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STANDARD
6 - STUDENT SERVICES
Introduction
| Description | Appraisal
| Projection
The activities reviewed in this Standard fall under the jurisdiction
of offices within the Division of Student Affairs and the
Academic Division of the university. These two Divisions act
cooperatively in providing non-curricular services to students
and have worked collaboratively, under the general direction
and coordination of the Vice Chancellor of Student Affairs,
to produce the report contained in this chapter of the self-study.
The organizational charts included with this report indicate
the divisional home of particular offices but student services
is treated as a university function, not the sole concern
of one division. As a result, the orientation of student services
at the university is decidedly co-curricular and complementary
to the learning and development that occur in the classroom.
The philosophical underpinning of student services is found
in the vision statement, mission statement, and strategic
plan of the Division of Student Affairs. The Division has
established as its primary mission, the development and nurturing
of a responsible, caring, and user-friendly community that
is sensitive to individual needs and concerns. With a co-curricular
approach to its mission, Student Affairs positions itself
as an integral part of the educational process and offers
programs and services that assist students in achieving their
fullest potential. These offerings and collaborative academic
efforts are intended to motivate and inspire students to devote
time and energy to educationally purposeful activities and
to support an effective academic community. A most recent
example of this type of activity is the Division's involvement
with faculty on co-curricular and out-of-classroom activities
directly related to the educational outcomes envisioned under
the new General Education program.
Access
The mission statement of the University of Massachusetts
and the correlated Vision statement of UMass Dartmouth both
stress access, including affordability and financial aid,
and diversity as primary goals. Student services, from admissions,
to financial aid, to academic support, address themselves
strongly to the goals of diversity and access through various
programs, facilities, and policies. These services are geared
to all students but pay explicit attention to the needs of
historically underrepresented groups, the physically and learning
disabled, commuters, part-timers, working adults, transfer
students, international students, and off-campus populations.
At the highest policy level the university supports an Office
and Assistant Chancellor for Equal Opportunity, Diversity
and Outreach. This office serves to promote the goals of diversity
in the hiring of faculty and staff as well as overseeing university
efforts to promote diversity and equal opportunity for students.
The Office of Multicultural Support Services complements and
expands these efforts within Student Affairs. The Executive
Director for Minority Recruitment and Retention, in the office
of the Assistant Chancellor for Equal Opportunity, Diversity
and Outreach, actively promotes the university's goal of diversity
in the student body. A complementary effort in the Admissions
Office employs a Multicultural Recruiter to work with the
Office of Enrollment Management. The College Now Program provides
another avenue of admission for underrepresented groups, many
of whom are minorities. Enrolled students of color may find
support in the services of Unity House, student organizations,
and a mentoring program coordinated through the Office of
Multicultural Support Services.
Also acting in support of non-traditional students is the
Office of Disabled Student Services, which is part of the
Academic Resources Center (ARC) and concerns itself with the
learning and adjustment issues of the physically and learning
disabled. The tutoring and support services of the ARC serve
designated populations as well as the general student population,
with a Writing/Reading Center, a Math and Business Center,
and a Science/Engineering Center. The work of these centers
is well integrated with the course offerings of academic departments
through formal arrangements with individual faculty as well
as serving as drop-in centers for students needing assistance
with writing and math skills as well as content areas. The
START (Steps Toward Abstract Reasoning and Thinking) Program,
run through the Department of Mathematics, has been successful
in supporting the success of students with inadequate high
school preparation in science and technical fields. The START
Plus Program, run through the Frederick Douglass Unity House,
is mainly geared to increasing access to careers in technical
fields for women and minorities through preparatory course
offerings in a comprehensively-designed freshman-year program.
International students comprise about 2% of the undergraduate,
and 28% of the graduate student population. The Associate
Dean of Students Office serves international students by providing
general advice and assistance with immigration forms and any
other official documents, through the Office of International
Students. The Graduate Studies office provides visa-related
services to international graduate students and oversees the
university's many exchange-student programs. For those needing
assistance with English, the Writing/ Reading Center offers
ESL services, and the English Department offers ESL 100, Basic
English as a Second Language. Several ethnic-heritage student
organizations (such as the Luso-American Student Association,
Indian Student Association, and Organization of Arab Students)
involve international students.
Orientation
Over the last ten years, the university has expanded its
efforts to enhance a sense of community and to promote the
culture of learning through gathering more information on
the characteristics and learning needs of its student population.
