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Annual Report Contents
Sections
I.
Student Affairs 2004-2005 Strategic Plan Implementation
 Priority Areas for AY 2004-05
 2005-2006 Goals
II.
Student Affairs Unit Accomplishments And Challenges
III.
Awards
IV.
Publications
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I.
Student Affairs 2004-2005 Strategic Plan Implementation
The following report represents a summary of progress the Division of Student
Affairs achieved relative to Oregon State University Strategic Priorities, as well as success unit goals. Following a brief summary of Strategic Priorities progress are summaries for each student affairs units accomplishments and challenges/goals for the 2005-2006 academic year.
Strategic Plan Implementation
PRIORITY AREAS FOR AY 2004-05
Enhancing student success
We successfully achieved all of the following goals, though in hindsight some were much too vague to be able to assign successful outcomes. Our professional development activities were especially successful, as they allowed us to collaborate with teaching faculty and the Center for Academic Success
(Learning Communities, Learning Styles, and Universal Design in Instruction).
We created and hired a new full-time Alcohol Education Coordinator and a
Sexual Violence Prevention and Education Coordinator as part of our primary prevention effort. In addition we implemented a suicide prevention poster campaign and our Counseling Center staff developed a suicide prevention workshop targeted at faculty. Student Affairs colleagues also developed and offered presentations on “Working with Disruptive and Distressed Students” targeted to university offices and academic units.
Assessment plans were received from all units; data from assessment efforts was compiled and subsequent plans were reviewed to assure they reflected inclusion of previous assessment outcomes. We are very proud of the dynamic and robust work of the Student Affairs Assessment Council. At the same time, there is still unevenness in the quality of individual unit reports, we will continue to work to elevate the quality more evenly.
Parent Program efforts continue to evolve – parent newsletter being produced, roundtables convened to refine direction and new programs being designed for implementation.
Finally, we have provided training to Academic Advisors, which has enabled us to give them access to the Insight Resume results for use in advising and the enable better, more timely referral to support services.
Goals
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1.
Sponsor a “Student Success Professional Development Series” to bring academic and student affairs colleagues together to deepen knowledge, strengthen partnerships, and refine student success efforts. Speakers and workshop facilitators will be brought to OSU to address issues such as:
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Responding to Diverse Populations
Effectively using technology to monitor student learning progress
Learning Communities
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Building effective retention programs
Developing successful service-learning initiatives
Learning styles and needs of students with disabilities
Universal Design in Instruction
2.
Implement the Healthy Campus initiative as a means to create more engaged leadership to support a positive campus learning environment
3.
Increase emphasis on primary prevention, particularly in areas of suicide and sexual assault by developing suicide prevention program and initiating creation of Sexual Assault Prevention and Education Program
4.
Enhance the integrity of the classroom learning environment through proactive education of faculty relative to managing student behavior issues and creating more consistent standard for responding to academic dishonesty issues
5.
Strengthen academic and residential experience, especially through partnerships/joint ventures with Student Affairs and academic colleagues and units
6.
All Student Affairs units will produce plans to demonstrate how assessment data is being utilized to improve student programs and services.
7.
Provide student noncognitive data to academic units, with the goal of enhanced academic advising and better meeting student needs
8.
Continue to evolve Transition courses by paying attention to: human resource needs for Odyssey, Footsteps, TLC’s; funding; credit structure; and; keeping up with national trends
9.
Fully implement Parent/Family Programs and create and maintain partnerships with families so as to contribute to student success throughout the years
10.
Improve the quality and delivery of Career Services through building internal and external partnerships; creating more accessible services; establishing improved marketing and communication; and increasing campus-wide leadership for career preparatory activities
Increasing research and outreach
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We made significant progress relative to all of our goals in this priority area. Of special note is the work Rebecca Sanderson and the Assessment Council did producing research reports, however, as we move forward we must focus on identifying ways to translate data generated into institutional action, such an effort will require university-wide collaboration. The fall Assessment Symposium was a very successful activity and allowed us to convene a broad cross-section of the campus to explore an important issue.
PeaceJam was an important activity for us to initiate. The visit by Nobel
Laureate Jody Williams and the more than 150 high school students who got to interact with her was a very powerful and transforming experience for those involved. Thirty-three OSU undergraduate and graduate students went through extensive training and served as mentors for the weekend program. This activity was also important because it represented a major emphasis on international issues and allowed Student Affairs to partner with colleagues from International
Programs. We have plans to continue with PeaceJam and have confirmed
Rigaberta Menchu as the participating Nobel Laureate.
