004.

• Career Library: CDS increased resources in the Career Library by 5% and increased

resume-writing resources by purchasing a comprehensive on-line resume guide.

• Self-Promotion Workshop: CDS offered a new workshop titled “Tips for Self-Promotion” in place of the “Dress for Success Training.” All of the students surveyed agreed they felt more prepared to talk to employers based on what they learned at the workshop. Nine students participated.

• Guest Presenters: CDS hosted guest speakers from the County of Ventura Employment

Offices and the Point Mugu Job-Training Facility, as well as CSUCI business faculty, as presenters for career-preparation workshops.

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• Class Presentations: In addition to participating in both freshman and transfer orientations, CDS staff made several class presentations. CDS met with the entire freshman class to present on the topic of applying critical thinking to career development. The freshman class also benefited from an on-line career resources training session. CDS met with EOPS students twice: once to provide an overview of CDS and once to present on the topic of learning styles. In addition, CDS provided a resume-writing workshop to the entire Teaching Credential Program that included both students and supervisors.

• Hosted Intern: CDS staff supervised one master’s level intern from Cal Lutheran

University over the spring semester. This experience also enhanced the working relationship between the CSUCI Advising Office and CDS as this intern is also a full-time advisor at CSUCI. Both the intern and CDS staff agreed they significantly increased their knowledge and appreciation of each others’ respective areas by working together.

Statistical Information Records show that CDS contact with students totaled 863 visits over the course of the 2003-2004 academic year. This is a 130% increase in student contact. The number of career counseling appointments nearly doubled; phone and email inquiries were up by a ratio of nearly 3 to 1. Walk-in meetings were up by 5%. Workshop attendance also increased with an average of 12 students per training. Phone

Calls/Email Walk-in Workshop Appointment Total Visits

Fall 2003 131 132 10 63 336

Spring 2004 208 165 38 119 527

Annual Total 339 297 48 182 863

Purpose of Contact The majority of contacts were for career counseling. For those students who came in for specific needs, most revolved around seeking internships and resume assistance. The remaining students sought help with a variety of career-related concerns. The following is a list of categories for purpose of contact in order from most to least discussed subjects:

1. Career Counseling 2. Internships 3. Resumes 4. Career Planning 5. Career Research 6. Interviewing 7. Graduate School 8. Assessment 9. Career Fair 10. Major

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11. Job Search 12. Personal Issues

It is clear from the above data that CDS will need to intensify our efforts to outreach to new and returning students in order to encourage early participation in career planning and preparation. Overall, Career Development Services had a very productive year. Institutional Effectiveness/Assessment The most pressing question facing the University is, “Can we deliver on our promises?” This is the question that the Office of C.H.A.P.s must continue to address if we are to be successful. Career Development Services staff increased efforts to improve assessment systems and practices over the 2003-2004 academic year. One example is that all survey instruments for career preparation workshops were designed to measure learning objectives with student outcomes. CDS is also in the process of conducting its first self-review under the Council for Advancement of Standards as part of the Comprehensive Program Review for the Division of Student Affairs. The Office of the Vice President set three core goals for the Division of Student Affairs. In effect these goals represent the promises we make to students. CDS used these goals to guide programs and services for the year. The goals are outlined below with strategies CDS put in place. A statement about our performance follows:

1. To recruit, retain, and graduate a diverse student body.

A. Objective: Hire a Career Counselor SSPIV. • Hired a career Counselor SSPIV.

B. Objective: Increase the percentage of students seen in one-on-one career counseling by 10% over the previous year. • Increased the percentage of career counseling appointments by 89.5%. • CDS staff met with students for a total number of 182 appointments.

C. Objective: Increase the percentage of available volunteer, job shadow and internship opportunities by 10% over the previous year. • Increased the number of available volunteer, job shadow and internship

opportunities by 43% D. Objective: Increase student participation in volunteer, internship and job fairs by

10% over the previous year. • Increased student participation in volunteer, internship, and job fairs by 150%.

E. Objective: Increase student use of Eureka and SIGI PLUS services by 10% over the pervious year. • No records exist to indicate the number of Eureka users for the previous year.

51 users registered for the service over the 2003-2004 academic year. • After much research and deliberation, CDS staff decided to discontinue SIGI

PLUS services and replace it with the Career Cruising online career guide. Since it was first introduced in March 2004, CSUCI students have visited the Career Cruising site 74 times and visited 6,823 pages.

2. To provide a learning environment that promotes the academic success and personal and

career development of students with special emphasis on leadership skills, community

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services, and understanding and appreciating diversity to prepare students for life after the university experience.

A. Objective: CDS will increase its library and video selections by 5% over the

previous year. • CDS increased its library and video selections by 5% over the previous year.

B. Objective: CDS will increase student participation in resume workshops by 15% over the previous year. • CDS increased student participation in resume writing workshops by 20%

over the previous year. C. Objective: CDS will increase student participation in interview strategies

workshops by 15% over the previous year. • CDS did not offer interview strategy workshops during the previous year.

CDS provided two strategies workshops over the 2003-2004 academic year with a total number of 15 participants.

D. Objective: CDS will increase student participation in volunteer, job-shadow, and internship opportunities by 15% over the year. • CDS increased student participation in volunteer, job-shadow, and internship

opportunities by increasing the percentage of student participation in the Career by 150%.

E. Objective: CDS will increase student involvement in the “Dress for Success and Etiquette Training” by 10% over the previous year. • Based on student input, CDS offered a “Tips for Self-Promotion” workshop in

place of the “Dress for Success and Etiquette Training.” Nine students attended.

3. To offer selected programs and services that will enhance the quality of life at CSUCI, as

well as foster positive interaction between members of the campus and surrounding communities.

A. CDS increased participation in the volunteer program by 10 students.

Challenges The single greatest challenge for Career Development Services for the 2003-2004 academic year focused on a lack of policies and procedures. Internship and volunteer liability was especially challenging given the legal implications. CDS staff has made progress in this area by drafting policies for review by the President’s Council. Staffing continues to be an issue as well. Currently, the office is staffed by one full-time staff member and serves a campus of 2,300 students. The generally accepted student/staff ratio is 350 students to one staff person. Unless the office is able to increase its staff, it will be forced to reduce services at a time when demand is increasing. Lack of communication tools, especially online methods to facilitate ongoing announcements about CDS opportunities, was also a challenge over the 2003-2004 academic year. This was especially problematic for the internship program. The Dolphin email system and the CDS Web site are not intended for communicating daily and weekly internship openings. The affordable software programs that would make this possible are not realistic at this time due to the lack of

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technological infrastructure at CSUCI. This will continue to be an issue until communicating online with students is made more feasible. CDS staff has designed an internship distribution list that would enable students to sign up to receive emailed internship announcements in their major and career field. However, staffing is an issue in that this would be a labor-intensive program to launch. CDS will continue to research solutions to meet this challenge. Other challenges include:

• Increasing recruitment and outreach, if successful, will mean an increased load on CDS staff.

• First freshmen class: The University’s first freshmen class poses a challenge to our staff. The importance of early involvement in career development for freshmen has already been mentioned. Making this happen will greatly tax our already short staff.

• Increasing outreach to business and commercial organizations in the areas to build internship and job opportunities for our students.

• The need to increase faculty participation. • Expanding the Career Library resources. • Accessibility of the Career Library. Currently, the Career Library is underutilized as it

lacks signage and is cut off from the main C.H.A.P.s office. Efforts need to be made to enable more students to benefit from the library resources.

• Lack of tracking systems and tools impeded the process of documenting needed data. This was especially the case with recording the number of students involved in internships and job-shadowing opportunities. Progress has been made, but more work is still needed in this area.

Goals and Strategies 2004/2005 Career Development Services identified its goals for the 2004-2005 academic year. These are listed below:

• Increase the percentage of internship opportunities by 15% • Increase the percentage of counseling appointments by 10% • Host the first CSUCI Graduate School Fair • Increase the number of users of Eureka and Career Cruising by 15% • Increase the number of users of the Ready-Made Resume program by 15% • Increase library book and video selections by 5% • Increase student participation in resume workshops by 10% • Increase student participation in interview strategy workshops by 10% • Increase student participation in volunteer, job-shadow, and internship opportunities by

15%

Summary This was an extremely productive year for Career Development Services (CDS). Since it was officially unveiled in fall 2003, CDS has made enormous progress towards building a nationally acclaimed career service. Its programs have been well-received by students and have expanded to reflect the growing needs for quality career services at the campus. The single greatest example of this was the increase in student participation in Career Development Services. Phone calls, walk-ins, and appointments more than doubled during the 2003-2004 academic year.

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CDS has also made gains in establishing itself with prospective employers in the local area. The Career Fair was a great opportunity for CDS to build relationships with over 70 companies in the region. After hearing about the success of the Career Fair, many new companies have contacted CDS requesting to be put on a mailing list for future CDS sponsored events. CDS staff is committed to building on this strong employer base over the next academic year. CDS stepped up its outreach efforts to students, faculty, staff, employers, and community organizations of the region. This resulted in a flood of activity such as hosting community representatives for career-preparation workshops, connecting students to employers for jobs, building ties with faculty to develop the internship program, and working with staff to improve assessment systems and tools, just to name just a few. The 863 student visits CDS conducted over the 2003-2004 academic year is reflective of the student-centered focus CDS maintains. CDS will continue its efforts to assess its services to offer the highest level of quality programming available for CSUCI students. Student Health Services (SHS) Purpose The purpose of Student Health Services is to provide quality, cost-effective health care and reliable health education information to CSU Channel Islands students. Overview Cal State Channel Islands Student Health Services is a multi-service health care provider, offering conventional medical care, preventive health, and health education. All CSUCI registered students are eligible to use the University Health Services as well as Ventura County Medical Clinics (VCMC) by simply presenting a student identification card. Organization/Administrative CSU Channel Islands contracts with the Ventura County Medical Center to provide student medical services. A medical doctor, a nurse practitioner, and a clinic receptionist hired by the Ventura County Medical Center, staff the Student Health Center (SHC). The director of C.H.A.P.s works with the VCMC Chief Administrative Director, Mr. Bill Woods, regarding staff qualifications and performance. In most cases, there is no charge to see a physician or nurse practitioner. However, there is a charge for lab services, x-rays, medications, supplies, and certain treatments. The Center is open 30 hours per week: the family nurse practitioner/ physician assistant is at the Center 22 hours per week; the physician eight hours per week; and the office clerk 30 hours per week. CSU Channel Islands provides office and clinic space, along with telephone and janitorial services for the clinic. Ventura County Medical Center was compensated at a rate of $6,250 per month from July 1, 2003 to July 1, 2004, not to exceed $75,000. Services available to students included: • Diagnosis and treatment of acute illnesses and injuries • Physical examinations • Emergency care

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• Immunizations (measles and rubella) • TB, HIV, and hepatitis testing services • PAP smears • Family planning and pregnancy testing • STD screening and treatment • Health education and promotion The Student Health Center is located along San Luis Avenue opposite the Office of Admissions and Records in parking lot A2. Service Highlights/Accomplishments • Community Health Care Clinics: Ventura County Medical Center (VCMC) expanded its

services to include four clinics in the local community. The addition of community clinics offers students the convenience of services in their local community and expands the hours that students can receive care.

• Health Education Workshops: partnered with local health professionals to sponsor a series

of health education programs. These are listed below by title.

Sun Safety What’s New in ABCs of STDs Weight Management 101 Care of the Common Cold Stress Management Kick Butts Dolphin Days

• Alcohol and Drug Policy: The Office of the Chancellor mandates that all CSU campuses

develop an alcohol policy to regulate alcohol sales and use on its 23 campuses. In spring 2003, SHS was given the task of drafting the University Alcohol Policy. The draft was completed and sent through the campus review and approval process that includes a University-wide alcohol policy committee, the Office of the Vice President for Student Affairs, the President's Council, and the Academic Senate. The draft has been approved by each of the review components except the Academic Senate, which will review the draft during its fall meeting. The draft is expected to be approved and signed by the President once this final step in the process is completed.

• Student Health Advisory Committee: The Chancellor’s Executive Order 814 asks “each

president or designee to establish a Student Health Advisory Committee.” The committee shall be advisory to the president or designee and the Student Health Center (SHC) on the scope of services, delivery, funding, and other critical issues relating to campus health services. The students shall constitute the majority of membership and the committee may include faculty, administrator(s) and staff and shall include a representative of the SHC. A student shall chair the committee.” Channel Islands’ Student Health Advisory Committee consists of five students, one faculty member, an administrator and the SHC nurse. Under the leadership of a very energetic and results-oriented student chair, the committee has been extremely successful. It met eight times since starting in fall 2003. During its tenure, it has reviewed SHC operations, interviewed staff both on-campus and at local clinics, helped

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create a SHC reception room student satisfaction survey, developed a campus-wide service use and preference survey, and made recommendations for improving services.

Statistical Information Student participation in SHS has continued to grow as outreach to students has increased. One factor that has adversely affected student participation has been its location. The Health Center is housed in a portable trailer outside the center of campus. Currently, the Bell Tower building serves as the campus center. The Campus Bookstore, a coffee shop, classrooms, as well as the rest of the C.H.A.P.s services are all located in the Bell Tower. SHS has had to rethink its outreach strategies to compensate for its poor location. Consequently, the Health Center staff was asked to increase its outreach and visibility among students in the Bell Tower building. Several health promotions were scheduled throughout the year and conducted in the Bell Tower. As a result, the number of students seeking health services for fall 2003 and spring 2004 increased from 733 patients to 928 patients, a difference of 12% (not including summer sessions). The data also showed a 44% increase in visits for general illness, and a 20% increase in flu vaccinations over last year.

Summer

03 Fall 03

Spring 04 TOTAL

TOTAL %

School CSUCI 142 448 298 888 80% CSUN 44 128 54 226 20% Program Student Health 186 576 286 1048 Family PACT* 67 67 Illness or Injury 47 259 329 635 Gyn exam with Pap 5 10 24 39 Injections / Verifications MMR injection 67 32 4 103 MMR verification 35 58 4 97 Hep B injection 2 0 8 10 Hep B verification 4 0 1 5 TD 12 0 0 12 Hep A 0 0 Influenza 146 0 146 PPD 18 56 74 Lab Tests** UA 11 11 Pregnancy Test 19 19 Blood Draw 21 21 Total Students Seen 1114 *Family PACT program began in Feb. 2004 **Data collection began in Jan. 2004

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We were also interested in knowing which days of the week were more popular for students to visit the Student Health Center. Students were more likely to visit the Health Center on Mondays, Tuesdays, or Wednesdays and were least likely to visit on Fridays. This information was extremely helpful in planning health education programs.