The most visible aspects of this shift are seen in the organization
and character of Freshman and Transfer student orientation
during the summer, Welcome Back Week, and the Freshman Convocation
held on the first day of class in September. All of these
activities, and others, are intended to assist new students
in making a good adjustment to the university, especially
its academic requirements and offerings; to allow the appropriate
placement of students through pre-orientation testing in reading,
math, and computer literacy; and, to increase the rate of
retention. Orientation activities involve all segments of
the university from peer leaders, to student services staff,
to faculty and academic deans. Through orientation new students
are introduced to the curricular and co-curricular opportunities
and choices available to them. A parent/family day is specifically
designed to orient and involve families of traditional-age
students (in AY 1998-99, 14% of undergraduates were over 25
years old). Transfer-student orientation is a separate one-day
program and the schedule is an abbreviated form of the freshman
program. International Orientation is a one-day program geared
toward immigration issues and the introduction of services
and programs. All groups are registered in courses as part
of orientation with the guidance of faculty advisors and the
Academic Advising Center. A central goal of orientation, centering
on the packet system of course assignment, is to assign each
student to a faculty advisor (largely through the packet system)
and, thereby, to personalize their entry into the maze of
requirements and options for academic and career choices.
The grouping of courses for Freshmen also helps foster a support
system among students taking several classes together.
Support services
For help in dealing with personal adjustment issues, students
have full access to the services of the Counseling Center
as well as special counseling and support services, such as
those provided through the Office of Disabled Student Services,
College Now, the Women's Resource Center, Unity House, Returning
Students Organization, and the Religious Resource Center.
The Counseling Center provides individual counseling for personal
issues such as relationship and family problems, homesickness,
adjustment to college life, bereavement, depression, poor
self-esteem, anger management, procrastination, anxiety, eating
disorders, ADD, learning disabilities, test anxiety, and other
issues of concern to college students. A consulting psychiatrist
is available to see students who might benefit from a trial
of medication. In addition, each semester several therapy
or support groups are offered. The Counseling Center also
provides interest testing, career counseling, and help deciding
on a major.
Workshops on topics such as leadership skills, assertiveness,
time management, preparing for graduate school and other topics
important to success in college are offered each semester.
Staff is available to develop workshops on request or for
consultation on class projects related to psychology. There
is a self-help library of books, handouts, videos, and pamphlets
and an educational resource library containing information
on graduate and undergraduate institutions and on tests required
for entry. Associated with the Counseling Center, the Alcohol
and Drug Education Program provides students with information,
education, consultation, and referrals related to drugs and
alcohol. Incoming students are provided information about
university policy on drugs and alcohol use and abuse. Students
who violate university drug and alcohol policies are referred
to CARE (Chemical Awareness Responsibility Education), a mandatory
education program focusing on the physiological, psychological,
and social effects of drugs and alcohol. Students may also
be referred to the Drug and Alcohol Education Coordinator,
a certified chemical dependency counselor, for a chemical
dependency evaluation, possibly leading to off-campus substance
abuse treatment. A student peer education program, PACE (Peer
Alcohol Concerns Educators), sponsors alcohol and drug awareness
presentations and events throughout the year. A large self-help
and reference library on drugs and alcohol is available for
students.
The Career Resource Center (CRC) provides a wide array of
career resources and services to help students in clarifying
career goals and in developing professional skills; individual
career advisement sessions are available by appointment. Workshops
in a variety of career-related areas such as resume writing,
interviewing techniques, career planning, and professional
etiquette are also offered frequently. The Center also coordinates
all on- and off-campus student employment including Federal
Work-study and the Community Service Learning Program. The
CRC also coordinates the annual Career Expo, which has become
one of the largest on-campus job fairs in southeastern New
England, in addition to arranging on-campus recruitment for
seniors.
The Health Services facility is located in the residence
halls and is open on an outpatient basis seven days a week
during the academic year and Monday through Friday at other
times. Physicians, nurse practitioners, and registered nurses
provide care. A consulting nutritionist is available by referral.
In consultation with students' primary care providers, Health
Services participates in the care of students with chronic
health problems. Referrals are made to off-campus resources
when necessary. Staff and faculty may use Health Services
to discuss their health concerns, but except for emergency
care, diagnosis and treatment are limited to students. Various
health education programs are offered to students, including
comprehensive CPR, physical fitness testing, and a wellness
inventory. The office is responsible for verifying compliance
with the Commonwealth's immunization and comprehensive health
insurance legislation.