We also made significant progress in advancing our commitment to community service, which in covered in great detail later in this report.
Goals
1.
Each Minority Education Office will do focused, timely outreach efforts to under-served ethnic communities in Oregon
2.
The SMILE Program will build internal partnerships for outreach and engagement that will enhance efforts to cultivate potential students
3.
Fully integrate the CAMP program and outreach to relevant communities
4.
Sponsor PeaceJam in March 2005
5.
Sponsor an Assessment Symposium to stimulate the enhancement of campus efforts
6.
Publish results of data generated on student engagement, entering student profile and student needs – make the reports available to the campus community
7.
Integrate community service positions and increase the amount of volunteerism and service by OSU students
Increasing diversity
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We continued to make progress on our diversity efforts. Our professional development efforts allowed us to focus learning goals related to diversity. We continue to develop more bilingual langue capacity in our programs by still have substantial work to do. We have made little effort in the area of aligning diversity programs and services – I will need to be more intentional about exploring whether this area is one we sincerely want to pursue. We need to take a serious look at the data from the first year of the Insight Resume and made a decision about the future direction of that effort.
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Work with others to develop a comprehensive recruitment program, in the process develop greater alignment with Admissions and those offices that serve underserved students
2.
Create a structure to promote campus training relative to diversity and campus climate (through partnering with other offices and programs)
3.
Align diversity and multicultural education programs – work with the Director of Community and Diversity to strengthen the relationship and focus of diversity efforts
4.
Explore means of providing more bilingual services
5.
Develop training programs for faculty related to learning styles and needs of students with disabilities
6.
Implement the Insight Resume to gather noncognitive data on students; utilize data to develop more effective recruiting and retention programs – the desired outcome is to enroll more diverse students, increase student satisfaction increase retention rates
2005-2006 Goals
Detailed plans for 2005-2006 goals will be completed by the end of summer following unit planning meetings. These goals will be updated following those planning efforts. Below are a few general goals.
III.
Institutional Partner in Benton County Needs Assessment – The Office of the Vice Provost for Student Affairs enlisted Oregon State University as a partner with Benton County, the City of Corvallis, and United Way of
Benton County in the development and administration of a comprehensive needs assessment. This partnership will allow us to gain much greater data on the human service needs of OSU students (e.g., healthcare, housing, mental health, and other basic human needs).
IV.
Continue to refine and expand current goals in the areas of student success, diversity, and research outreach. Among the specific areas of emphasis are
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 Complete the Diversity Action Plan process. Specifically, we will develop more precise goals, initiatives, metrics, and assessment plan.
 More deeply involve Student Affairs faculty and staff in assessment efforts. Among the challenges we will undertake is defining common learning goals/outcomes across all Student Affairs units.
 Increase collaboration between the Minority Education Office and external community, with the expressed goals of more effectively targeting outreach efforts and enhancing the recruitment of
Students of Color
 Expand alcohol education efforts in an effort to influence unhealthy drinking patterns and resulting health outcomes among
OSU students.
 Continue to expand efforts in the area of community service, with special emphasis on connecting with academic programs.
II.
STUDENT AFFAIRS UNIT ACCOMPLISHMENTS AND
CHALLENGES
Accomplishments:
Enrollment
As of June 6, 2005 ATD’s overall up 5.3%, UG data:
 Freshman up 3.1%
 Transfers up 23.5%
 4 ethnic groups up 8.3%
 UG Out of State up 20.7% (EXCEEDED New Out of State Initiative Goal for first year!)
 OR up 3.2%
 Campus Tours increased by 10%, group tours by 8%
1.
Established standard rubric for Tour Coordinators
2.
Formalized group tours; established partnership with LaSells for group meeting space, and group parking
Insight Resume
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 Continued 2 nd pilot year successfully, more integrated IR into electronic/automated processes
 Admissions carried 95% of IR reading/scoring load for the year
Programming
 OSU nights – 16 programs, achieved 41% ATD rate of those that attended an OSU Night event.
 2 Very successful Honors College Events (Junior and Senior closer).
Estimated/planned attendance 25-40. Attendance Jr event 178, Sr event 164.