Number Students Seen by Day

0102030405060708090

100

Mon Tue Wed Thu Fri

Day of Wee k

Num

ber

Students Seen

Institutional Effectiveness/Assessment The Chancellor’s Executive Order 814 requires all CSU campuses make available quality basic health services to all matriculated students who have paid appropriate mandatory student health fees. California State University Channel Islands’ Student Health Center meets and exceeds the obligations set forth in Executive Order 814. In addition to providing basic health care services, the SHC offers health education programs that promote optimal health, wellness, and overall development of the student. As a member of the Division of Student Affairs, Student Health Services embraces the goals outlined in the division’s mission:

1. To recruit, retain, and graduate a diverse student body; • The business of student retention and matriculation is intimately related to the health

and wellness of Channel Islands’ students. To ensure that basic health services are available, the University continued its long-standing health services agreement with Ventura County Medical Center (VCMC).

• SHS staff offered a host of health education programs that heightened student understanding of health issues that commonly confront our diverse student population.

• SHS established a Family Planning, Access, Care, and Treatment (PACT) program at Channel Islands that provides special health care services for low-income students.

2. To provide a learning environment that promotes the academic success and personal and career development of students with special emphasis on leadership skills, community services, and understanding and appreciating diversity to prepare them for life after the university experience • SHS offered workshops and training programs on an array of health-related topics

including: Sun Safety, the ABCs of STDs, Weight Management, Care of the Common Cold, Stress Management, and Smoking Cessation.

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• Under an Alcohol and Other Drugs program, SHS created a student peer advisory team that attended an alcohol and tobacco conference and training program in Long Beach this past spring.

3. To offer selected programs and services that will enhance the quality of life at CSUCI as

well as foster positive interaction between members of the campus and surrounding communities. • VCMC provides community-based health care at its four local clinics. This is an

innovative approach to health care that involves a partnership between a community agency and the University.

Challenges Currently the Student Health Center is located too far from other services in C.H.A.P.s. This is an issue that has been echoed by students since the SHC was placed in its present location. There are plans to move the SHC into the campus Town Center in fall 2005. While it is hoped that the move will enhance student use of the Student Health Center, it remains to be seen how the SHC will be affected. Finding the needed funds to move the SHC is also an issue. It is still unclear whether the University should continue to contract the services as is currently done or to hire our own medical staff. This will depend in large part on the availability of funds. Goals and Strategies 2004/2005 Student Health Services has identified the following goals for the 2004/2005 academic year: • C.H.A.P.s will work with the VPs for Student Affairs and Finance and Administration to

move Student Health Services from its present location. • SHS will increase student participation in the campus health clinics by 10% over the previous

year. • SHS will increase student participation in the Health Fair by 15% over the previous year. • SHS will increase student participation in health promotion workshops by 15% over the

previous year. • SHS will increase student participation in Student Health Center services by 15% over the

previous year. • SHS will continue to coordinate a Student Health Advisory Committee. • SHS will invite parent involvement in health promotion programs. • SHS will increase its outreach to students by 15% over the previous year. Summary Student Health Services has the distinction of being the oldest member of the C.H.A.P.s Team. Its history dates back to the CSUN-CI campus. Cal State University Channel Islands assumed responsibility for the services in the fall of 2002. While it retained the basic health care programs that are required by the CSU system, Student Health Services created a whole new approach to health and wellness that places the student at the center of the process. It also expanded its outreach to the campus community and provides health promotional programs that are tied to the needs of students.

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SHS was immediately faced with three major hurdles—its location, its new approach, and finding programs that were relevant to our students. Since its start in August 2002, SHS has made tremendous strides in each of these areas. We learned from our students that they simply did not know where the Student Health Center was located. Most student activities occur in the Bell Tower area. The trailer that houses SHS is not visible from the Bell Tower. To handle this problem, it was decided that we would increase the visibility of our health professionals by bringing them and many of our programs to the Bell Tower. SHS offered several health clinics in the Bell Tower where students hang out. This greatly expanded our outreach. To get the message out about our new student-centered approach to health and wellness and to find relevant health and wellness promotional programs, we turned to students for help. SHS established a Student Health Services Advisory Committee. The committee, working with the director of C.H.A.P.s., developed a Student Health Services questionnaire that asked students what they thought about our new approach and what they would like to see done at the Student Health Center. The information obtained from the survey and direct feedback from the Student Health Services Advisory team will be used to direct future programs and services offered by SHS. Disability Accommodation Services (DAS) Purpose Cal State Channel Islands is committed to equal educational opportunities for qualified students with disabilities in compliance with Section 504 of the Federal Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of 1990. The mission of Disability Accommodation Services (DAS) is to assist students with disabilities to realize their academic and personal potential. We accomplish this purpose by:

• Supporting a commitment to academic success • Assisting students with disabilities in overcoming environmental barriers and providing them

with academic accommodations that reduce the impact of their disabilities on their experience at CSUCI

• Promoting community awareness of the needs and capabilities of students with disabilities • Encouraging development through self-advocacy and personal decision-making • Providing training and information to students, faculty, staff and administration that uphold

the inclusion of persons with disabilities • Serving as a resource for members of the University community, prospective students,

parents, and members of the public Overview Cal State University Channel Islands and Disability Accommodation Services are committed to making students with disabilities full participants in its programs, services, and activities through its compliance with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of 1990. Services are available to any CSUCI or CSUN@CI student with a learning, physical, sensory, or psychological impairment. The primary objective is to assist students with disabilities in meeting their academic goals.

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Housed in the Office of C.H.A.P.s, Disability Accommodation Services provides intake, assessment of needs on campus, and facilitation of academic and other accommodations for students with disabilities. Accommodations might include alternative testing services, notetaking services, making materials in alternative formats such as large print, electronic text or Braille, priority registration, or communication access using sign language interpreters or realtime captionists. Disability Accommodation Services advocates for all students and works as a liaison between students, faculty, and community agencies, and informs the administration of policies and issues relevant to accommodation. Disability Accommodation Services also provides training for faculty and staff so the CSUCI community gains a greater understanding of their responsibilities and the needs of students with disabilities. Organization/Administrative Disability Accommodation Services (DAS) exists within the C.H.A.P.s model of service that works with students and their related needs as a whole, not as segmented sections. A DAS coordinator manages day-to-day operations and activities under the guidance of and in collaboration with the director of C.H.A.P.s, and with the support of the C.H.A.P.s administrative support coordinator, administrative support assistant and student assistants. Paid sign language interpreters, realtime captionists and stipend notetakers provide direct services to students in the classroom. Service Highlights/Accomplishments Disability Accommodation Services has been engaged in many activities during the 2003-2004 academic year. Accomplishments during the fall semester include:

• Worked directly with 77 students with disabilities, an increase of 45% (24 students) from the previous year

• Provided approximately 882 hours of realtime captioning services to two students

• Established the use of remote realtime captioning on campus

• Created a volunteer reader program that utilized 23 volunteers to provide 137 cassette recordings of 13 textbooks to five students (the 520 hours of volunteer reading time saved approximately $4,200 in reader costs)

• Developed a pool of 53 volunteer readers with the assistance of publicity provided by the University’s Communications and Marketing Department

• Offered alternative testing services to 54 students for 97 classes, including the provision of two readers and a scribe

• Proctored 65 final exams

• Received 39 textbooks in electronic format from publishers as per California Law AB422 • Provided stipends to 30 notetakers who volunteered to share their notes to students with

disabilities

• Met in consultation with 11 students with disabilities and their parents regarding admission to CSUCI and served on the Admissions Appeals Committee

• Hired a student assistant to re-organize the Disability Accommodations Assistive Computer lab and work directly with students

• Trained students in the use of assistive technology

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• Facilitated accommodations during commencement for five students and 120 guests

• Presented to two Special Education classes regarding services to students with disabilities at CSUCI

• Mentored freshmen students through the First Year Experience program

• Cataloged policies and procedures for students with disabilities as part of the site review process for Disability Accommodation Services

• Increased collaborations with faculty regarding accommodation to students with disabilities

• Collaborated with Admissions and Records to establish priority registration program for students with disabilities with legitimate needs for the service

• Professional Development: Received training on interpreting the Woodcock Johnson III as part of a Learning Disabilities assessment. Attended the conferences for the CA Association on Postsecondary Education and Disability (CAPED) and the Postsecondary Education Programs Network (PEPNet)

• Furthered working relationships with local community college Disability Accommodation offices, the Ventura County Local Plan Area (SELPA – oversees Special Education), Alternative Text Production Center, and offices of the CA Department of Rehabilitation

• Participated in the following boards/committees:

Division of Student Affairs Communication Committee Admissions Appeal Committee Web Committee Web Access Sub-Committee Commencement Committee Safety Committee Americans with Disabilities Act Committee Various search committees Service Learning Committee Advisory Board, ACCESS Services, Moorpark College Advisory Board, Educational Assistance Program, Ventura College Interagency Transition Coordinating Council for the Ventura County SELPA Ventura County SELPA College-Bound Students Committee Executive Board, California Association on Postsecondary Education and Disability

Statistical Information Students Served

• A total of 77 students registered with the program; an increase of 45% (24 students) over the previous year.

• Forty-seven students are enrolled in classes through Channel Islands and 30 are enrolled through CSUN@CI.

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• The breakdown by disability type is as follows:

44 Learning Disability

13 Mobility

3 Deaf

4 Vision

13 Other (including Acquired Brain Injury and psychological) Accommodation Services Used The most prevalent classroom accommodations were alternative testing services and notetakers. Alternative Testing Services Alternate testing accommodations are approved and provided on a case-by-case basis to students with documented disabilities. Students are provided with a quiet, distraction-free environment and extra time to take examinations. Additional services or equipment, such as large print or a computer, are provided based on individual need. • DAS proctored 233 exams to students with disabilities.

• DAS utilizes two private testing rooms to proctor exams to students, plus one room with six

individual carrels to accommodate multiple students.

• Some students used readers (2), computers (2) and large print (1) during examinations. One student requested a reader who was familiar with the subject matter to enable correct pronunciation of course-specific terminology. The person who read his textbooks onto tape was used as the test proctor since he was familiar with the terminology and subject matter. Another student opted to have someone record his exams onto cassette tape rather than having the reader in the room during the test.

• DAS also provided alternative testing accommodations to three students with disabilities taking the EPT/ELM placement exams, as well as 11 students taking the CSUN Upper Division Writing Proficiency Exam.

Notetaker Services The providers of notetaker services were classmates in the courses of students with disabilities. Students volunteered to take notes for the disabled student(s) and were provided with NCR paper. • DAS provided 1,835 sheets of lined NCR paper to student notetakers. • DAS paid stipends to 30 classroom notetakers.

• In one class with a realtime captionist for a student who is deaf, a student with low vision

was provided complete transcripts of the class produced by the captionist in lieu of a volunteer notetaker.

• In a math class with three students needing notes, one notetaker provided notes and DAS made copies.

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Alternative Format Services Alternative formats include any adjustment to materials to make them accessible for students with disabilities. Generally, this entails providing textbooks on audiotape, electronic copies of textbooks that can be used with screen reader programs or enlarged on the computer, Braille, or enlarged hardcopies of materials.

• Recordings for the Blind and Dyslexic (RFBD) provided seven textbooks on tape. However,

it was determined that RFBD was not meeting the needs of our students in a cost-effective and timely manner and the membership was allowed to lapse.

• Thirty-nine (39) copies of textbooks were obtained from the publishers per California State Law AB422. Once the texts arrived, volunteers were sought to assist the coordinator in “cleaning up” the files from the publishers that are typically fraught with font and format problems.

• Twenty-three (23) volunteer readers read 13 books onto 137 tapes, totaling approximately 520 hours of reading time. Using volunteers saved the office in excess of $4,200 in reader costs.

Communication Access DAS provides communication access services for students who are deaf or hard of hearing. Access can be through the provision of a sign language interpreter, realtime captionist or assistive listening device. • Approximately 882 hours of realtime captioning was provided during this academic year,

including 40 hours per week in the fall and 23 per week in the spring.

• The DAS coordinator is proficient in American Sign Language and able to communicate directly with students who use sign language. She was also able to stand in as a sign language interpreter for the EPT/ELM test administration when a student did not request an interpreter in advance.

• Sign language interpreters and an assistive listening device were provided for the CSUCI Commencement.

Assistive Technology Computer Lab During the 2002-2003 academic year DAS established a computer lab specifically for students with disabilities. The lab is outfitted with five computers, one with a large 21” monitor, two scanners, and two HP color printers. Each computer has the following assistive technology installed: speech recognition software, screen enlarger and screen reader. Also located in the lab are a Closed Circuit TV (CCTV), a large table and study carrels. • During the academic year 2003-2004, 25 students made 528 visits to the lab.

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DAS Contacts Phone Calls Email Walk-in Appointment Total

Contacts

Fall 2003 161 Not Recorded 490 49 700

Spring 2004 229 108 571 74 982

Annual Total 390 108 1061 123 1682 • Students came into the office 1,061 times to meet with the coordinator, the director, or to

work with front office staff. • The coordinator responded to 132 calls from off-campus disability-related sources, such as

other colleges and universities, the California Department of Rehabilitation, K-12 schools and Assistive Technology vendors, 162 calls from on-campus, 49 calls from prospective students or their parents, as well as 68 other calls.

Institutional Effectiveness/Assessment Disability Accommodation Services Institutional Review As the second part of a three-part Comprehensive Program Review (CPR), Disability Accommodation Services was the focus of a University-wide site review. This review built upon the self-study assessment information compiled during the 2002-2003 academic year using the instrument from the Council for the Advancement of Standards (CAS). The Site Review Team consisted of two faculty, two students with disabilities, and representatives from Parking Services, Student Affairs, Operations, Planning and Construction, and Human Resources. The team reviewed written documents provided by Disability Accommodation Services, toured DAS facilities, met with a panel of 6 students with disabilities, and participated in disability awareness activities. The committee has completed the program review and is currently preparing a final report to submit to the vice president for Student Affairs in summer 2004. Even in the absence of the final report, some issues raised during the review process have already been addressed by Disability Accommodation Services. For instance, several concerns imparted to the review team during the student focus group centered on the computer lab with assistive technology. As a result of their comments, better chairs have been installed and adjustable keyboard trays and upgraded software have been ordered. Based on review team recommendations, the “Disability Compliance for Higher Education” newsletter has also been ordered.

