MISSION:TheDivisionofStudentAffairsempowersstudentstobecomeself-reflectiveworldcitizensbyprovidingco-curricularlearningopportunitiestoenhancestudentgrowth,skilldevelopment,andpersonalwellness.Wefosteraninclusive,diversecommunityinwhichstudents

developacommitmenttoserviceastheygrowtoadeeperunderstandingoftherelationshipbetweenselfandothers.

DIVISIONHIGHLIGHTS

Residential Education: Alcohol & Other Drugs Treatment & Prevention

97.5%

As a result of participating in the Social Norms Weekly Fact Program, 97.5% of students who correctly identified the AOD fact in Week 1 were able to correctly recall the same social norms fact three weeks later. Research shows having more accurate perceptions of peer alcohol and other drugs usage contributes to students reducing their own risky behaviors.

Residential Education For the 2017-2018 year, Residential Education received 44 different theme house proposals, and approved 24 themes. We have returning themes such as QPOC (Queer People of Color and Allies), Geneva 2020 and Politics and Social Change and we are excited about new themes, such as Guiding Eyes for the Blind and Music Collective. We received and reviewed almost

900 individual applications from 395 students who are interested in living in theme houses. This is a record number of theme house applications. We will continue to grow the theme house program by working with House Managers to plan events that are focused on their theme.

S tudent Affairs The division has also continued to solidify a culture of assessment by hosting a day-long Assessment conference, Assesstivus, which allowed staff to share their highlights, assessment plans, and have a better understanding of assessment tools available at the Colleges. It is complemented by an online course designed to increase competency in assessment basics,

which has been accessed by 50%

of the division with 27% actively participating in the course. The course is self-paced and individuals can begin/end at any time, with the course’s first cohort closing June 1.

Learning Outcomes Deve lopment Department directors are in the process of reviewing the services and programs they provide and develop learning outcomes which align to the division’s mission and vision.

Intercultural Affairs

Intercultural Affairs welcomed Thomas Cruz-Soto, Associate Dean of Campus Life and

Director of the ALANA Cultural Center at Colgate University, Malinda Smith, Director of Multicultural Affairs at Ithaca College, and David E. Jones, Director of the Paul Robeson

Cultural Center at Rutgers University- New Brunswick as part of their program review. We had a very fruitful visit with them and learned much about how we can improve our

practices. While on-campus, they met with student, faculty, and staff.

Prior to their arrival, we surveyed students who use the center of which 87.23% of students see the Intercultural Affairs Center as a space on campus that promotes cross-

cultural understanding.

Counsel ing Center During the 2015-2016 academic year, the Counseling Center saw 444 students for individual counseling and 461 in total (including group therapy or other services) equating to 19.8% of the student body. To date, 428 have been seen individually with 442 total, 19.5% of the student body. 31% of Counseling Center clients are first-year students.

41% increase in

students of color visiting the counseling center year to year (24% of clients compared to 17%)

MonthlyDigestApril2017

ThepurposeoftheHWSStudentAffairsMonthlyDigestistohighlight

achievements,successfulprograms,anddescribe

assessmenthighlightsofficesanddepartmentshave

accomplishedoverthepastmonth.Submitahighlightvia

theassessmentwebsite

http://studentvoice.com/hawsc/saassess

Ourfinal“CourageousConversation”isslatedfor

April20,2017

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Beforeschedulingasurvey,focusgroup,orotherassessmentproject,pleasesubmitanassessmentschedulingrequesttoevaluatescheduling.Wewantyoutomaximizetheinformationyoureceivebyensuringthecalendarisfreefromotherprojectsthatmayoverloadstudents.YoumaychoosetousethatformtoalsogetproactivefeedbackfromtheStudentAffairsAssessmentCommittee,whichmayincludequestionreviewandmethodsuggestions.

PreparingandReflectingonYourAssessmentAsStudentAffairscultivatesacultureofinquiryandenhancementinofficesanddepartments,considerthesestepswhenpreparingasurvey,rubric,focusgroup,otherassessmentstrategy.STEPONE:ThinkaboutyourmethodIsasurveythebestoption?Couldyoudoaninformalfocusgroup,observationswithrubrics,re-interviews,orreflectivejournals?TakealookattheCreativeAssessmentguideontheStudentAffairsStaffDevelopmentpageinCanvasforotherideas.STEPTWO:PlanyourassessmentOnceyouplanyourassessment,makesureyou’reaskingspecificquestionsthatwillprovideyouthemostrelevantinsightfortheproject.PlanatimelineandsubmityourAssessmentSchedulingRequest(http://studentvoice.com/hawsc/saassess).Ifyourrequestissubmittedwellinadvance,wecanensureyou’refirstonthescheduleand,ifyouwish,theStudentAffairsAssessmentCommitteeprovidesfeedbackonyourprocess.STEPTHREE:ClosetheloopTheStudentAffairsAssessmentCommitteewouldlovetonotonlyhearaboutyourresults,buthelpyoucraftyourresultsintoanassessmenthighlight.Youcanalsodisplayyourresultsinreports,campaigns,orkeyperformanceindicators.Lastly,wealsowanttohearwhatwentwell,whatdidn’t,andwhatyoulearnedfromyourassessmentprocess.YoucansubmittheAssessmentFollow-UpFormtohelpprovideusthatfeedbackbyvisitinghttp://studentvoice.com/hawsc/saassess.

CCESL:AmericaReads/Counts,ServiceLearning,Boys/GirlsClub,Geneva2020HouseEndofSemesterSurvey

ResEd:QualityofLifeFall2016SemesterSurveytoAllResidents

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StudentAffairs:FYParentQualityofExperience/SupportSurvey

StudentActivities:CampusEventsSurvey

OnlineAssessmentCourseModule4:WritingEffectiveHighlightsLive

ResidentialLeadershipSeminarLeadershipPresentations

NASPA:ResidenceLifeBenchmarkingSurvey

HWSFirstYearSustainabilityLiteracySurvey

HWSFirstYearSustainabilityLiteracySurvey