 Partnered with SOAR – 2 Gear Up Events; middle school and high school
 8 application workshops targeted to Hispanic students conducted around the state in target areas
 Developed and implemented student service survey – results to come still
 Partnered with Athletics & Alumni - 3 Explore OSU events
 Increased penetration in each of 5 out-of-state arget areas
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Included counselor receptions in each area
2.
Expanded depth of visitation to include counselor visits at schools
3.
Covered targets with visits to more schools in area
Implemented Knowledge Builder - email/correspondence time saver, higher consistency/quality in responses. Filtered out incoming requests by territory and responsibility. Improved response time to within 48 hours.
Dual Enrollment – went to online application process only
 Successfully launched or current working on admission process for new programs - Chemeketa, Umpqua, Oregon Coast, Mt. Hood,
Columbia Gorge, Tillamook Bay
 Continued to manage articulation for dual programs. Negoiated new agreements, facilitated faculty partnerships
EDI Upload – worked at the State level on the pilot electronic High School transcript project. OSU Admissions received the first high school electronic EDI test transcript successfully.
Educational Opportunities Program
Accomplishments:
 Wrote a successful grant proposal for the College Assistant Migrant Program.
The first CAMP class ended on June 10, 2005 and was highly successful.
Among the early program results are:
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· 95% completed 04-05 in good academic standing
· 7 made the OSU/EOP Honor Roll Spring 05
· 13.33 is average credits completed
· 2.96 is Spring term GPA
· 3.00 is 04-05 average GPA
 The 2005 class was the largest ever for EOP, graduating approximately 180 students from all majors. Majority were students of color.
 The African American faculty at OSU have created a mentoring program with MacLaren Youth Correctional Facility. In addition, members of the Black
Poet Society and an African American graduate student are mentoring
African American students at MacLaren.
 Students of Color mentor students at the Corvallis Boys and Girls Club and in local schools in Corvallis.
 EOP cosponsors the Benton County Commission on Children and Families
Teen Summit.
 For the last eight years, EOP faculty have been participating in the Hispanic
Leadership Conference in Pendleton Oregon.
Challenges
The most significant challenge that EOP faces is the lack of adequate funding.
Although we are located in Student Affairs, one of our primary responsibilities is to provide academic support services to students. EOP leadership believes other university leaders have not recognized the need to provide math classes to assist students in successfully completing Math 111. This past year EOP spent quite a bit of funding creating Math 103 classes for non-EOP students. EOP leadership believes that in the future, the university should provide additional funding for
EOP to teach these courses to all students who do not place in Math 111.
Accomplishments:
Goal 1: Successfully implement the 2008 Enrollment Initiative, in partnership with the Alumni Association, Athletics, the Music department, and the OSU
Foundation.
Implementation of the 2008 Enrollment Initiative was successful in virtually every respect. Tuition deposits for nonresident freshmen are up 14% for Fall 2005.
This is despite the continued capping of fee remissions by the legislature.
Enrollments of resident freshmen, transfers, students of color, dual enrolled students, and graduate students are also expected to increase, contributing to a ninth consecutive year of enrollment increases.
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This year also saw unprecedented levels of collaboration among
Enrollment Management units and the Alumni Association, Athletics, the Music department, and the OSU Foundation. Staff from these units attended supported each other’s events more than ever before. Admissions and the Alumni
Associate have reached an agreement to jointly fund a position to bring involvement of alumni in student recruitment, pending receipt of FY06 budget allocations.
Goal 2: Gain approval for a new undergraduate admission policy, utilizing
noncognitive assessment.
Approval is pending assessment of retention data in Fall 2005.
Goal 3: Develop four new Dual Enrollment Partnerships.
New programs were established with Oregon Coast CC, Columbia Gorge CC,
Tillamook Bay CC, and Mt. Hood CC.
Goal 4: Expand the Dual Enrollment Summit to 200 participants, attracting more persons from other states.
The Summit attracted 127 participants from 5 states.
Goal 5: Develop new retention programs in collaboration with the newly-formed
Retention Committee, including parent programs.
As part of the 2008 Enrollment Initiative, Enrollment Management and the
Academic Success Center collaborated to purchase the GoalQuest product, which will provide e-mail communications to first year students and their parents.
Full implementation will occur in 2005-06.
Goal 6: Assist OSU-Cascades Campus in increasing its enrollment.
Assistance has been provided to improve recruitment and marketing plans, leading to enrollment increases.
Goal 7: Increase understanding of and alignment with enrollment management values, goals, and outcomes among all Enrollment Management staff, as well as the campus community as a whole.