Financial aid
All need-based financial aid is organized, administered,
and awarded through the Financial Aid Office. In addition,
the recently created (1998) One-Stop Enrollment Services Center
provides form collection, bill payment, course registration
and information for Financial Aid, Bursar, and Registrar's
offices. Both Financial Aid and the One-Stop Enrollment Services
Center report to the Assistant Chancellor for Enrollment Management
in the Academic Division.
The criteria for awarding need-based financial aid are contained
in an annual guide published by the Financial Aid Office,
with essential information found in the University Catalogue
and Student Handbook, and on the Web. The Financial Aid Office
staff also present over 60 on-campus and off-campus informational
programs for students and parents during the year. In AY 1998-99,
61% (3,697) of degree-seeking students received aid at the
Dartmouth campus, with an average per student amount of $6,087.
The total amount awarded was $22,505,170, of which $8,738,779
was in grants, scholarships, or waivers, $12,807,392 was in
loans, $578,212 was in Work Study, and $380,787 was in mandated
categorical benefits. Of this total amount $15,277,804 was
awarded on the basis of financial need and $5,185,059 on a
non-need basis, to more than 3200 students through the Financial
Aid Office.
Merit-based financial awards and scholarships are awarded
by the Admissions Office in the case of new students (a total
of 60 freshman recipients received $204,000 in AY98-99) and
by the University Merit Scholarship Committee, to existing
students (a total of 163 students and a total of $432,581
awarded), and individual departments and colleges for matriculated
students.
Governance
The Office of Student Activities, consisting of a Coordinator
of Student Activities and a clerical support person, provides
administrative support to student organizations on campus.
Opportunities for student leadership and participation in
campus organizations and governance are provided through the
approximately 100 student-led organizations and through student
membership on university committees, from search committees
to the Student-Faculty Academic Affairs Committee (SFAAC)
of the Faculty Senate. The sole student governing body, elected
by the students in annual elections, is the Student Senate.
Other groups are recommending or advisory bodies, such as
the Board of Governors for the Campus Center, the Residence
Hall Congress, and the Student Athletic Advisory Board. Funding
for all these activities is through approval of the Student
Fee and Allocations Committee, advised by the Vice Chancellor
for Student Affairs, based on revenues generated by the Student
General Fee.
Athletics
The athletics programs and functions of the university are
coordinated and managed by the Department of Athletics. As
an NCAA Division III school, UMass Dartmouth places primary
importance on the overall development and progress of the
individual athlete in team sports rather than on sports events
as entertainment. The university now sponsors twenty five
varsity teams including twelve men's sports, twelve women's
sports and one co-ed sport. A total of 495 students participated
in varsity programs during the 1998-99 academic year. Academically,
student athletes perform on a par with the general student
population with over 20% on the Chancellor's or Dean's lists.
Student athletes must meet the eligibility requirements of
the NCAA, ECAC, and the Little East Conference, as well as
academic standards required of all extracurricular activities.
A Faculty Athletics Representative, serving as chair of the
newly formed Intercollegiate Athletics Council, oversees the
academic eligibility of all student athletes and reports to
the Faculty Senate.
The university, in addition to making athletic facilities
available to the general student population, encourages all
students to participate in a wide variety of team and individual
sports on the intramural level. Offerings include flag football,
Jogging Club and Walking Club, sailing, roller hockey, volleyball,
badminton, softball, indoor soccer, underwater hockey, basketball,
swimming/diving, and tennis. Non-credit instructional classes
include aerobics, fitness training, swimming, CPR, self-defense,
and lifeguarding. Facilities are available for recreational
use throughout the year, including the gymnasium, swimming
pools, weight room, running track, tennis courts, practice
fields, outdoor roller rink, and softball fields. A Gender
Equity Committee, with broad representation of campus constituencies,
oversees compliance with Title IX regulations regarding staffing
and the availability of equal facilities and opportunities
for women athletes.
Funding of full-time salaries and facilities in the Department
of Athletics is through the state budget but the majority
of head coaches are part-time employees. Their salaries are
funded through the operating funds generated by the university's
Student General Fee. Until recently this funding was presented
and defended annually before the Student Fee Allocation Committee;
currently a fixed amount for athletics is designated by the
university and that amount in general fees is allocated to
the Department of Athletics.