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Status Report: Goals and Objectives 2003-2004 Disability Accommodation Services identified its goals for the academic year of spring 2003 and fall 2004. These are listed below along with a progress update.

1. To recruit, enroll, retain and graduate a diverse student body.

A. DAS will make presentations to potential students with disabilities and community resources who refer students with disabilities. DAS will increase the number of presentations regarding attending CSUCI by 30% over the previous year.

• Presented to two groups – Ventura County SELPA Transition Committee and Ventura College DSPS counselors

B. DAS will provide speech-to-text communication access services for students with disabilities. DAS will increase its pool of captionists by 10% over the previous year.

• Piloted the use of remote realtime captioning to increase our pool of captionists. Through this medium, we can potentially access an additional three captionists, a 150% increase.

C. DAS will provide alternative testing services for students with disabilities. DAS will increase the available testing rooms by 20% over the previous year.

• While actual testing rooms have decreased due to the addition of staff, study carrels were added to a larger testing room to allow for the accommodation of six students, a 60% increase.

D. DAS will increase its pool of volunteer notetakers by 10% over the previous year.

• The Gamma Beta Phi Honor Society at CSUCI is supporting the DAS need for volunteer notetakers as one of their publicized causes, creating an immediate pool of notetakers. Thirty volunteer notetakers were utilized during the fall semester, a 30% decrease from the previous semester; the use is need driven.

E. DAS will work with University academic support services to retain college freshman and increase their retention rate by 15% over the previous year and above the national average.

• Despite conversations with potential freshmen with disabilities and their parents, only one freshman followed through and registered for services with DAS. With tutoring and counseling support from DAS, this student successfully completed his 2003-2004 year.

2. To provide a learning environment in and beyond the classroom that promotes the academic success and personal and career development of students with special emphasis on leadership skills, community services, and understanding and appreciating diversity, in order to prepare them for life after the University experience.

A. DAS will provide a shyness and interpersonal skills group that involves 8-10 students in each group.

• Separate interpersonal communication groups were established for men and women during the spring semester.

B. DAS will work with CDS to provide career development and internship opportunities. DAS and CDS will work to increase the percentage of students with disabilities

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integrated in internship settings and career development opportunities by 10% over the previous year

• With the addition of a career counselor, DAS and CDS will begin tracking the numbers of students with reported disabilities who participate in career-related activities, such as internships.

3. To offer selected programs and services that will enhance the quality of life at CSUCI as well as foster positive interaction between members of the campus and surrounding communities.

A. DAS will provide Disability Awareness activities and increase the number of these activities with University and/or community participation by 30% over the previous year.

• Four types of disability awareness activities provided throughout the day on October 30, 2003, including presentations on learning disabilities and assistive technology (presented by two visitors), showed various videotapes and hosted a motivational speaker who created a disability awareness game. Approximately 14 people attended activities throughout the day.

B. DAS will provide personal and/or academic development workshops and will increase the number of these workshops by 100% over the previous year.

• Two workshops were provided during the fall semester and one during the spring. This represented a 150% increase from the previous year.

Challenges With the rewards of establishing a new campus and service programs also comes challenges. Fortunately, the challenges have not been many, nor have they been insurmountable. Below are some challenges faced this year for some of the more prevalent services provided. Overall program Program capacity, in terms of staffing, budget and space continue to be an issue. Even if funds were available to hire more staff, in the current location there is insufficient space to house additional staff without taking away more testing areas. Disability Management Counseling At times, the students who can most benefit from disability management counseling are also the ones who are resistant to seeking assistance. It is a challenge to work with the student to bring the need into his or her awareness. Maintaining community contacts with counseling resources are always challenging as personnel and locations change. Computer Lab The proximity of the lab to Disability Accommodation Services made overseeing the lab difficult. As a result of some minor vandalism, a Web-based camera was installed. However, the camera was not able to capture the theft of two CPUs from the lab late in the spring semester. During the summer, the issue of equipment security will be revisited and strengthened. Another obstacle was the inability to troubleshoot problems in a timely manner. While members of IT are quite knowledgeable about computers in general, they are not familiar enough with the assistive technology used in the lab to be able to efficiently troubleshoot problems quickly. Other challenges include student awareness of the existence of the lab and student familiarity with the uses of various assistive technology.

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Alternative Testing Services Despite good faith efforts on the part of DAS and faculty, there were still occasional problems with faculty dropping off and picking up tests in a timely manner. This was more of an issue with part-time lecturers since they may only be on campus at the time of their class. Delivery of completed exams is another issue as faculty shifted to new locations. There were occasions when we delivered an exam to one mailbox only to find the faculty member had a box in another location. Sufficiently quiet, distraction-free space is also a potential obstacle to the success of alternative testing services. DAS will lose one testing room when a staff psychologist is hired. For most of the semester, DAS was able to coordinate the use of our limited space for testing, but during mid-terms and final exams space is a problem. At times a student must share the testing room with one or more students. Students taking the same exam are never put in a room together. The sound level in the halls surrounding the C.H.A.P.s office can also be a distraction for students during the testing process. Volunteer Readers As much are the rewards of a successful program, so too are the obstacles. The first and primary obstacle is finding volunteers. Once they have been identified, another challenge is contacting volunteers and maintaining a relationship with each person even through semesters when their services are not needed. Getting the lists of texts and reading assignments from professors prior to the start of the semester and encouraging professors to order their books as early as possible can be difficult at times. This is especially challenging with new and part-time faculty. Ultimately, these delays present a barrier to providing alternative format materials to students at the start of the semester. Because older, retired citizens are a good source of volunteers, at times materials need to be delivered to their homes. Keeping up with the due dates of reading assignments and following up with readers can also be a challenge. Realtime Captioning An obstacle to having a captionist in the classroom is the scarcity of trained educational realtime captionists. Through community contacts, a realtime captioning dispatching service has been identified that is significantly more expensive than hiring captionists directly. An advantage to remote realtime captioning is that the service is more readily available since the captionist can literally work in back-to-back classes on different campuses. A disadvantage is that the service does not work well in classes with a lot of discourse among students and the professor. This service is also slightly more expensive than the in-class captionists. Goals and Objectives 2004/2005 • DAS will increase the number of presentations regarding attending CSUCI by 50%. • DAS will increase its pool of captionists by 10%. • DAS will increase the available testing rooms by 10%. • DAS will increase its pool of volunteer notetakers by 10%. • DAS will increase college freshman retention rate by 15% above the national average. • DAS will increase the percentage of group opportunities by 50%.

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• DAS and CDS will work to increase the percentage of students with disabilities integrated into internship settings and career development opportunities by 10%.

• DAS will increase the number of Disability Awareness activities with University and/or community participation by 10%.

• DAS will increase the number of personal and/or academic development workshops by 50%. Summary Disability Accommodation Services (DAS) had another phenomenal year. On campus faculty, staff and students felt the impact alike. The list of accomplishments over the past year speaks for itself. Despite staff, facilities and budget restrictions, in conjunction with an increase in the disabled student population, DAS developed some innovative approaches to providing quality services. DAS established a system for obtaining materials in alternative format. This system includes electronic textbooks as well as an extensive volunteer reader program to make texts available on cassette tape. With a lack of available realtime captionists in the local community, DAS piloted the use of remote realtime captioning. This resource enabled us to meet the captioning needs of our deaf students. The coordinator for DAS provided workshops for students with disabilities, presented to students in classes about the needs and capabilities of students with disabilities, and served on numerous campus and community committees and boards. DAS also sponsored University-wide Disability Awareness Day activities. DAS demonstrated a commitment to improving the services it offers. This spring, DAS was the subject of a University-wide program review as the second part of a Comprehensive Program Review process. The site review team analyzed written documents provided by Disability Accommodation Services, toured DAS facilities, met with a panel of six students with disabilities, and participated in disability awareness activities. Using information gathered during the review process, changes have already been initiated within the DAS program, even before the writing of the final report. DAS will continue to work and improve the services it provides to its constituents. Personal Counseling Services (PCS) Purpose The purpose of Personal Counseling Services (PCS) is to assist students to define and accomplish personal and academic goals and to effectively manage the demands and personal challenges they face in achieving their goals. Overview Personal Counseling Services seldom receives public recognition for its work. But as most psychologists know, the rewards that come from helping students live healthier lives far out weigh any public recognition. PCS was very successful this past year in providing essential psychological and testing services to current and prospective students.

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Organization/Administrative The director of C.H.A.P.s currently manages Personal Counseling Services. PCS is searching for a counseling psychologist and is expected to hire an individual for this position to start fall 2004. A full-time psychologist assigned to provide comprehensive personal counseling at the campus would greatly expand the outreach efforts and effectiveness of this service. Service Highlights/Accomplishments Personal Counseling Services celebrated a number of accomplishments during the 2003-2004 academic year that deserve special mention. Men and Women Interpersonal Relationship Groups This spring PCS offered two separate counseling groups—one for male and one for female students who are looking to explore relationship concerns. The focus of the group was on supporting and empowering group members while exploring current relationship issues. Placement Testing Services The director of C.H.A.P.s under PCS serves as the University Testing Officer. There is precedence within the CSU System for locating placement testing under Personal Counseling. It also makes sense given that PCS often administers and interprets psychological tests. The work of the University testing officer generally involves five basic steps: (1) setting campus testing dates, (2) hiring testing staff, (3) scheduling and setting up testing rooms, (4) notifying students of key testing dates and requirements, and (5) administering, processing and returning tests and other materials to the Educational Testing Service (ETS). Students were offered four dates to complete their placement requirements at Channel Islands. Testing for the months of March, May and June went extremely well, given that this was the first year that CSUCI test dates were listed in the ETS booklet. Our listing also accounted for a heavier application pool when compared with the previous year. PCS administered and processed 293 separate tests and recorded only minor irregularities.

Test Dates ELM EPT Both Total March 20, 2004 2 9 21 32 May 1, 2004 23 46 68 137 June 19, 2004 17 33 74 124 Grand Total 42 88 163 293 July 24, 2004 Pending Pending Pending

Division Assessment Coordinator Assessment is an essential component of every program within the Division of Student Affairs. The division’s Comprehensive Program Review (CPR) involves three levels of assessment: 1) program self-study, 2) campus-wide review, and 3) outside professional review. The CPR is a part of the division’s ongoing effort to assess its performance and improve its effectiveness. These efforts also parallel assessment currently being done at the University-wide level as the campus prepares for the Western Association of Schools and Colleges (WASC) review. The director of C.H.A.P.s, under PCS, was asked to lead the assessment team for the Division of Student Affairs.

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To address the departmental review, the Division Management Team agreed to use the Council for the Advancement of Standards in Higher Education (CAS) to guide the department self-study. Department directors met for several weeks to discuss the CAS standards and plan the review process. Department directors were asked to:

1. Create a self-study team (i.e., department members and at least one student) 2. Call a team meeting to discuss the CAS and self-study process 3. Ask each team member to conduct an independent review of a specified program using

the CAS standards 4. Call a team meeting to discuss each member’s independent ratings and negotiate a

collective rating of the program 5. As a group, report the results of the self-study to the vice president for Student Affairs.

To date, each department within the division has completed the first phase of the CPR, with the exception of Admissions and Records, which is in the final stages of its self-study. The assessment process was very productive. It revealed valuable information on the strengths and weaknesses of department programs and helped team members develop strategies for improvement. Statistical Information Personal Counseling Services experienced a 40% increase in the number of students using its services over the last year. The larger percent of the participation took place in the spring semester. The campus welcomed its first freshman class in the fall 2003, which is one factor that may account for the increase. In addition, the spring semester is often the most stressful time of the year for most college students. Freshmen, for instance, can become anxious about moving on to their sophomore year; students with poor grades often worry about academic probation or even dismissal; and seniors may become troubled about whether to go on to graduate school or find a job. Many of these issues sent scores of students to PCS searching for answers last year. PCS recorded over 400 visits this past school year compared to the 318 students seen the previous academic year.

Phone Calls Walk-in Appointment Total Visits Fall 2003 42 37 29 108

Spring 2004 164 20 76 340

Annual Total 206 57 105 448 Percentages of students who sought help for: • Marital or relationship problems: 10% • Stress related problems: 45% • Crisis intervention: 15% • Problems related to academic performance: 30%

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Institutional Effectiveness/Assessment 1. To recruit, retain, and graduate a diverse student body;

o PCS successfully helped students to overcome shyness through techniques such as role-play and behavior rehearsal. As a result of counseling, we have seen improvement in student grades for classroom presentations.

2. To provide a learning environment that promotes the academic success as well as

personal and career development of students. Special emphasis is on leadership skills, community services, and understanding and appreciating diversity. o Personal counseling sessions were conducted in an environment conducive to

learning and an emphasis was placed on students taking responsibility for personal development. Sessions occurred individually and in groups.

3. To offer selected programs and services that will enhance the quality of life at CSUCI as

well as foster positive interaction between members of the campus and surrounding communities. o PCS provided counseling for students whose behavior was disruptive to the campus

community. Challenges The single greatest challenge to Personal Counseling Services is the lack of a full-time licensed psychologist. Currently the director of C.H.A.P.s serves as the campus counseling psychologist. The vice president for Student Affairs has worked tirelessly to address the staffing problem for fall 2004 and has funded a full-time psychologist for PCS to start in fall 2004. Goals and Strategies 2004/2005 Personal Counseling Services promises to provide quality health care to Channel Islands students. The personal counseling goals are outlined below: • PCS will conduct workshops and presentations on mental health. • PCS will conduct coping strategies workshops. • PCS will increase the number of students given placement tests by 30%. • PCS will expand its client referral list by 10%. • PCS will increase participation among students on academic probation in counseling by 5%. Summary Personal Counseling Services was successful this year in helping students accomplish their personal and academic goals while managing the demands of college. This entailed working through difficult interpersonal issues, developing new coping skills, and/or learning how to manage serious life crisis. In addition to providing direct counseling services, PCS also offered self-help workshops, developed interpersonal counseling groups and provided academic placement testing for incoming freshmen. On the whole, PCS was extremely productive. It logged over 400 individual counseling sessions and made five referrals to professional practitioners in the community. On the personnel side, it should be mentioned that Dr. George Morten received the Administrator of the Year award for the state of California.