Progress has been made in this area, but much remains to be done. OSU’s experience with Enrollment Management has followed a common pattern, with innovative structures gradually being pulled back into more traditional organizational structures. Educating the campus about the role of enrollment management continues to be a significant task.
Goals for 2005-06
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1.
Successfully transition to new staffing and structures for Enrollment
Management.
2.
Successfully implement year 2 of the 2008 Enrollment Initiative.
3.
Gain approval for a new undergraduate admission policy, utilizing noncognitive assessment.
4.
Develop four new Dual Enrollment Partnerships.
5.
Expand the Dual Enrollment Summit to 200 participants, attracting more persons from other states.
6.
Develop new retention programs in collaboration with the Academic
Success Center and Student Life.
7.
Increase understanding of and alignment with enrollment management values, goals, and outcomes among all Enrollment Management staff, with other Student Affairs units and the campus community as a whole.
8.
Implement the document management project.
Accomplishments
Customer Service:
 College Work Study program job placement, authorization forms, moved to the web
 Expanded workshops & programs for students, families, faculty & staff totaling 86;
 Coordinated activities & projects with ASOSU’s financial aid, legislative, federal relations and need-based grant committees
 Accompanied Admissions at 10 out-of-state OSU nights
 Record number of students and dollar volume on student accounts at the opening of each term
 Improved student web services and pro-active communications to ease application process
Operating Efficiencies:
 College Work Study earnings posted through Banner, eliminating Payroll’s shadow system in Access
 Compliance Reports automated to identify errors or conflicting information (Moss-Adams Audit Resolution)
 Automated four major aid delivery processes, which interface with the
USED, for efficiency & compliance
Leadership on campus, within state, region:
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 Hosted & organized numerous workshops at OSU: OASFAA Leadership
Institute, USED Audit & Program Review Workshop, NASFAA/WASFAA
Return of Title IV Training, for example.
 Staff participated in professional organizations, served on committees, held offices and was presented awards.
 Represented on the Governor’s Access and Affordability Workgroup, the
OSAC Loan Futures Workgroup, the OSAC State Need Grant Advisory
Council, SallieMae Oregon Advisory Board, the OASFAA Executive
Council, WASFAA Executive Council, USED trainer, Oregon Public
Broadcast financial aid workshop Chair.
Positive impact on access, retention, diversity:
 Continued the OSU work study program, expanding affordable employment opportunities for departments and needy students
 Advocate for OUS fee remission program
2005-06 Challenges:
 Scholarship Campaign
 OSU Scholarship Database development
 New dual enrollment partners
 Student Financial Services – continue to work towards
 Continue to advocate for financial aid funding
Accomplishments:
The OSU Memorial Union enjoys strong relationships within its organization, but is challenged by the constantly evolving nature of external relationship and the need to continuously renew those relationships, particularly with student leaders.
With a cast of hundreds of new student leaders each year, it is easy to be distracted by organizational demands, project priorities, or other University-wide contributions, which can result in a lack of relationship within a relatively short period of time.
The Memorial Union’s budget proposal received nearly unanimous approval in all stages of the approval process…Union Board, Student Fees Committee,
Undergraduate and Graduate Senates. Further, in regard to funding approvals, the Memorial Union received an endorsement from the ASOSU President for replacement of the MU’s roof as a priority project from the OSU Student Building
Fund’s emergency reserve.
Other new areas of student relationship-building results can be seen in the support the Memorial Union has shown to the ASOSU Student Co-op Market
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project, which will bring sustainable products with OSU students as retailers to the campus. A trial run for the Market was successful in late May and a full schedule is planned for the Fall Term. Additionally, the Memorial Union is investigating establishing a “Green Roof” over the MU dock, which could then be used to provide both products for our Pangea Restaurant and products for OSU students to sell through the Co-op Market.
Other examples of success include:
 Eighteen OSU student employees as the primary workforce for supporting
Memorial Union events (MU Event Services Team)
 Memorial Union custodial services being “in-sourced” resulting in lower net personnel costs and savings in electrical consumption by going dark from mid-night to 6 am.
 Successful leadership and contributions to the ID Conversion Task Force, which drastically reduces OSU’s dependence upon Social Security
Numbers.
 Establishment of a new year-end program to “thank” OSU students by providing complimentary fruit, snacks, beverages, coupons and gifts.
(Over 6,000 items given away in six hours)
 Transition to a new software platform for managing Memorial Union and
LaSells Stewart Center event reservations, which is also capable of serving all campus event spaces.