Staffing and Funding
While "student services" are provided by offices and staff
both within and outside of the Division of Student Affairs,
it is that Division which is structured to deal directly with
co-curricular activities. Therefore, in considering the staffing,
facilities, and funding to carry out the university's co-curricular
activities, this section concentrates on Student Affairs'
nineteen areas, departments, centers, or offices: Athletics,
Campus Center, Career Resource Center, Children's Center for
Learning (childcare), Counseling and Student Development,
Dean of Students Office (includes International, Greek Liaison,
Student Organizations, Orientation, Judicial Affairs, and
Student Activities), Health Services, Housing and Residential
Life, Judicial Affairs, Multicultural Support and Assessment,
Public Safety, Religious Resource Center, Student Activities,
Women's Resource Center, and the Vice Chancellor's office.
Each of the offices is headed by a director, coordinator,
liaison, or dean, and the Division is headed by a vice chancellor
and associate vice chancellor. Several small departments have
one administrator who also serves as department head: Student
Activities, Multicultural Support and Assessment, Women's
Center, Dean of Students, Greek Affairs, and Judicial Affairs.
Educational levels among the administrative staff range from
doctorate to bachelor's degree as the minimum qualification.
Many in the Division have a masters degree although this is
required of only some of the directors. All of the psychologists
in the Counseling Center have doctorates and are licensed
by the state. Health Center nurses are licensed to practice
in Massachusetts. The Public Safety staff also meet special
requirements and must be eligible for appointment as Special
Police Officer. All administrators have at least the required
minimum experience in their areas and most are long-time employees.
Training and staff development are available through a number
of sources. The Division of Student Affairs offers workshops
to staff as does the Department of Human Resources. Staff
regularly attend regional and national conferences in affiliation
with professional organizations.
The departments are funded through a number of different
sources including state appropriations, fees, trust funds,
grants, and capital funds. Many offices receive a combination
of state appropriations for most salaries, and allocations
from fees for operating expenses. The facilities of the departments
within the Division occupy significant square footage on the
campus, including the Athletic Center and fields, the Campus
Center, Residence Halls and Cedar Dell apartments, and Public
Safety. The Career Resource Center is the only Division office
located in an academic building. The Vice Chancellor, Associate
Vice Chancellor, Multicultural Support and Assessment, and
the Dean of Students suites are housed in the Administration
building.
Ethics
The Division of Student Affairs is responsible for identifying,
disseminating, and implementing a set of clearly stated ethical
standards to guide student service activities. Standards guiding
the delivery of services and the staff who deliver them are
not yet codified. Policies and guidelines relating to student
ethical behavior are found primarily in the Student Handbook,
published annually by the Division. The Handbook is distributed
to Freshmen during orientation, can be viewed on the university's
Web site, and is available in the campus bookstore and through
the Student Affairs offices of Judicial Affairs and the Dean
of Students. Sessions of orientation are specifically devoted
to student rights and responsibilities, including ethical
behavior, and policies, such as those on alcohol and drug
use. Individual departments, such as Housing and Residential
Life, the Campus Center, or the Library, and academic departments/colleges
will issue specific guidelines on such matters as living on
campus, the use of Library materials, and academic honesty.
Grievance procedures, questions and counseling on rights and
responsibilities are handled by the Coordinator of Judicial
Affairs, a new professional staff position in Student Affairs.
This office adjudicates all complaints involving students
and student organizations regarding behavior, university policies,
and the Code of Conduct. Students with complaints about the
handling of their confidential records may file an appeal
with the Family Educational Rights and Privacy Act Office.
A faculty member serves as the Grade Appeal Facilitator to
administer the university's grade appeal policy.
The maintenance of permanent student records is the responsibility
of the Office of the University Registrar (University Records).
The Office provides for the retention, safety, and disposal
of student records primarily under the procedures and policies
of the Family Educational Rights and Privacy Act (FERPA).
The following types of records are kept in accordance with
FERPA policies: admissions, academic progress and advisement,
transcripts, disciplinary, financial, financial aid, health,
and placement.