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FINANCIAL AID MISSION The Office of Financial Aid exists to help students pursue their educational goals. Programs of Grants, Loans and Scholarships are available to help make college an affordable experience. OVERVIEW The Office of Financial Aid determines eligibility for assistance and provides funds from appropriate sources. The Office of Financial Aid administers funds from four major sources:

Federal Aid: Pell Grants Stafford Loans

State Aid: Cal Grants

State Work Study1 CSU Aid: State University Grant

EOP Grant2 Institutional Aid: CSUCI scholarships

ORGANIZATION/ADMINISTRATIVE The Office of Financial Aid is an integral component of the University’s enrollment services plan. In cooperation with other areas, the Office of Financial Aid participates with the recruitment staff to inform and empower prospective students with the knowledge and the tools needed to ensure a solid base of educational financing. Continuing students also receive information and technical assistance designed to help them navigate an increasingly complex financial aid process. Based on a foundation of federal legislation, the financial aid process has been standardized across the nation and relies on a series of electronic initiatives funded and managed by the US Department of Education. Students apply for aid using Web-based resources and selecting institutions to receive electronic applications from a central federal source. This has not only standardized the process but has provided greater convenience and accuracy for both students and institutions.

1 Due to the state budget crisis, funding for the State Work Study Program was cancelled for the 2003-04 year. 2 While EOP Grant is normally considered a CSU systemwide program, no funding has been made available from the CSU Chancellor’s Office. The program has been funded locally.

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At the institutional level, resources are combined to insure that students are accorded access to federal, state, CSU and institutional funds. This packaging process allocates limited funding in order to promote the principles of educational access and to make sure that the rising cost of education is not a significant barrier to our students. The University has adopted a packaging policy that has been reviewed at all levels and approved by the president. The staffing level for the Office of Financial Aid at the start of the 2003-2004 academic year was as follows: One Director of Financial Aid One Financial Aid Counselor One Financial Aid Coordinator During the year, the Financial Aid coordinator was reclassified as an intake counselor. The Office of Financial Aid is located on the first floor of the Professional Building in the Enrollment Center. Space currently includes four private offices and counter space for public service. There are no immediate plans for increased space SERVICE HIGHLIGHTS/ACCOMPLISHMENTS Financial aid was awarded to 530 students. This aid totals $4,294,157. The distribution of aid by type is presented below. It is appropriate to mention that student loans make up the bulk of aid available to students at CSUCI with over $1.7 million in loans resulting in an average loan debt of $7,000 per year. This is consistent with state and national trends in higher education financing. During the academic year, the Financial Aid office was awarded a renewal EdShare Grant of $40,000 from EdFund, a loan guarantee agency for the state of California, and was able to continue employment of five students in the role of financial aid peer counselors. These students have been receiving training from Financial Aid and Ed Fund staff as well as representatives of the lending community. The Office of Financial Aid participated in a variety of public forums to help students, parents and college counselors learn about the financial aid process and make a direct contact with CSUCI. We are now recognized as a community resource. Mr. Octavio Cruz was featured as a keynote speaker at both the CSU Counselor Conference and at the National Association of College Admission Counseling conference. The Office of Financial Aid continues to maintain a good relationship with the lending community. This has benefited the University through various in-kind contributions. Lenders participated in the First Year Experience by providing credit card and debt counseling seminars.

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STATISTICAL INFORMATION The chart below gives a clear indication of the rapid growth pattern in financial aid applications and in recipient numbers and dollars. As enrollment increases, we can anticipate a similar growth in aid programs. FINANCIAL AID DATA 2002-03 2003-04 Applications received 1,297 2,617 Enrolled applicants 472 978 Enrolled freshmen 0 340 Pell Grant recipients 252 455 Pell awards $542,270 $1,129,583 SUG recipients 261 455 SUG awards $349,234 $989,534 Loan recipients 153 287 Loan awards $853,542 $1,170,281 State grant recipients 27 110 State grant awards $49,245 $281,367 CSUCI scholarship recipients 0 30 CSUCI scholarship awards $0 $30,000 INSTITUTIONAL EFFECTIVENESS/ASSESSMENT Financial aid programs are audited annually. Initially, the campus will be audited as a branch of the CSUN financial aid programs. The Office of Financial Aid continues to participate in the Comprehensive Program Review (CPR) process being conducted within the Division of Student Affairs. Financial Aid is now in the second phase of the CPR plan. CHALLENGES The most significant issue continues to be the lack of an established infrastructure to support the movement of information between Admissions and Records, Financial Aid and Administration and Finance. Admissions and Records moved to the PeopleSoft database and it is anticipated that the other areas will follow in the near future. State and University budget concerns are the dominant factor in this process. GOALS AND OBJECTIVES 2004/2005 In the fall semester of 2004, the Office of Financial Aid will begin implementing the financial aid module of PeopleSoft if funding permits. This system will go live in January of 2005 for applications for the 2005-06 academic year. This will require coordination with Admissions and Records and Administration and Finance.

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Student peer counselors will accompany recruitment staff on high school visits and will conduct on-campus workshops for continuing students. The goal is increased participation in aid programs as well as meeting the goals of recruitment and diversity. Staffing will be increased by the addition of a Student Services Professional I Trainee. It is anticipated that participation in financial aid programs will increase by 30% over the preceding year. The opening of the first campus residence halls will contribute greatly to that growth. SUMMARY The Office of Financial Aid had a successful year. The growth anticipated in the future is held at risk by a bleak budget picture which restricts staffing and enrollment targets to current levels. In addition, the lack of WASC candidate status precludes the University from applying for certain funds and programs. It is imperative that budget stability be achieved and staffing levels keep pace with the growth in the student population.

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STUDENT DEVELOPMENT MISSION The Office of Student Development’s (OSD) mission is to provide programs and services that enhance the educational mission of Cal State Channel Islands and the Division of Student Affairs. This is accomplished through fostering a learning environment that promotes and embraces mentoring, diversity, leadership development, problem solving and decision-making. To this end we assist students in developing a well-balanced lifestyle that promotes awareness and improves the quality of life for all members of the Channel Islands campus. The Office of Student Development encourages participative and cooperative teamwork, spiritual awareness, intellectual stimulation, character development, cultural diversity, physical health, civility, and experiential leadership. OVERVIEW The 2003-04 academic year was very exciting and productive for the OSD team. The fitness center was completed and opened to the student body, and fitness center permits were sold to the faculty and staff. We were also fortunate to receive the new goals and backboards installed in the center as well as have the area painted. We had one major set back in the area that was do to unforeseen circumstances surrounding a water pipe that burst. This small flood caused serious disruption to the recreational (non-fitness) aspect of the RLS. Despite minor set backs, many events and activities took place in RLS this semester ranging from fitness and record breaker challenges to recreational-sports day and several Faculty/Staff versus Students athletic competitions. Student Life and Orientation was very active this year and involved a handful of “firsts.” This year marked the first time that freshman were admitted to the University and subsequently this was the first time we offered a freshman orientation program. Student Life has been actively involved in the continual process of aiding in developing campus culture and climate. This year we saw the continuation of the “Be a Part from the Start” program. Of special note is that the Student Programming Board was very actively involved in programming events and activities for the campus. In addition, for the first time, student-generated fees were utilized to help develop programs and activities. Student Government was successful in passing a student referendum establishing an Associated Students fee and also selecting the name of the University dolphin mascot, Tsunami. They all developed and implemented the first Maximus Awards to honor and recognize outstanding students, faculty, staff and administrators. The Associated Students (AS) Board was formed and has been incorporated. Like the University, the EOP program admitted freshman for the first time and these students appear to be adjusting well to the University. Mid-semester evaluations were sent to the faculty in the fall and spring semesters in order to assess the performance of the freshman EOP students through midterms. Faculty response and support for these evaluations was very strong and as a result, the EOP staff were able to offer the students the additional support where needed in order to help them improve their academic standing. Through the support programs offered in EOP we were able to have a 70% retention rate among our first group of EOP freshmen.

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Judicial Affairs saw a definite increase over last year in the number of cases adjudicated. Of the 18 cases that were referred to the Judicial Office nine involved cheating, implying that greater efforts may be needed to educate students about this issue. ORGANIZATION/ADMINISTRATIVE OSD was organizationally composed of two administrators; the director and coordinator of Student Activities and Orientation, four staff members, the coordinator of Outreach and EOP and an EOP advisor, the coordinator of Recreational and Leisure Services, administrative support, and a host of student assistants. While the hiring of the coordinator of Recreation and Leisure Services certainly strengthen the OSD team, the staff was pushed to the limit of its abilities and with additional staffing more dynamic programs and services could be made available to the students. Overall the attitude and commitment of the staff was exceptional and even though exhausted by a long and trying year, they never failed to meet every challenge with enthusiasm and diligence. SERVICE HIGHLIGHTS/ACCOMPLISHMENTS University Outreach Pathway to College Program The Pathway to College Program is three hours in length and includes a presentation, campus tour and activities. The goal of the program is to introduce elementary and middle school students to the many opportunities available at a university campus, provide positive reinforcement for students to develop a commitment to education, provide the resources and awareness of educational options, and encourage students to plan and prepare academically and financially for college. Through the Pathway to College Program, approximately 1,033 elementary and middle school students visited the campus in the 2003/2004 academic year. The following schools were represented: Elm Street Rose Avenue EP Foster Frank Fillmore Anacapa Cesar Chavez Las Colinas Colina Balboa El Rio Mesa Verde Deanza EO Green Los Primeros Park Oaks Tierra Vista The University Outreach Web page was also revamped to include an online sign-up form for teachers who were interested in bringing their students to campus for the program. Ventura County Reading Association – Author’s Fair University Outreach and the Recruitment Office are working in conjunction with the Ventura County Reading Association to organize and implement an Author’s Fair. The fair will take place at CSUCI and will be targeted to elementary and middle school students to promote literacy.

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The Parent Involvement Project Using professional CSU staff and interns, the project attempts to motivate and increase parental support and involvement in the educational endeavors of their children. The parents are provided with the opportunity to strengthen their knowledge about early academic preparation and high school academic preparation needed for college through collaborative learning, group dynamics and educational planning. The program is a year long and consists of a series of workshops given to parents on a variety of subjects pertaining to college admission (i.e. A-G requirements, financial aid, the EOP program). The program began in November 2003 with a group of Spanish speaking parents in Oxnard. The workshops were held at Larsen School and were open to parents of children who attend Larsen School as well as parents attending the CBET (Community-based English Training) program. Approximately 40 parents participated over the course of the program. The Parent Involvement Project will be restructured next year to a three to four hour program consisting of back-to-back workshops. This will allow for more programs throughout the year that will incorporate more participants. Team Outreach University Outreach is collaborating with the Liberal Studies Department to develop a service-learning project for liberal studies students. Students enrolled in the service-learning class will participate in outreach activities geared toward K-8th grade students during the course of the semester. In turn, the students will receive three units of credit. Outreach Goals • To establish a University Outreach advisory committee that will include representatives from

CSUCI and the surrounding community. The goal of the advisory committee will be to assemble a group of people who will assist with the planning, promotion, development and implementation of outreach programs to serve the community.

• To establish an after school program in the junior high schools that will focus on leadership development.

Educational Opportunity Program EOP Database A database is currently being developed for the EOP program. The database was initiated in the beginning of the fall 2003 semester and will be finished by the end of the spring 2004 semester. This database will serve three major functions: 1) to assist with the EOP admissions process; 2) to maintain student records (i.e. advising); and 3) to maintain information and generate reports (statistics, demographics, trends) for the EOP program. EOP Brochure/Web Site An EOP brochure was created in the fall 2003 semester. In addition, the EOP Web page was completely revamped and now includes: admissions requirements, admissions checklist and an interactive EOP application. EOP Admissions After much consideration and discussion, the decision was made to admit first-time freshmen only to the EOP program. There were several factors influencing this decision: 1) the limited budget available; 2) the low participation rate of transfer students; 3) the high drop-out rates for students in their first two years; and 4) the high retention rates for transfer students. Students

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who enter the EOP program as freshmen will remain in the program for four years, but support services will be focused on the freshman and sophomore students. EOP Orientation An EOP Orientation was held in the beginning of the fall 2003 semester for incoming freshmen and transfer EOP students. The goal of the orientation was to introduce EOP students to the requirements and expectations of the program, and to familiarize students with the resources available for them on the CSUCI campus. Approximately 17 students attended the orientations. EOP Student Meetings Throughout the 2003/2004 academic year, the freshmen EOP students met twice a month. The meetings were an opportunity to distribute information to the students and to offer guidance and resources. Transfer students met twice during the fall 2003 semester. Attendance was very sporadic, and many were difficult to contact. Student Participation-Freshmen EOP Students • All students attended the Leadership Retreat in the fall 2003 semester • All but one student is currently employed on campus • Aida Jimenez - Founding member/officer of MECha (expand) • Ariana Luquin Sanchez - Member of the Student Programming Board • NACAC (expand) Conference - Aida Jimenez and Ariana Luquin Sanchez attended • Greater Expectations Conference-Ariana Luquin Sanchez will attend • Four are participating in the California Mini-Corps summer program • Four participated in the “Save the CSU Rally” at the Governor’s Office in Los Angeles Spring Bridge All of the EOP students participated in the Spring Bridge program. The program consisted of a two-part series of workshops aimed at building writing skills. EOP Awards Ceremony The EOP students planned and implemented an awards ceremony in May 2004 to honor their accomplishments for the year. Awards were given for academic achievement, leadership and campus involvement. EOP Retention Rates-Freshmen EOP Students • Nine freshmen students were admitted in Fall 2003 • Two were special admits • Seven were regular admits • Seven will be returning Fall 2004 EOP/University Outreach Center The EOP and University Outreach office will move to a block of offices next to Conference Hall Two. The move will take place during the summer of 2004. The new EOP/University Outreach Center will include a computer lab, presentation room and student learning center (study lounge) for students to utilize during the 2004/2005 academic year. EOP Goals • To develop and implement a Summer Bridge Program for 2004