 Over 20% increase in use of Memorial Union events spaces and services
(largest increase was in student organization meetings and events)
 Further reduction of restrictive policies on student organizations in the area of student group’s retailing of food products and student organization’s serving food and snacks in closed meetings.
Challenges:
The Memorial Union has been preparing a strategic report on the condition of all buildings supported by the MU, in which the forecasted costs of upkeep, repair and replacement of the MU, MU East, Peavy Lodge, and the
Cultural Centers is forecast. The accumulated financial need for just this segment of buildings is nearly $36M within the next fifteen years, with the majority of the funding needed within the next ten years. If OSU additionally factored the facility needs of the Student Health Services, OSU Childcare, UCPS, and
Recreational Sports units, the needed dollars could easily exceed $60M.
The OUS Student Building Fund, which is the current funding mechanism, will only produce about $8M in the next ten years. While we are not quite at the crisis stage, we are certainly facing an urgent problem that is deserving of serious attention from OSU student and administrative leadership. The historical approach has been to incrementally adjust OUS student contributions to the
Student Building Fund, but this has only provided remedial relief to over-due projects and does not recognize the true construction and repair needs of numerous student-funded buildings.
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Other Challenges:
 A systemic approach to building and sustaining relationships with student leaders
 Collaborative development and delivery of student leadership courses, student programs, and MU services, which recognize the diversity of OSU’s student body
 Sustaining revenue generation which will off-set rising costs in an environment where student-fee growth is discouraged
 Documenting and assessing student service contributions by the
Memorial Union at a time when the University may see these programs and services simply as revenue generating resources for central service overhead.
Minority Education Office
Accomplishments
 Developed the M(Minority Education Office)-POWER Leadership Retreat to
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 help students of color navigate the challenges of being a cultural, racial, and ethnic minority at OSU, to increase their multicultural competence, and to increase their understanding of their contributions thru diversity service learning events and activities.
Extended invitations to increase partnerships to campus departments regarding the academic success, retention of students of color, collaborating with diversity education programming.
Collaborated with community groups, e.g., HP to Road to Corporate
America Day-long Workshop for students of color.
Campus Diversity education program via speakers and video programming which included topics covering historical and contemporary social and political issues facing the African/African
American, Asian Pacific Islander, Chicano/Latino/Hispanic, and Native
American communities. Collaborated with student organizations,
Housing, Ethnic Studies, EOP, Enrollment Management, Career Services,
Financial Aid, College of Pharmacy, Student Health Services, College of
Science, etc. Examples: First Multicultural Health Fair conducted. 50th
Annual Hui O' Hawaii Luau
Casa Educacional collaborated with the Athletic Department to broadcast OSU football games in Spanish and collaborated with
Enrollment Management to increase outreach events that support the
University’s Hispanic Initiative Campaign.
Outreach and recruitment events to elementary, middle and high school students of color on campus and in the greater community contributed to an increase in applications.
Orientation and Retention events included the Black Connect,
Conexiones, and APA Connect, Hawaii START, and OSU START.
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Goals/Challenges:
 Student Affairs goal was to continue to work with Admissions and
Enrollment Management on working on a plan regarding students of color, especially to avoid any more problems that erupted as a result of funding only the Hispanic Initiative. Plan would include Native American
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 recruitment, bilingual admissions counselors, and also focus on Asian
Pacific American and African American issues.
Collaborate with Colleges and Departments in the planning and hosting diversity programming for students, faculty, and staff.
Increase in use of services and mixed function of offices (sharing office space with Dean of Students and Students with Disabilities) presses the need for appropriate and larger space. Proposed space in southwest corner of Kerr will help alleviate problem. Design of space will be a challenge.
Accomplishments
Successfully completed the first year operation of the expanded and renovated
Dixon Recreation Center.
 Completed the transition of the Intramural Sports and Health-Fitness
Connection into the completed facility resulting in increased and improved level of programs and services.
 Completed a year of operations of the new facility resulting in a 24% increase in building entrances and 46% in membership sales.
 Due to additional space increased offerings in nearly every program and service area.
 Established an effective relationship with OSU Office of Conferences and
Special Events in the promotion and utilization of department facilities and services.
Increased opportunity for student development and leadership opportunities
 Supervised 150 academic hours of practicum and internships to 42 students.
 Increased employment opportunities to a workforce of nearly 300 students, including a new paraprofessional position of Center Manager.