Student services at UMass Dartmouth are generally well-organized
and comprehensive. They serve most essentially the administrative
needs of students for admittance, procedural information,
financial assistance, billing, registration, facilities, and
record keeping. Beyond satisfying these fundamental needs,
student services are geared most explicitly toward student
cognitive and affective learning. The co-curricular approach
of the Division of Student Affairs and, in particular, the
emphases of its Strategic Plan, underline the importance of
the quality of service rendered to students as well as the
central goal of linking out-of-class experiences with the
basic educational objectives of the university. The Division
has produced mission and vision statements which clearly reflect
and guide the specific objectives of the Strategic Plan. The
university has the administrative support structure in place
to support its goals of both providing general access and
promoting diversity. Unfortunately, aside from quantitative
measures of enrollment and retention there are no objective
measurements of qualitative factors regarding access or diversity.
In identifying and reacting to the characteristics and learning
needs of its students, the university made a fundamental step
in establishing the Office of Institutional Research in 1994.
However, data collection is a work in progress and the data
already collected are not yet being fully analyzed, disseminated
or sufficiently utilized in decision-making and resource allocation.
Surveys conducted by the Alumni Office and compilations from
College Board reports by the Admissions Office yield information
on student characteristics. In 1998, the Vice Chancellor for
Student Affairs initiated another step toward developing a
more complete profile of entering students with the administering
of the Astin study to incoming Freshmen. The results of this
survey were presented to the Faculty Senate and placed on
the university Web page. More iterations of this study will
be needed before a reliable baseline and trends can be established.
The financial aid procedures of the university were reviewed
and evaluated by the Financial Aid Committee, a standing committee
of the university. The Committee found the 1998-99 Financial
Aid Guide to be clear and comprehensive. It also found the
Financial Aid page on the university's Web site to be convenient
and helpful, particularly its listing of basic procedures
and scholarships. There is a fair and equitable awarding process
and an official outside audit confirmed that awards are made
in compliance with federal and state regulations. However,
the financial services provided by the One Stop Enrollment
Service Center appear, in a random survey conducted by the
Committee, to be in need of improvement. Also, the filling
of current vacancies in the Financial Aid Office is important.
The summer orientation programs for new students, the academic
advising center, counseling, career development and placement,
and health services all conduct regular satisfaction surveys
which indicate that their services are well-received and effective.
Academic advising, in particular, is evaluated as one of the
university's strong suits. In a recent system-wide student
survey, UMD students indicated higher satisfaction ratings
for their academic advising than students at the other UMass
campuses and higher than students at a group of cohort institutions
outside the system (Sterling Research Group, 1998). The recent
rise in retention of freshmen supports the conclusion that
a strengthened orientation and first year programs have had
a positive impact on our first-year students. Despite the
favorable ratings, academic advising by faculty is not of
consistently high quality or availability. Other surveys indicate
that the services of the counseling center, Women's Resource
Center, Health Services, and career resources are not generally
known to students. Greater efforts will be needed to advertise
the offerings and programs of these offices as well as to
break through the commuter mentality among many students that
prevents them from being more fully involved with the university
outside of their classroom experience.
Student participation in governance is provided for in all
university standing committees and through student government
and other student organizations. Of the approximately one
hundred student organizations of various types, about seventy
are consistently active with regular membership, advisement,
and programs. Student attendance at meetings of standing committees
is generally poor. Co-curricular advising is also low, with
few student organizations having faculty advisors.
Athletic programs are competitive and several teams have
been successful at the conference and national levels. For
example, the men's basketball team is recognized as one of
the top NCAA Division III programs in New England and the
East Region, and the baseball team is consistently ranked
among the top intercollegiate baseball teams in New England
and competes against nationally-ranked teams each season.
There is a good balance of resources by gender and a new facility
is being built under the Title IX program of gender equity.
The fee allocation funding process has recently been brought
into line with NCAA requirements and a newly-created Intercollegiate
Athletic Council, chaired by the Faculty Athletics Representative,
works to keep a strong emphasis on academics, eligibility,
and NCAA compliance. The Department has a full-time academic
officer who works with student athletes and faculty to help
maintain academic standards and programs for students who
need assistance. This program has yet to be assessed but the
planned monthly advising and tutorial sessions were reduced
to only three in 1998-99. Despite a more active intramural
program (around 1600 students in 1998), there is very little
participation in activities by commuter students.
Staffing is generally adequate in student services but several
offices have staff vacancies or insufficient full-time professional
staff. Funding is adequate in most areas to implement programs
and deliver services. Funding for Athletics is low in comparison
to its peers. A recent increase in the Campus Center fee will
allow for additional staffing and repairs to facilities. Although
capital and conceptual plans have been approved for major
renovation to the campus center, no date has been set for
a bid process or start date.