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Multicultural and Women’s & Gender Center Grand Opening The Grand Opening for the Multicultural and Women’s & Gender Center (MWGC) took place on March 8, 2004 (International Women’s Day). Several members of the campus and the surrounding community attended. MWGC Advisory Circle A MWGC Advisory Circle was held during the spring semester. Representatives from regional women’s centers, multicultural centers and gay/lesbian centers were invited to attend. The Advisory Circle had two purposes: 1) to solicit guidance, insight and input on the Center; and 2) to offer a networking opportunity for other centers in the community. Representatives from UC Santa Barbara, Ventura College and Cal Lutheran University attended. It was decided that the group would meet once a year. MWGC Goals • To develop programs and services that promote unity and awareness amongst the student

body at CSUCI • To provide a safe and welcoming environment for students of all backgrounds to come

together College Assistance Migrant Program (CAMP) A federal grant was submitted for the College Assistance Migrant Program (CAMP) on April 1, 2004. CAMP is a five year grant that is funded through the US Department of Education, Office of Migrant Education. The grant provides support services for migrant students in their first year of college. Support services include: housing assistance, financial assistance, academic support, health services, etc. The CSUCI CAMP program was developed in collaboration with Migrant Education Region 17, California Mini-Corps, and Advancement via Individual Determination (AVID). We will receive notification of funding in June of 2004. Island View Orientation and Student Life Island View Orientations are very different in the fall versus in the spring and have been separated for this reason. However, events and programs for Student Life are grouped together with highlights from several events throughout the year. Island View Orientation For fall 2003, we conducted four freshmen, five transfer, and three teacher credential Island View orientations. We had approximately 200 freshmen, 450 transfer, and 100 teacher credential students attend orientation. Freshmen Island View orientation was a two-day event and transfer and teacher credential students attended half-day orientations. This was the first semester that we had Orientation Leaders. Orientation Leaders assist the Office of Student Development with orientation planning and preparation, in addition to serving as mentors for students during the orientation sessions and throughout the year. The five students selected submitted applications and interviewed with a committee of faculty, staff, and students. They also interviewed with the

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coordinator of Orientation and Student Life, the director of Student Development, and the vice president for Student Affairs. Once selected as Orientation Leaders, the students attended a week-long training seminar to prepare them for the upcoming orientations. The training seminar included teambuilding exercises, tips on how to communicate and build a connection with students, and provided an opportunity for them to meet key people across campus. Overall, the orientations went very well; however, there were several areas that needed improvement. Communication regarding orientation across the campus as well as within our division was the first and foremost area in need of improvement. Establishing clear lines of communication and identifying persons responsible for specific tasks will assist with these efforts. Another contributing factor to the communication problem was the new PeopleSoft computer system that was just coming on-line when the orientations began. Scheduling was an aspect of freshman orientation that required continuous review. After each orientation, the orientation leaders and the coordinator of Orientation reviewed the comments and suggestions from the student evaluations to see how Island View Orientation could be improved for everyone. Based on the comments and suggestions from the previous orientations, changes were made to the schedules of the two remaining orientation sessions. As one might expect, the orientations did in fact improve each time we made adjustments. A few of the comments from the Island View Orientation evaluations are below: Things participants liked most:

• Registering for classes early • Breaking into small groups based on major • Career advisors • Using the computer lab • Friendly and enthusiastic students and staff • Orientation leaders • Learning more about the campus • Quickness of registration process

Things participants liked least:

• The meals provided • Hot, stuffy rooms • Length of orientation • Shuffling around groups • Too hot for the many activities scheduled outdoors • Walking all around campus

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For spring 2004, we did not have any new freshmen; therefore, we conducted only one transfer orientation. Transfer students attended Advising/Registration on separate dates from orientation. Academic Advising and faculty conducted the Advising/Registration sessions. We will continue to use this approach for the upcoming fall 2004 sessions. Overall, this new approach of having orientation separate from Advising/Registration was successful. Students that opted to attend Island View Orientation enjoyed their experience and were excited to be there. It also allowed other students to only come for advising and to register for classes. Student Life Programming and activities on campus continued to expand and diversify this year. This was the first year that programming efforts included the Student Programming Board and Student Government. The overall attendance for programs and activities on campus doubled and tripled depending on the program. However, there were challenges that we continue to face, including limitations on advertising resources, avenues of communication to our students about the events on campus, and recruiting and retaining new students to help plan and implement the programs and activities on campus. Teaching our student leaders how to program and take responsibility for following through to the end of a program was also a challenge. Additionally, providing a variety of assessment methods for evaluating and reviewing our programs and activities continues to be a challenge. Strategies for these challenges are constantly being developed and the process for improvement is underway. Student e-mail is being utilized to some extent for getting the word out to our students about campus events. Student groups are helping with the creative side of advertising. We have started using new methods such as sidewalk chalk, more sandwich boards and electronic signs. There have been discussions about additional means of advertising such as floating poster boards, t-shirts with event information, and more signage. As for teaching students how to program, we have implemented some thought-provoking approaches to complete programming. The students have grown and developed tremendously in their efforts to plan and execute a successful program. They have begun to understand the reasons why we plan certain events and the “behind the scenes” work that is involved with event-planning implementation. Now that we have a core group of students that understand the fundamentals, helping them to teach other students will be the next task. Evaluation and assessment efforts are lacking. In the upcoming year, there are a number of steps that will need to be taken. First, a variety of assessment methods need to be identified. Second, ensure that each program has a purpose and criteria for success or failure. Third, the best assessment methods for each specific program or activity need to be identified. Fourth, a system for administering, collecting, and analyzing the data collected from the assessment needs to be developed. Finally, actually use the results to improve the program or activity. These are just a few suggestions for improving the overall success of Student Life on our campus.

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Some of the programs and activities offered during the fall 2003 and spring 2004 semesters included:

Welcome BBQ Student Appreciation Day Movie Marathon Tastes of Channel Islands Gym and Fitness Center Grand Opening Workshop: How to Start a Club Open Mic. Night Pizza with the President Club Day The World of Salsa: Taste and Dance Trip to the Museum of Tolerance Meet the Faculty Ice Cream Social Casino Night Student vs. Faculty Trivia Game Voices Across America Leadership Retreat Family Weekend “Sex Rules” Safe Sex Speaker/Comedian Black History Month Celebration Women’s History Month Essay Contest Luau International Week:

Student Art Exhibit, One World Taiko, Multicultural Bazaar, International Movies, International Feast and Fashion Show

“Political Party” Highlights from activities and programs: Welcome BBQ – This was held in the South Quad the Sunday before the fall semester began. We had BBQ-style food, bounce houses, student and family relays, and a live radio broadcast. There were approximately 600 people in attendance compared to 400 the previous year. Pizza with the President – This event was held in the OSD lounge. Its focus was to provide students an opportunity to engage the University president in conversation about issues on campus, ask questions regarding future plans and interact with fellow students while enjoying a slice of pizza. There were approximately 60 students in attendance. Casino Night – This event was sponsored by the Student Programming Board to provide a fun, safe, and social environment where students could interact while partaking in hypothetical gambling with the use of fake money. Last year there were about 60 people compared to the 150+ this year. Mexican Independence Day – This event was held in front of the Bell Tower. We had food from a local authentic Mexican restaurant, a musical performance from Teatro Inlakech, and guest speaker Mr. Fernando Gamboa-Rosas, the Mexican consulate who discussed the importance of Mexican Independence Day. This event was well-attended by approximately 100 people.

Maximus Awards Dolphin Days: Battle of the Majors,

Craft Fair, Carnival Day, Comedian, Group Photo, Casino Night, Magic Mountain

Workshops: How to Start a Club How to Plan an Event Fundraising

Advisor Workshop Coffee with the VP Workshop: How to Plan an Event on Campus 9/11 Remembered Ceremony Mexican Independence Day Theater Sports Relay for Life Extreme Fun in the South Quad Pool Tournament Halloween Party, Carnival and Haunted House Angel Tree Vendor Fair (Bazaar) Holiday Canned Food Drive Food and Music from Around Latin America Trip to National Association of Campus

Activities (NACA) 1st Annual Picnic

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Halloween Event – Last year we held this event and included trick-or-treating, a carnival and a haunted house. The trick-or-treating was not very successful due to the lack of residence halls on campus, so this year we decided to have the carnival, haunted house, and a dance. About 50 people attended last year’s event, excluding the volunteers that were working. This year we had close to 100 people in attendance. We had volunteers campus-wide that supported this event and helped make it successful. Vendor Fair – This event included free Subway sandwiches, a live musical performance and approximately 15 vendors, each providing a free service or selling merchandise at a discounted price for students. Approximately 75 people attended this event. As this was the first student event held in the North Quad, we provided a shuttle service from the Bell Tower to the event site. Dolphin Days – This week-long event took place when students returned from Spring Break. Some of the events included a craft fair, a comedian, Carnival Day, Casino Night, Karaoke Dance Party, a trip to Magic Mountain, and the Battle of the Majors competition (six majors participated). The turnout for each event almost doubled that of last year. International Week – This is the first year we celebrated International Week. A few of the events that took place during this week were a student art exhibit, One World Taiko drummers, an international movie showing and discussion, and the International Feast and Fashion Show. This week was a collaborative endeavor by faculty, staff and students. Political Party – This was an event that Student Government organized. Speakers from the Democratic, Republican, Green and Libertarian parties were brought to campus to give their views on specific issues. The campus community was invited to listen and ask questions. Maximus Awards – This was a student-driven event organized by Student Government that recognized faculty, staff, students, administrators and community members for their contributions to student success. The finalists and winners for each category were announced during the Maximus Awards Ceremony held on April 29, 2004. Recreation and Leisure Services Recreation and Leisure Services (RLS) seeks to create healthy learning communities in order to compliment the University’s mission. RLS provides facilities for fitness, intramural sports, clubs sports, and open recreational programs that promote friendly competition while seeking to create and affirm a collegial campus culture. Through its various programs and services, RLS will assist students in creating a healthy lifestyle by balancing the mental demands of academic pursuits with the physical demands of fitness and recreation. The RLS Team is making an impact on students, faculty and staff. Our Gym & Fitness Center is more than just a place to exercise; it is a “safe haven” for students, faculty, staff and University Glen residents to socialize, talk about problems, exchange ideas, ask for advice, and interact with others in a positive, non-threatening environment.

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The lack of financial resources has hindered proper promotion, incentives and equipment acquisition, but our facilities are something to be proud of. We will continue to build on CAS standards and retain data to quantify future activities, etc. It is essential that we continue to evaluate every program to determine what is best for the Cal State Channel Islands culture. Gym & Fitness Center Membership numbers from August 2002 – April 28, 2004:

Students = 644 (Signed Health Questionnaire = 79% of Total) Faculty = 31 (Signed Health Questionnaire = 3.83% of Total) Staff = 74 (Signed Health Questionnaire = 9.2 % of Total) Sponsored = 59 (Signed Health Questionnaire = 7.3% of Tota)l

Total = 808 (Signed Health Questionnaire) June 24, 2003 to June 30, 2004

Annuals Paid Membership= 32 Semester Paid Membership= 105 Summer Passes Paid Memberships = 20

Membership Break-down: Fall 2003 semester paid memberships (end of semester = Dec. 19, 2003):

• Faculty and staff = 32 • Sponsored and University Glen = 2

Spring 2004 semester paid memberships (end of semester = June 4, 2004): • Faculty and staff = 59 • Sponsored and University Glen = 10

Paid Day Passes = 52 (August through April, 2004)

Daily Attendance Numbers: • Fall Average Members Per Day = 34 • Spring Average Members Per Day = 40

Uncontrollable Occurrences Flood - A water pipe in the Gym burst and flooded the floor with over 1” of water. We opened venting ducts underneath the floor to alleviate the high-moisture. Backboards - Four new backboards were installed. The project took several months to complete. Budget - The lack of financial resources hindered proper staffing, promotion, rewards and equipment acquisition. Special Events/Excursions Open House/Introduction to the Gym & Fitness Center Opened the Gym & Fitness Center for students to see what activities and resources are available to them.

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Extreme Fun Day • Rock Wall: Participation = 33 • Trampoline: Participation = 26 • Kickball: Participation = 10 • Punt, Pass & Kick Challenge: Participation = 43 • Water Balloon Launch: Participation = 20

Individual/Team Challenges Presidential Shoot Out: Each shot area had difficulty points associated with it. These points were added each time a shot was made from that area. If shots were made from all set point areas, a bonus was added. Approximately 25 members of the campus community participated in this event. Crazy Relays: The goal of this event was to create cohesive groups that would encourage camaraderie amongst the campus community. Competitions included Egg Roll, Three-Legged Race, Balloon Coordination Run, Water Balloon Toss Relay, Wheel Barrow Race, and Frisbee Relay. Eight members of the campus community participated in this event. Recreation Week Challenges (five day event): Each day had a separate challenge to showcase RLS activities.

1. Run, Bike & Step Challenge (3-Day Challenge): Three individuals participated in this challenge.

2. Outdoor Volleyball: The goal of this event was to get students involved in a recreational

activity during which they could socialize with one another. Approximately 13 individuals participated in this event.

3. Coordination Skills Challenge: This challenge showcased a variety of events such as free-throws, soccer goals and volleyball targets. Five individuals participated in this challenge.

4. Outdoor Skill Challenge: This competition included: Golf Putt, Football Toss, Softball

Pitch, Volleyball Target, and Frisbee Toss.

5. Indoor Coordination Skills Challenge: Individual competition for free-throws, soccer goals and volleyball free-throws. Consistent shots were counted and shooters had the option to shoot again (one practice chance was given). Soccer goals: Kickers were given five chances to score goals (one practice shot was given). Volleyball Target: Shooters were given five chances to score points by hitting inside the target.

Record-breaker Challenge: This event is held on the first Monday of every month. If the Gym & Fitness Center is not open on that Monday, the event is scheduled for the following Monday. The purpose of this monthly event is to challenge the mind, body and spirit of every participant in an effort to encourage progress in everything they do.