Safety Program area supervisors & coordinators, program managers in
Intramural Sports and Experiential Education, and expanded Smart Team responsibilities (marketing).
 Increased and improved employee orientation, in-service trainings, life skill development, and personal growth opportunities.
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 Experienced a near doubling of Challenge Course and Experiential
Education programs including Community Builders (Resident Halls &
Cooperative Living Groups), First Service Learning Alternative Spring break,
Women in Engineering, and Footsteps.
 Sport Clubs Program increased participation by 10%, adding two clubs and more student members while offering additional leadership training modules in event planning and budgeting.
Enhanced and increased partnership and outreach opportunities throughout
Student Affairs, with academic units, and the community.
 Department professional faculty taught academic courses in College of
Health & Human Sciences (EXSS, PAC), College of Education (CSSA),
College of Liberal Arts (ALS), and College of Forestry, totaling 455 credit hours.
 The Safety Program has been designated by OSU Environmental Health &
Safety as the campus trainer for First Aid, CPR, BBP, and AED. More than
2,400 certifications were issued this year, 38% increase from 2003-04.
 Challenge Course & Experiential Education has extended services to
Benton County Drug Court (Adventures in Recovery); Portland Community
College Upward Bound Grant for Hispanic youth, State of Oregon adjudicated youth, and Corvallis School District Alternative High School among others.
 Developed partnerships through new Adventure Education & Recreation initiative with University Housing and Dining, Academic Success Center,
College of Education, College of Engineering, and College of Liberal Arts.
Increased research and assessment efforts to inform decision-making in the delivery of programs and services.
 Completed department assessment plan that identifies outcomes and other measurements for effectiveness.
 Used research and evaluation in making decisions on changes in facility operations, budget allocations, and identification of new revenue sources.
Challenges
Continue facility development to meet program and services needs.
 There is a need to develop usable and accessible outdoor field space to meet the growing needs of the Intramural and Sport Clubs Programs.
Current conditions of grass turf sport fields can not accommodate the additional field sport teams, allow for proper maintenance, nor address the comprehensive and diverse program needs.
 The rapid growth of the Challenge Course and Experiential Education
Program can not be met with existing facilities. There is a need to expand the outdoor course space (designated space located north of the
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existing facility). An effective indoor space also needs to be established to allow for year-around programming. A renovated McAlexander
Fieldhouse may be one option for us to consider.
 Upon the completion of the Dixon Project and the resulting increase in participation, we have found a need to add more indoor court space for basketball, volleyball, badminton, and other sports. McAlexander
Fieldhouse gives us an opportunity to develop this space into a more usable multipurpose venue that could meet the needs of Recreational
Sports, Military Science, Athletics, and student groups.
Develop an effective comprehensive capital maintenance plan to protect the investment of student resources and maintain facilities in a safe and usable condition.
 Find solution to improvements to McAlexander Fieldhouse, Tennis Courts, and sport fields. There will be a time in the near future when these facilities will develop safety and risk management concerns if left untreated.
 Identify a strategic plan to fund on-going capital maintenance improvements to all facilities. The manner, in which reserves have been funded in the past, will no longer generate sufficient resources to ‘keep up’ with improvement needs.
 Provide sufficient operational funds to maintenance facilities on an ongoing basis.
Identify expanded and new sources of revenue to meet the growing financial needs of the department.
 Maximize opportunities for facility rental and special programs income that would include adding summer camps, youth, and community programs.
 Maximize membership sales thought an aggressive marketing effort and by increasing eligible user groups such as the Orange & Black Alumni
Club.
 Identify sound program sponsorship opportunities that can enhance program and services offerings.
 Due to the extent of program growth, there is a need to identify new or reallocated resources to meet support and operational needs or decisions will need to be made on reducing or eliminating some offerings.
 Without additional resources, we may need to reprioritize our work or to limit participation levels.
Accomplishments
 Coordinate campus conversion of ID numbers
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 Completed the coding of all major, option, and departmental requirements in degree audit.
 Introduced prerequisite checking and coordinating for campus.
 Implemented dual enrollment programs
 Assisted with statewide implementation of Electronic Data Interchange.
Have established transcription partnerships with 7 colleges and universities.
 Participated with task force on space planning.
 Participated with task force on document management
 Strengthened communication and working relationships with head advising units.
 Continue to improve coordination with various issues for student athletes.
 Made numerous changes in Commencement ceremony.