The university does have adequate policies and procedures
regarding ethical standards for student service activities
as well as policies on student rights and responsibilities,
including grievance procedures. However, there is no central
source for such policies and procedures and, in general, the
university community lacks information about what they are
and where to find them. Responsibility for the security, confidentiality,
and access to official student records is centralized in the
office of the Associate Vice Chancellor for Academic Affairs
acting under FERPA guidelines. This is a generally satisfactory
system but there are security and space issues in the administration
building and staff awareness (including student staff) needs
to be continually reinforced in offices housing disciplinary,
health, counseling, financial, and placement records.
Each department in the Division of Student Affairs has submitted
an annual report of activities for over ten years and some
have set goals for upcoming years. These are on file in the
Vice Chancellor's or department offices. However, given the
university's former level of awareness of assessment needs
and processes, these reports did not serve as a basis for
regular and systematic evaluation and assessment. A step toward
assessment was made in reaction to the findings of the NEASC
five-year update in 1995, which highlighted the student issues
of alcohol abuse, orientation, and housing. These issues brought
student services staff and faculty together to identify and
address co-curricular objectives. In 1998, the Division completed
a strategic plan for regular and systematic evaluation to
determine whether the co-curricular goals and needs of the
students are being met. Since this is a new process and baseline
data are just being assembled, information on how co-curricular
goals and needs are being met is not yet available systematically
to revise the goals and improve their achievement. The Division
is working with the university-wide assessment committee appointed
by the Chancellor in 1997 and hopes to encourage collaboration
between student affairs and academics in designing, meeting,
and assessing co-curricular goals.
The Strategic Plan of the Division of Student Affairs for
1998-99 details the activities and principles that will guide
the Division in the near future. All of this is shaped by
the Division's newly revised mission and vision statements.
Two overarching objectives inform these statements: 1) Student
services will be delivered in a responsible, helpful, and
caring manner, and 2) Co-curricular activities and outcomes
are to be promoted as the primary emphasis of programming
and services. In order to assess the achievement of these
central goals, the Division will build on existing surveys
(Astin, etc.) and add other satisfaction surveys geared to
measuring the effectiveness of specific programs and services.
The Office of Vice Chancellor will convene an assessment process
on an annual basis for each department's strategic goals for
each strategic initiative. Each department will have its yearly
written documentation assessed and rated by the Vice Chancellor
after doing a self-assessment. The results of all these surveys
and the Division's strategic assessment will be considered
in the annual evaluation and revision of the Strategic Plan
and ultimately, the mission of the Division. The first assessment
process will be completed by Spring 2000 and done annually
thereafter.
The university is committed to diversity and the recruitment
and retention of non-traditional students. All of these efforts,
beginning with recruitment, and extending to the quality of
the overall experience (classroom to cafeteria) need to be
assessed with regard to the various categories of non-traditional
student: color/ethnicity, nationality, returning, disabled.
While retention rates are important and indicative, the quality
of services and co-curricular activities for all students,
and especially for non-traditional students, needs to be evaluated.
Specially designed satisfaction surveys will be administered,
in collaboration with the Academic Division, to establish
a baseline for assessment of university objectives concerning
non-traditional students. This will be done through periodic
reviews at least once a year.
Although student service offices and centers publish informative
brochures, informal surveys indicate a need for greater efforts
in marketing and publicizing services and activities. This
is especially important in an institution that has a culture
of limited involvement in university activities among all
segments of the community. Definite steps will be taken to
improve the availability and accessibility of information
about services and activities through a variety of media.
All areas of the division had a website as of September 1,
1999. Publishing of a Student Activities calendar, which is
placed around the campus to promote events, will continue.
Encouragement of student attendance at university-sponsored
events is enhanced by coordination of efforts with faculty
who can integrate requirements or recommendations for attendance
at such events into course syllabi.
The Division of Student Affairs will continue to support
the achievement of General Education goals and requirements
through its co-curricular activities. The Division will continue
to enhance its offerings to the General Education program
by documenting its activities through the publishing of the
booklet, Co-curricular Programs, Services and Activities.
The Division will work with academics to develop assessment
tools such as graduate surveys, Astin's Senior Survey, and
writing assignments that would reflect co-curricular experiences.
This process has begun through meetings with the Provost and
will continue until a formal campus-wide assessment process
has been developed.
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