• Fitness Center Record Participation = 12 (average) • Gym Record Participation = 21

Total = 33

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Clinics/Seminars (Instructional Programs) Yoga Average attendance was five people per session. Contests/Raffles NFL Pick’Em On average, 17 people participated each week throughout the NFL season. Tournaments

• Fall 2003 (none scheduled) • Spring 2004

o 3-on-3 Basketball Weenie Roast held on March 5, 2004 Attendance = 48 (Signed-in entire day) Participants = 34

Champions: “The Wrecking Crew” Leagues

• Fall 2003 - None • Spring 2004

o Basketball (March Madness Basketball League) Wednesday League

Participation = 8 Men’s Teams (24 Individuals 0 Women’s Teams (Attendance Varied)

Friday League Participation = 9 Men’s Teams (33 Individuals)

3 Women’s Teams (9 Individuals) Championship Included: 6-Men’s Teams

1-Women’s Team 24-Total Participants

o Volleyball League Tuesdays and Thursdays (scheduled, but experienced lack of participation)

Participation = 0 Men’s Teams 0 Women’s Teams

Special Event Games

• Student vs. Faculty Volleyball Game Attendance = 17 players and an audience of approximately 15 = 32 spectators

• Student vs. Staff Volleyball Game Participation = Staff: 11 (4-Women, 7-Men)

Students: 27 (16-Women, 11-Men)

• Student vs. Faculty Basketball Game Participation = Faculty: 4 (0-Women, 4-Men)

Students: 17(2-Women, 15-Men)

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SUMMARY The 2003-04 academic year was another strong and productive year for OSD and the students that it serves. Many strides were made towards continuing improvement of programs and services based on our commitment to creating a positive campus environment. While there were some challenges the staff remained focused and committed. The highpoints of the year include the establishment of the Student Government and the Associated Students Board in addition to the passing of the much needed student fees. These accomplishments far outweighed the problems such as flooding in the gym and deficiencies in the budget. With the vice president’s proposed consolidation of OSD and CHAPS into one functional unit under the auspices of Student Life, the future looks even brighter for our students and the level of services that they should be able to receive even better! This new Student Life area should allow for various staff resources and talents to be pooled together in order to more effectively and efficiently provide services and programs for the CSUCI community. While it may be necessary to reduce or even cut some the services currently offered, this process should allow for a greater assessment and evaluation of overall services in order to strengthen their legitimacy. It should be noted that greater efforts need to be placed on educating our students and faculty about cheating and plagiarism. Faculty should be informed about the judicial process and how to report violations and reminded that FERPA prohibits them from discussing individual cases of academic dishonesty with other colleagues. Students should receive additional information and instruction on academic dishonest, its repercussions and ways to avoid it.

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APPENDIX

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Division of Student Affairs

COMPREHENSIVE PROGRAM REVIEW (CPR)

(MANUAL)

Wm. Gregory Sawyer, Ph.D. Vice President, Division of Student Affairs

George Morten, Ph.D.

Dean, Student Life and Coordinator of Divisional Assessment

Ed Lebioda, M.S. Assistant Vice President for Student Affairs

September 1, 2004

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TABLE OF CONTENTS

Acknowledgments…………………………………………………………...117 CSUCI Division of Student Affairs Comprehensive Program Review Process……………………………...118 Introduction…………………………………………………………………..120 General Procedures…………………………………………………………..122

• Notification………………………………………………………...122 • Advanced Planning………………………………………………...122

Estimated Cost…………………………………………..123 Membership on Teams.………………………………….123

• Self Study Team…………………………………………………....124 • Site Review Team……………………………………………….....124 • Outside Professional Reviewer..…………………………………...125

Self-Study Process…………………………………………………………...126 Site Review Process………………………………………………………….127 Outside Professional Reviewer Process……………………………………...131 Strategic Planning Response…………………………………………………134 CPR Summary Report………………………………………………………..136 The Self Study Report………………………………..………………………136

• Guidelines for Preparing a Report………………………………....137 • Outline of the Report………………………………………………139

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Acknowledgments The authors reviewed a number of assessments and accreditation documents, including the Self Assessment Standards by the Commission on Colleges of the Western Association of Schools and Colleges. These documents provided the foundation for designing the guidelines and procedures for the Division of Student Affairs. For additional information about the Comprehensive Program Review, please contact the Office of the Vice President for Student Affairs at California State University Channel Islands at (805) 437-8536.

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CSUCI DIVISION OF STUDENT AFFAIRS

COMPREHENSION PROGRAM REVIEW PROCESS

Timeline Major Action Orientation Semester Area/department plans the CPR Process Self-Study Month 1 Appoint Self-Study Team Minimum of 3 individuals including the director Identify and confirm the Student Affairs representatives from outside that department Month 2 Departmental Orientation to CPR conducted Month 3 Create a Table of Contents for the Self Study Report Writing Semester Self Study Report Developed Month 4-5 Develop a complete draft of the self study Present final self-study report to the VPSA Month 6 Select the Site Review Team (SRT) One expert campus advisor with expertise in the

discipline; One Student Affairs representative from

outside of the department; At least one representative from outside

Student Affairs; CSUCI academic administrator; One or more student representatives At least one faculty representative

Prepare the SRT agenda and notify the Site Review Team & interviewees Month 7 Review/revise Self Study based on Director and Dean feedback Month 8 Review/revise based on Vice President’s feedback

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Site Review Semester Site Review Team Month 9 Deliver Self Study to the SRT members Month 10 Team visits the CSUCI campus Month 11-12 SRT develops a written report of recommendation to the VPSA Follow-up Semester Month 13-14 Meet with the VPSA and the Coordinator of DSA

Assessment Team to discuss findings Month 15-16 Submit written report and plan to the VPSA

Professional Review Semester Outside Professional Reviewer (OPR) Month 17 Deliver Self Study and Site Review reports to the OPR Month 18 OPR visits the CSUCI campus/conducts interviews Month 19-20 OPR develops a written report of recommendations to the VPSA Follow-up Semester Month 21-22 OPR phone meeting with the VPSA and Coordinator of DSA Assessment to discuss findings Month 23-24 OPR submits written report and plan to VPSA

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INTRODUCTION

Comprehensive program reviews (CPRs) in the Division of Student Affairs serve many purposes. The most important of these is to improve departments and programs and identity opportunities for the future development. CPRs provide a systematic mechanism to monitor the status, effectiveness, efficiency and progress of programs in the Student Affairs division and to provide information that allows the Division and the University to:

• Identify future directions, needs, and priorities

• Recognize and respond to the strengths and weakness of the program and

identify important directions in the professions;

• Assist in assessing a department’s relationships with and contributors to other programs within the University;

• Strengthen and improve its programs and services to students.

The primary purpose of the comprehensive program review is program improvement as determined by:

• Quality of programs, services and activities:

• Availability of educational and program resources;

• Adequacy of administrative, professional and classified staffing patterns

• Available facilities

• Experts evaluation Comprehensive program reviews assist in long-range planning and are valuable in setting priorities for the department, division and the University. CPRs set future goals and directions and assure that co-curricular and service decisions, as well as budgets, are based on real and verifiable data and priorities. Most importantly, CPRs provide the mechanisms and impetus for change. Programs that are not evaluated tend to cling to the “status quo,” making change difficult. By developing a plan for comprehensive program reviews and evaluations, a strategy exists for improvement that is systematic, thoughtful, long-

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range, and apolitical. CPRs also reduce immediate and short-term solutions made during administrative turnover and budget crises. From an external perspective, comprehensive program reviews provide a means for the University to show its accountability for programs, services and resources to the State of California and society in general. They enable the University to develop the support of its constituency – Board of Trustees, the Chancellor’s office, the State legislature, federal government, funding agencies, and the people of California. As such, comprehensive program reviews are integral to strategic planning, resource allocation, and other decision-making processes at various levels within the University and in regard to the Board of Trustees. The Office of the Vice President coordinates the CPRs. The VPSA will be responsible for ensuring that each department in the Division of Student Affairs will be reviewed at least once every five years. Comprehensive program reviews have the following characteristics:

1. They will occur on a five-year cycle unless accreditation reviews influence the cycle.

2. They will be evaluative, not just descriptive. They are more than data

collection and meeting minimum criteria; program reviews require professional judgments about the department, programs, services, staffing, resources, and future directions.

3. They will be forward-looking. While assessment of current status is

important, improvements are of the greatest concern.

4. Departments will be evaluated on professional standards and criteria – strengths and weaknesses – rather than financial and political criteria.

5. They will result in a public and objective process.

6. They will be independent of any other type of review, although they may

precede an accreditation review.

7. They will result in action. They will be the basis for re-evaluating the strategic planning and budget processes in the Division of Student Affairs.

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GENERAL PROCEDURES

Guidelines and procedures for the review process including the selection of teams and national or regional experts, their functions and responsibility in the process, and suggestions for maximizing the effectiveness and outcome of the site visit and final report are included in the following text to assist the department to effectively and efficiently conduct the Comprehensive Program Review (CPR).

Notification

A five-year cycle for departmental CPRs is included in this manual. The vice president of Student Affairs (VPSA) may modify this schedule to accommodate changes in the organizational structure within the division or personnel issues within a department. However, a department should expect to repeat the CPR every five years as scheduled. The CPR process is divided into four phases: 1) advanced planning, 2) self study, 3) site review and 4) outside professional review (OPR). No more than one semester should be devoted to any one of these phases. The best times for site reviews and the outside professional reviewers for most departments in Student Affairs are during the months of October, November, February or March. In order to host an OPR during the fall semester, the Site Review should be initiated during the previous September; to conduct an OPR during spring, the Site Review should be initiated during the previous February.

Advanced Planning

Three areas of advance planning are required for a department to initiate a CPR: 1) assessment planning, 2) budgets and strategic planning and 3) setting timelines in concert with the annual workload cycle of the department. A. Assessment Plans: Each department in the Division of Student Affairs is

expected to conduct five major assessments within a strategic planning cycle: 1) demographic studies, 2) needs assessment, 3) customer satisfaction, 4) external comparison (peer or benchmark) and 5) impact or outcomes assessment. While these assessments provide the basic foundation for the self-study report, program evaluations, budget analyses and other assessments used by the department to improve programs and services should provide the substance of the CPR.

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B. Budgets and Strategic Plans: For the fiscal year(s) in which the department conducts the CPR, the strategic plan and Budget should reflect the departmental cost and efforts of the CPR.

Estimated Cost

VPSA Office Honorarium & Travel for Consultant $2,000 (Dependent on location of consultant) Department Food & Refreshments for Site Visit $1,000 Duplication & Bindings of Self-Study Report 600 Housing for Consultant-optional 200 Miscellaneous (recognitions, thank you’s, etc.) 200 Total $ 4,000 C. Timelines: In concert with the annual cycle of the department, the director

will prepare a timeline that includes four dates:

1) appointments and orientation of the department self study team, 2) start writing the self-study report, 3) complete the draft self-study report for internal review 4) two-week period for the site review team visit in fall (October,

November) or in spring (February or March)

These timelines provide a mutual understanding of deadlines related to completion of the review and must be approved by the VPSA.

Membership on Teams

Two teams must be appointed as part of the CPR: 1) self-study team is comprised of selected members of the area/department under review plus student representation, and 2) the site review team which is comprised of at least one representative of each Division on campus, two faculty members and at least two student representatives from the department under review. The department director or coordinator will serve in an advisory capacity to the SRT team. The members who are selected to serve on these teams must reflect the various interests of the department, division as well as the diversity of roles at CSUCI. The director will recommend the names of individuals to serve on each of these teams to the VPSA as follows:

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Self Study Team

Departmental Members: members of the departmental staff are responsible for organizing and preparing the self-study report in concert with the director who is ultimately responsible for the product and process. While the size of the self-study team depends on the size and complexity of the department, the team should generally consist of at least three members of the division (a member of the program under review and a division representative) and at least one or more students).

Site Review Team (SRT)

The composition of the SRT may vary based on the functions of each department as well as the number of liaisons within the university that are essential to the operations of that department. In general, the SRT should be comprised of a minimum of four people and chaired by a member selected from the body of the committee (i.e. preferably a student or faculty member). SRT members should be familiar with the purpose and roles of Student Affairs and the primary roles and purpose of the department under review. Nominees to the SRT should reflect gender and ethnic representation. The department director recommends members of the SRT as follows: CSUCI representatives on the Site Visit Team are drawn from the University community and the director should determine that each individual is willing to serve before recommending the names to the VPSA. The director submits recommendations which will reflect gender and ethnic diversity. Final appointments of team members are made by the VPSA as follows:

• Academic Administrator (minimum of three names) should be at the level of chair of an academic program or higher and represent a field or discipline related to the operations of the Student Affairs department under review.

• Faculty (minimum of three names) who has a working relationship with or a

professional expertise in the area or department under review.

• Other University Administrators (minimum of three names) who have or should have a close working relationship with the department under review.

• Student Representatives (Minimum of three names) Students should

represent the undergraduate and graduate perspective.

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Outside Professional Reviewer (OPR)

National or regional expert: An external consultant, or outside professional reviewer (OPR), will be selected by the VPSA to evaluate, analyze, provide constructive feedback and recommend strategies to improve the quality of the program and services within the department under review. The expert is important in this evaluation in order to ensure objectivity and the integrity of the assessment process. The OPR should be selected, confirmed and scheduled at least six months prior to their campus visit. The director of the department under review will recommend the names of three recognized experts on the department/program under review. The individuals should be knowledgeable of operations and resources of similar departments at comparable institutions. The VPSA should be provided with a description of each person’s current professional role, institutional affiliation and explanation for the recommendation. The CPR is in concert with the WASC accreditation process. Some departments may require more than one national or regional expert to provide adequate coverage of all major services. For example, Career Development Services may need the perspective of a Career Services unit. In cases such as this, the VPSA will approve the use of additional experts and the dean and vice president will negotiate the costs of multiple experts. During the campus visit, the Division of Student Affairs representative (the DSA coordinator of Assessment) will serve as host to the OPR and facilitate introductions and discussions during meetings with the departments, the self-study and site review teams. The OPR, after meeting with and interviewing various campus members, is responsible for writing the OPR Report. CPR Advisory Team: The coordinator of DSA Assessment, one director who has completed a CPR within the last 18 months and all directors currently undergoing the CPR will meet once a month to advise and monitor the progress of the CPRs. It is optional for directors who are scheduled the following year to participate in the CPR Advisory meetings. In addition to advising directors, this group will provide any rewrites of the CPR manual.

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SELF STUDY PROCESS

Departments scheduled for review must prepare a comprehensive self-study report that includes:

• A brief history of the department; • Response to findings and recommendations made during the previous

review; • A description of the department (e.g., mission and goals; programs and

services offered; staff and physical resources; assessment activities; research and creative activity; outreach and community services); and

• Strategic plans, including goals, needs, anticipated problems and opportunities for development.

If the department is accredited by an external agency, the self-study should incorporate the guidelines of the accrediting agency. The Office of the Vice President must approve the self-study report before it is distributed to the Site Review Team. A. Orientation of the Self-Study Team: Within one month after the

appointments, the self-study team should meet to prepare for the self-study process. For this orientation, the VPSA may be invited to review the CPR process and respond to any questions. The director will present to the team the draft timeline for the self-study, approved by the VPSA, and a draft of the table of contents for the department’s self-study or examples from the other departments. The self-study team should review the CPR manual and develop a detailed timeline for the various tasks to ensure the completion of the CPR within the approved schedule. In addition, the committee should begin to identify data to demonstrate the department’s program improvements and effectiveness during the last five years.

B. Conducting the Self-Study: It is critical for the success of the process that

everyone within the department is involved in the self-study; this assures that all aspects of the current status and further developments of the department are considered. Toward the end of the process, a draft of the self-study report should be distributed or circulated to all members of the department for their comments and suggestions, and this information should be used to revise the draft report.

C. Editing the Self-Study: While the writing and editing is the responsibility

of the departmental members of the self-study team. During the development of the report, the self-study team should review drafts of each section of the report and meet periodically as a group to provide constructive

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feedback. Specifically, the team members should feel free to raise questions whenever there is a lack of clarity in the textual information, presentation of information, or data in the report. In addition, the team should carefully consider the accuracy and presentation of assessment information to support the text and recommendations of the report.

D. Internal Review of the Self-Study Report: The draft self-study report

should be completed and forwarded to the coordinator of DSA Assessment, who is the final reviewer for all self-studies. Reviews focus on the content, completeness and accuracy of information; all comments are provided to the department for adjustments and/or revisions. The final report is presented to members of a Site Review Team and the VPSA at least three weeks prior to the scheduled visit.

SITE REVIEW PROCESS

The Site Review Team (SRT) is appointed by the VPSA in coordination with the dean of the area and director of each department; the membership of the SRT is described in this manual. The SRT evaluates the self study, provides the findings of the site review team and recommends actions for future improvement of the programs and services of the department under review. Three weeks before the site review, the members of the SRT are provided copies of the self-study and a draft timeline of the review. The SRT’s charge is to review the self-study findings and make recommendations to the VPSA on program, services, budget and staffing improvements.

A. Appointment of SRT: At least six months before the site review, the SRT should be appointed by the VPSA; the dean and director should confirm that the people are willing to serve on the team. In addition, the dean and director will work directly with the coordinator of DSA Assessment to negotiate the dates of the SRT, develop letters of appointment for SRT members to be signed by the VPSA, and draft a schedule of meetings for the site review. Letters of appointment should also include a copy of the current CPR manual for orientation and the university and divisional organizational charts.

B. VPSA Charge to the SRT: After review of the Self-Study Report and

consultation with the coordinator of DSA Assessment, the dean, the director and any line supervisor for the unit, the VPSA will provide additional direction to the SRT. (as a point of information; this same charge, if possible, should be communicated with the Outside

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Professional Reviewer (OPR) prior to their arrival for the OPR visit) The basic charge to the SRT is to address and/or consider the following:

a. Who are the department’s current consumers and are there potential

audiences in the community who may be appropriate targets for future services and programs?

b. Based on your knowledge of the university and division mission and strategic plans and the program’s goals, and objectives, is the department’s programming current and does it provide adequate development and learning opportunities for students?

c. Are the programs, services or activities within the department appropriate given the human and physical resources, and do these activities address institutional, community, and state/regional/ national needs?

d. Does the department have adequate processes in place to evaluate the effectiveness of its programs, (i.e., assessments)?

e. How does the level of professional development, research, scholarly and creative activity, and funding for such activities compare with those at peer institutions? What changes are needed to elevate the program to the next higher level?

f. What are the major limiting factors in the quality and future growth and development of the department?

g. If the department has an accredited program, does the program meet accreditation standards at the present time? If not, what is needed to bring the program into conformity with accreditation standards? Does the documentation clearly address accreditation standards?

Comments from the SRT on how effectively the program is being administered and impressions of the morale and commitment of the staff, are welcomed. However, references to specific individuals or groups viewed as “troublesome” should NOT be included in the report. If the latter type of information is believed to be critical to the evaluation, this should be communicated via a confidential letter to the VPSA.

C. Schedule for the Site Review: The schedule for the site review is drafted

by the dean and director and approved by the coordinator of the DSA Assessment Team. During the SRT , team members will participate actively in each of the following sessions:

1. Welcome and orientation with the VPSA, coordinator of DSA

Assessment, any line administrator, the Division of Student Affairs

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representative on the Self-Study, director and SRT team members. VPSA will discuss how the department fits organizationally into the division and the University and the expectations of the site review team;

2. Planning time for SRT to identify interview questions, formulate a plan for conducting the interviews and strategies for processing the information obtained during the Site Review;

3. Visit with the director for an orientation of the department and any general introductory questions that the team has about the self-study;

4. Tour of the facility and any special facilities relevant to the department;

5. Conduct individual interviews with each major administrative person within the department to discuss the findings of the self-study and questions identified by the SRT; the team should be allowed to meet without the director in attendance in order to encourage open dialogue;

6. Conduct group interviews with professional staff, classified staff and student employees of the department;

7. Conduct group interviews with student users, academic representatives, and major users or departments; the schedule of these meetings should be provided to these representatives of these areas as soon as the SRT determines who they would like to interview in order to minimize scheduling conflicts;

8. Process, identify and discuss major findings and individual assignments and strategies for finalizing the SRT written report; and

9. Participate in an exit interview with the VPSA, coordinator of the DSA Assessment Team, any line supervisor, dean and director.

D. Hospitality: Site review team members are guests of the Division of

Student Affairs therefore every effort should be made to make their experience in this process comfortable. Site team members should be provided general assistance throughout the process. At the beginning of each meeting, the Division of Student Affairs representative on the SRT should introduce the members of the team and state the purpose of the meeting.

E. Exit interview: It is critical for the SRT to have some quality time to

process and summarize the findings of the Site Review and establish a strategy to finalize the written report. At the exit interview with the VPSA, coordinator of the DSA Assessment Team, dean, director and any

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line supervisor, the SRT will provide an overview of their findings and possible recommendations.

Site Review Team Report: While there are no format requirements for the Site Review Team report, the report should identify the department’s strength and weakness, address the issues included in the charge to the SRT and recommendations for action. The SRT is encouraged to comment on any aspect of the department that is important to program quality depending upon the nature and size of the department and on personal preferences of the authors.

Within three weeks after completing the site review, the SRT chair will provide a draft report that evaluates the self study, provides the findings of the site review team and recommends actions for future improvement of the programs and services. The SRT is encouraged to use electronic mail for compilation and editing of the report. The draft report is mailed to the coordinator of DSA Assessment who circulates it to CSUCI members of the Site Review Team for the final edits and comments. Copies are also provided to the dean, director and any line supervisor to review for any inaccuracies. All editorial comments are returned with changes in red ink on the copy to the coordinator of the DSA Assessment Team. The chair of the SRT will incorporate the comments and provide the final SRT report to the VPSA who will share it with the dean, director and other appropriate administrative staff. Finally, if there are any questions or concerns about the report, these should be directed to the VPSA. The importance of the campus’ participation in the review process is recognized and sincerely appreciated in helping to make the comprehensive program review a productive and valuable exercise.

F. Summary Interview with CSUCI Academic Administrator: Within

four weeks of SRT visit, the VPSA will conduct a summary interview with the academic administrator and faculty who served on the Site Review Team to review and evaluate the Self-Study and Site Review with particular attention to the communication, or collaboration with, and service to academic departments and support of the mission of the University.

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OUTSIDE PROFESSIONAL REVIEWER PROCESS

The Outside Professional Review (OPR) is conducted as part of the two-three day visit of the national or regional expert to the CSUCI campus. The Outside Professional Review (OPR) is appointed by the VPSA in coordination with the director of each department. Three weeks before the OPR visit, the expert is provided copies of the self-study, site review report and a draft schedule for the visit.

A. Appointment of OPR: At least six months before the site visit, the Outside Professional Reviewer (OPR) should be appointed by the VPSA; the director should confirm interview dates of various faculty, students, committees and administrators as deemed relevant by the OPR. In addition, the director will work directly with the coordinator of the DSA Assessment Team to negotiate the dates of the OPR visit, develop a letter of appointment for the expert reviewer to be signed by the VPSA, and draft a schedule of meetings for the visit. The OPR letter of appointment should also include a copy of the current CPR manual for orientation and the University and DSA organizational charts.

B. VPSA Charge to the OPR: After review of the Self-Study and Site

Review Reports; consultation with the coordinator of DSA Assessment, the dean, the director and any line supervisor for the unit, the VPSA will provide additional direction to the OPR. If possible, this charge should be communicated with the expert reviewer prior to arrival for the CSUCI visit. The basic charge to the OPR is to address and/or consider the following:

a. Who are the department’s current consumers and are there potential

audiences in the community who may be appropriate targets for future services and programs?

b. Based on your knowledge of the profession and/or the university environment, is the department’s programming current and does it provide adequate development and learning opportunities for students?

c. Are the programs, services or activities within the department appropriate given the human and physical resources, and do these activities address institutional, community, and state/regional/national needs?

d. Does the department have adequate processes in place to evaluate the effectiveness of its programs, (i.e., assessments)?

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e. How does the level of professional development, research, scholarly and creative activity, and funding for such activities compare with those at peer institutions? What changes are needed to elevate the program to the next higher level?

f. What are the major limiting factors in the quality and future growth and development of the department?

g. If the department has an accredited program, does the program meet accreditation standards at the present time? If not, what is needed to bring the program into conformity with accreditation standards? Does the documentation clearly address accreditation standards?

Comments from the national or regional expert on how effectively the program is being administered and impressions of the morale and commitment of the staff are welcomed. However, references to specific individuals or groups viewed as “troublesome” should NOT be included in the report. If the latter type of information is believed to be critical to the evaluation, this should be communicated via a confidential letter to the VPSA.

C. Schedule for the OPR Visit: The schedule for the OPR visit is drafted by the coordinator of DSA Assessment. During the two-three days that the OPR is on campus, various DSA members will participate actively in each of the following sessions:

a. Welcome and orientation dinner with the VPSA, coordinator of the

DSA Assessment Team, any line administrator, the Division of Student Affairs representative on the Self-Study, director and SRT team members.

b. The VPSA will discuss how the department fits organizationally into the division and the university and the expectations of the site review team during their visit to CSUCI;

c. Planning time for OPR to identify interview questions, formulate a plan for conducting the interviews and strategies for processing the information obtained during the OPR Visit;

d. Visit with the director for an orientation of the department and any general introductory questions that the team has about the self-study;

e. Tour of the facility and any special facilities relevant to the department;

f. Conduct individual interviews with each major administrative person within the department to discuss the findings of the self-study and questions identified by the OPR; the team should be allowed to meet without the director in attendance in order to encourage open dialogue;

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g. Conduct group interviews with professional staff, classified staff and student employees of the department;

h. Conduct group interviews with student users, academic representatives, and major users or departments; the schedule of these meetings should be provided to these representatives at least one month before the OPR to minimize scheduling conflicts;

i. Process, identify and discuss major findings and individual assignments and strategies for finalizing the OPR written report; and

j. Participate in an exit interview with the VPSA, coordinator of the DSA Assessment Team, any line supervisor, dean and the director.

D. Hospitality: the OPR is the guest of the department, the Division and the

university. Every effort should be made to make their experience comfortable. The Student Affairs representative on the Self-Study Team or another professional staff member in Student Affairs should be designated as the local host. Site team members should be provided transportation, escorted to their first meetings each day and provided general assistance throughout the process. The site review team has a very busy schedule during their two or three days on campus and will probably appreciate a few hours of unstructured time.

At the beginning of each meeting, the Division of Student Affairs representative or SRT leader should introduce the members of the team and state the purpose of the meeting. The staff host should leave the meeting so that students, as well as other staff and faculty, feel free to discuss issues that they or the SRT members consider important in the evaluation of the department, its programs and services.

E. Exit interview: It is critical for the OPR to have some quality time to

process and summarize the findings of the Site Review and establish a strategy to finalize the written report. At the exit interview with the VPSA, coordinator of DSA Assessment, dean and the director and any line supervisor, the OPR will provide an overview of their findings and possible recommendations.

Outside Professional Review Report: While there are no format requirements for the Outside Professional Review report, it should identify the department’s strength and weakness, address the issues included in the charge to the OPR and recommendations for action. The OPR is encouraged to comment on any aspect of the department that is important to program quality depending upon the nature and size of the department and on personal preferences of the authors.

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Within three weeks after completing the site visit, the national or regional expert will provide a draft report that evaluates the self study and Site Review as well as provide the findings and recommended actions for future improvement of the programs and services of the department under review. The OPR is encouraged to use electronic mail for compilation and editing of the report. The draft report is mailed to the coordinator of the DSA Assessment Team who circulates it to CSUCI members of the Site Review and Self Study teams for the final edits and comments. Copies are also provided to the dean and director to review for any inaccuracies. All editorial comments are returned with changes in red ink on the copy to the coordinator of the DSA Assessment Team. The OPR will incorporate the comments and provide the final OPR report to the VPSA who will share it with the dean and director and other appropriate administrative staff. Finally, if there are any questions or concerns about the report, these should be directed to the VPSA. The importance of the external consultant’s participation in the review process is recognized and sincerely appreciated in helping to make the comprehensive program review a productive and valuable exercise.

F. Summary Interview with CSUCI Academic Administrator: Within four weeks of OPR visit, the VPSA will conduct an executive interview based on the final OPR report with the academic administrator and faculty who served on the Site Review Team. This interview will serve to review and evaluate the OPR visit paying particular attention to the communication, collaboration with, and service to academic departments and support of the mission of the University.

STRATEGIC PLANNING RESPONSE

Within sixty (60) days after receiving the final report from the Outside Professional Reviewer, the dean, the director and coordinator of DSA Assessment will meet with the VPSA to discuss the findings of the self-study, the site review and outside professional reviewer reports. At this meeting, the director should be prepared to discuss findings of the self-study and the site review reports and to prioritize the findings for action by the department.

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Within thirty (30) days of the above meeting, the director in union with the department staff will submit a written plan to outline steps to be taken to correct deficiencies, build upon strengths in the program, and incorporate various recommendations into the future plans of the department. The structure of this report should include the following parts:

I. Introduction: Identify/interpret major strengths, weaknesses, and

opportunities discussed in the Self-Study, the Site Review and expert reports.

II. Specific Issues to be Addressed A. Issue 1 (identify issue)

1. Proposed Action, Expected Outcome 2. Cost/Resource Implications 3. Source of Funds/Resources 4. Benchmark and Time Line for Solution

B. Issue 2 (identify issue)

1. Proposed Action, Expected Outcome 2. Cost/Resource Implications 3. Source of Funds/Resources 4. Benchmark and Time Line for Solution

C. Issue 3

1. 2.

III. Findings Not Addressed in the Current Strategic Plan: Discuss

any major findings that will be addressed in the revision of the current strategic plan and the reasons for their omission.

IV. Additional Information: List and discuss any other changes and

developments in this program that are related to the comprehensive program review.

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CPR SUMMARY REPORT

The Self-Study Report, the Site Review Team Report, the Outside Professional Reviewer report and the department’s strategic plan constitute the permanent record of the comprehensive program review. A letter highlighting the findings and strategies from the CPR is prepared by the director, reviewed by the coordinator of DSA Assessment and forwarded to the institutional accreditation officer, the Cabinet, and the President, by the VPSA.

Reviews of Accredited Programs

Some Division of Student Affairs departments have accrediting associations that establish standards of professional service in the discipline. While comprehensive program reviews (CPRs) and accreditation program reviews may be conducted in concert with each other, the two do not result in identical self-studies. The CPR is more comprehensive and broader in scope, with a focus on achieving program excellence within the institution as opposed to ensuring performance at minimal professional standards within the discipline. CSUCI’s Division of Student Affairs departments that pursue individual accreditation should conduct the comprehensive program review in advance or in concert with the accreditation reviews. A copy of the accreditation guidelines and a brief statement that the department is seeking accreditation in accordance with the guidelines should be included in the written notification to the SRT. Where possible, the expert reviewer should have experience with the accreditation standards and serve as a site visitor so as to provide pre-accreditation feedback.

THE SELF-STUDY REPORT

The primary element of a Comprehensive Program Review is the development of a self-study report that provides an accurate assessment and interpretation of the history, resources of the department and current status of the department based on its programs, activities, and achievements. Also, the document should identify strengths and weaknesses and establish goals, including student outcomes and criteria for measuring goal attainment. The self-study report is a vehicle for the department, in conjunction with the DSA and University, to plan for its future. It should highlight the major findings and the department’s recommendations for short-range—one, two, or three-year—actions, as well as long-range goals. In addition, the self-study report should include proposals to solve current and projected obstacles, build on existing strengths, and maximize opportunities that may develop in the future.

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The director and staff will be involved in the preparation of the self-study. The director initiates the process by appointing a self-study committee responsible for collecting the appropriate information, analyzing the data, and preparing the text. In addition to department staff, the self-study committee must include a professional or administrative staff member from another Student Affairs department who works closely with the department under review. Since the department director is responsible for the content, accuracy and completeness of the self-study, the director should continually and actively oversee the preparation of the report.

Guidelines for Preparing a Report

The self-study report should be an evaluative document incorporating the types of information previously described as well as other information that committee members identify as important to the department and its programs. The self-study is a unique opportunity to inform the University of the department’s strengths, weaknesses, plans and goals. An unduly self-serving document loses credibility! While resource needs are an important element of the self-study, the self-study report is NOT a budget request. The report will have the most favorable impact when the department uses the opportunity to think creatively about its future. The self-study team should consider the following questions:

• Is the delivery of programs and services to students useful and effective? • Is the department meeting its goals? Is it contributing to the institution’s

goals? • Is the department responding to the needs of the profession and advancing

the state of the knowledge and practice within the profession? • How is the program assessed by experts in the field?

The following guidelines should be adhered to in preparing a useful self-study report. Specific areas to be addressed in the report are described in the following section, Outline of the Report, which can be found on page 20.

1. Evaluative: This should be an evaluative report. A report that only describes the program or services of the department is inadequate as a CPR Self Study.

2. Responsiveness: The report should adhere to the outline for the self-

study and be thorough while succinct and readable. It should address

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issues of program quality and its products while ignoring extraneous issues or details.

3. Documentation: The report should be data based. Any data presented

should be interpreted and evaluated, NOT just inserted in the document. Valid internal and external comparisons are helpful. Simplistic, selective and out-of-context data summaries are not useful and may be counterproductive.

4. Tone: The report should be constructive. Rather than dwelling on

problems, it should focus on challenges, aspirations and goals. Avoid defensive, accusatory or lecturing styles.

5. Objectiveness: The report should be appropriately candid, introspective

and analytical. The department should present an honest review of its status and opportunities. The report must be credible to be useful.

6. Perspective: The report should be forward-looking, consistent with

departmental, divisional and University strategic plans; it should not be an unconstrained “wish list” or an exercise in self-congratulation. Address needs comparatively, with appropriate attention to priorities and sequencing.

7. Accuracy: Errors of fact should be avoided. The Self-Study Committee

must work in concert with the director to ensure the accuracy of the information contained in the document.

8. Utility: Comprehensive program reviews are time-consuming; therefore,

every effort should be made to ensure that the full benefit of the process will be derived. Avoid posturing or using the self-study to “leverage” the institution; these strategies detract from and thereby diminish the value of the review. A thorough, accurate, and neutral self-study provides the best guarantee that the University will understand and appreciate the needs of the department.

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Outline of the Report

I. Introduction: Briefly introduce the goals and components of CPR, the purpose of the Self-Study and the report.

II. Brief History of the Division of Student Affairs: Provide a brief history of

the department and how it currently fits into the organization of the Student Affairs Division. Include major changes in the department’s organizational structure and organizational relationships within the division, (e.g., changes in reporting lines; staffing); facility issues such as major renovations, rehabilitation or new construction; orientation or focus of programs and services; major new services and programs that have been added or deleted, (e.g., mentor program, part-time job services); and primary changes in programs or services within the department, (e.g., loss of personnel due to university budget cuts). Detail information and/or time lines may be provided in an Appendix (see example below).

EXAMPLE

Year Director/ Annual Staff Student Program/Facility Numbers Reporting Line Budget FTE FTE Changes Served

III. Findings and Recommendations Made During Previous Reviews:

Specify the types and years of the latest program reviews including Comprehensive Program Review (CPR) in Student Affairs; accreditation by a national professional organization such as ACPA or NASPA; reviews using national guidelines or standards such as the ones provided by the Council for Advancement of Standards (CAS), ACUHO-I, NIRSA, ACPA, etc.; or accreditation by the Western Association of Schools and Colleges (WASC). Indicate even if no recommendations were made related to the department during a WASC accreditation. What were the primary strengths and weaknesses of the department identified in the review? Summarize the major findings and recommendations from each of these reviews, if applicable. Did the director and staff of the department agree with the recommendations? Describe the changes in the department made to date and any planned changes incorporated into the strategic plan of the department. What major changes, if any, have been implemented to strengthen the departments that were NOT specific recommendations from a review?

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IV. Description of the Division of Student Affairs Department: Provide a brief overview (one-two pages) of the department including the major programs and services; and an organizational chart reflecting each staff member, supervisory student and the numbers of non-supervisory student positions; list of staff by category of administrative, professional, classified and students; major funding sources and amounts; budget; physical space including square footage or building information, equipment; etc. Detailed information should not be included in the introduction of this section but included in the subsections for each program/service or an appendix.

A. Mission and Goals: Describe the department’s mission and its major

goals. In an appendix, provide the most recent version of the department’s strategic plan including the strategies under each objective and goal; do not include strategies from other Student Affairs departments or a copy of the pages from the Student Affairs Strategic Plan that contain strategies for your department. Your strategic plan should be a stand-alone document that provides a comprehensive picture of the major changes or improvements that are planned for the department in the near future. The Strategic Plan should begin with strategies for the current fiscal year and continue with the strategies proposed for the next four years (five year plan) or through the last year of CSUCI’s current planning cycle, whichever is less.

B. Programs and Services: For each major program and/or service of

the department and for any Student Affairs program team for which the director serves as the lead, please provide a detailed description that includes the following information, if applicable:

a. General Description of the Program or Service: Provide a brief

description of the program or service including the elements of the program/services and two or three major statistics that reflect the scope of the program/service, e.g., numbers of students served, number and composition of teams. Tables or charts that clearly summarize the scope of services are useful.

b. Target Audiences: Describe the primary target audience for the

program or service and any secondary or tertiary audiences served, e.g., disabled, student organizations, ethnic minorities, graduate students, faculty and staff.

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c. Delivery and Marketing of Program or Service: Briefly describe how programs and services are provided to students, e.g., on-site, outreach, individual or group activities. Include information about the primary methods used to make CSUCI students, faculty, and staff aware of this service or program.

d. Collaborative Efforts: Briefly describe the major collaborative

relationships with other departments or units within the university. Describe how these collaborative efforts serve to increase efficiency and methods used to facilitate these working relationships.

e. Primary Obstacles: Describe the primary problems and/or

obstacles experienced in providing general or specific programs and services, e.g., loss of facilities space, conflicting programs, University calendar, and inadequate technology. For each primary obstacle, provide a viable solution(s) that should be considered for overcoming the obstacle in the near future.

f. Evaluation: Describe the evaluative methods used to determine

the quality and effectiveness of programs and services, i.e., program evaluations. Identify significant changes in the program/service that have been driven by evaluative results. Copies of major evaluation instruments should be included in the appendices.

C. Resources: Charts are useful to provide overviews of the staffing,

budget, funding source, assignable or gross square feet, and equipment and student employment for each program or service within the department. Budget summaries or detailed data about resources may be included in the appendices of the Self-Study Report or provided in separate binders for reference during the site visit.

For each program, service or for the department, provide a detailed description of the resources including the following information, when applicable.

a. Personnel: For the department or for each program or service,

summarize the personnel resources and provide a chart that lists each person with responsibility for program delivery. All administrative, professional and classified staff should be listed with the person’s departmental title, brief description of current

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job responsibilities and duties and basic demographic information including years in present position, highest degree earned and institution granting the degree and ethnic origin.

For secondary program assignments of a staff member, do not

repeat demographic information; only describe the approximate percent of time, the person’s duties within that program and his/her related experience.

Student employee information should be presented in a separate

chart. For graduate and undergraduates in supervisory roles, provide similar information and include current CSUCI academic major and class level. For non-supervisory student personnel, list each position title with a description of the position and number of students employed in the position annually. Do not list each individual non-supervisory student.

b. Funding and Budgets: Briefly describe the source of funds for

the program or service and indicate amounts budgeted for salaries, wages and operations. In addition, identify income generating accounts and how the funds are generated and expended.

c. Equipment: Identify the capital equipment or inventory that

contribute to the success of the program or service; detailed information may be included in an appendix. Briefly describe the status of these resources and replacement plans for equipment to deliver the program or service; if needed, detailed information should be included in appendices.

d. Facilities: Briefly describe all facilities, (i.e., the buildings,

office space, labs) and property devoted to the program or service, and any renovations or new facilities approved for future use. If available, floor plans should be provided in the appendices.

e. Other Resources: Describe community resources, grants, joint

programs, affiliated center, cooperating institutions that contribute to the department’s programs and services.

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D. Assessment: Briefly describe each major assessment and evaluation activity within the department, report the major findings and indicate any changes that have been implemented based on assessment activities. Include a list of assessment strategies planned for the department over the next five years in the following categories:

a. Demographic studies of the students served by the department.

b. Customer satisfaction with current programs and services.

c. Assessment of the needs for service and programs within the

CSUCI student population.

d. Peer or benchmark studies with other organizations.

e. Outcomes assessment.

E. Staff Development, Research and Creative Activity: This section focuses on the efforts of the department to develop its staff. For current staff members, include all activities during the past year, regardless of the place of employment at the time of the activity. Provide an introductory statement on staff productivity over the last five years with highlights of major activities in each of the categories below.

a. Publications or Funded Projects: List staff’s contributions to

professional publications, editorial work, or major funded projects with funding agency, dates and amounts using an APA format for citations.

b. Professional Leadership: List all state, regional or national

conferences or organizations in which staff have served in leadership role; include person’s name and their activity, such as planning/hosting, presenting, keynoting or serving as an officer.

c. University/Community Service: List all divisional and

university committees, program teams and service activities within the university community.

d. Honors and Awards: List all state, regional or national

recognition, awards or honors received by the staff during the past year.

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e. Teaching: Identify all academic courses taught by departmental staff.

f. Other evidence of staff productivity important to the

department.

F. University Service, Community Service and Outreach Programs: Summarize the departments—not individual staff member’s—major outreach and community service external to CSUCI conducted over the past year. Include services to target populations or organizations, presentation to and consultation with nonprofit groups, partnership programs with community groups or organizations and other outreach programs and services to prospective student populations.

V. Findings and Recommendations:

The department should summarize the major findings of the self-study and provide recommendations to:

• Build on or use strengths of the department • Address areas of weakness or deficiency of the department (SWOT

analysis)

The self-study should conclude with a summary of the department’s proposed recommendations for actions.

VI. Appendices and Other References:

The body of the self-study should consist of summary or evaluative information that may be captured in brief tables and figures where appropriate. These tables and figures should not interfere with the reading of the textual information; most of these insertions should be one page or less and no more than two pages in length. Detail information and more extensive tables or figures should be included in appendices. Extensive detail information and bulky materials or items should be available in the departmental office or office of the VPSA for the Site Review Team and outside professional reviewer during their review process.