Goals
2005-2206 goals will not be established until later this summer at an all office retreat. Many of the initiatives begun this year will require continued attention well into next year. Additional issues likely to be explored, (1) finding solutions for improving student access to courses, (2) implementation of wait listing during registration, (3) developing a web-based entry system for late grades, (4) explore efficiencies in room and course scheduling.
Relationship with the Student Committee on Hunger and Poverty (SCOHP)
Deb Burke met with members of SCOHP Spring 2004 through the planning for a poverty and hunger teach-in funded through the Oregon Campus Compact
Civic Solutions Initiative. Members of SCOHP (Levi Huynh, Audra Saunders,
Stephanie Brockett, Joel Martin, Jeff McCoy) and brainstormed events and activities they could collaborate on for the following year and submitted a second civic engagement grant proposal for $4,000 that was funded for the
2004-2005 academic year. Since then Deb has served as a connection point for the organization and as a site supervisor for several members of SCOHP involved with internships or Students in Service (an Americorp program for college students).
The organization has incredible energy and commitment to their mission and goals and over the last year, through their relationships with the Office of the
Vice Provost Student Affairs, Student Involvement and the Community Service
Center/Service Learning, Ed Act, Oregon Campus Compact, Facilities Services,
Dean of Students, and the Memorial Union, SCOHP has accomplished the following:
 2004 World Food Day Teleconference—Teleconference explored problems and solutions associated with international corporations driving the international food industry in a time of rapid globalization, the
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responsibility of the World Trade Organization, World Bank, and/or UN food agencies in assuring equitable distribution of the world food supply; role of developing countries in addressing the shortcomings of the world food system; contributions that civil society can make to improve the world food system; and alternative approaches to addressing the hunger crisis
 Hunger Awareness Week—100 students participated in a 24-hour fast and then gathered to reflect on the experience, learn more about poverty and hunger in Oregon and how to get involved in alleviating the suffering caused by poverty and hunger
 Attendance at the 2004 Poverty Conference—3 students attended The
Poverty Conference 2004: The Changing Face of Poverty held at Seaside,
OR, November 15-17, 2004
 Escape Hunger—A meal available without charge to community members three days per week (approximately 85 people attend each meal)
 Human Services Center—Students applied for and were granted nonprofit status and are now in search of a location for the Center
 Hunger survey of OSU students—Using the USDA hunger survey, a student developed a hunger survey for the OSU student community that was released spring term
 Interrupting and Breaking Generational Poverty Barriers, Dr. Donna Beegle
of Communication Across Barriers—A workshop for all students, staff, faculty, and community members that included two sessions: Interrupting and Breaking Generational Poverty Barriers and Concrete Tools for
Working with People In Poverty
Relationship with the Social Change Conference/Students Actively Changing
Society Conference Planning Committee and Oregon Campus Compact
Through the work of the Social Change Conference Planning Committee
(Lenore Cangeloso, Jacob Richardson, Ben Robbins, Molly DeMarco, Jenny Mei,
Annette Martel, Wendy Alemán) and Oregon Campus Compact, the Second
Annual Social Change Conference and Sixth Annual Students Actively Changing
Society Conference took place at Oregon State University, February 7-12, 2005.
These conferences were possible through funding from the Office of the Vice
Provost of Student Affairs, Oregon Campus Compact, Raise Your Voice
Campaign (National Campus Compact), and Learn and Serve. Approximately
80 people attended the Second Annual Social Change Conference and approximately 75 people attended the Sixth Annual Students Actively Changing
Society Conference.
The Second Annual Social Change Conference provided a space for the OSU community to examine and explore social, environmental, and political issues through educational sessions and dialogue; encourage civic engagement through creation of connections between students, faculty, staff, and community members; and develop skills and strategies for working toward social change.
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The conference was attended by OSU students, faculty/staff, and community members. Sessions included:
 Navigating the Emergency Food System, Sharon Thornberry, Community
Food Programs Advocate, Oregon Food Bank
 Engaging the Oregon State University and Community in Work around
Poverty and Hunger, ASOSU Student Committee on Hunger and Poverty
 Team Liberation Workshop
 Film and Discussion: Race—The Power of an Illusion (Part 1—The Difference
Between Us), facilitated by Deb Burke, Student Affairs
 AlbanianAlps.Org Non-Profit Work in Albania, Steve Cook, Geosciences
Department
 Empowerment and Effective Action for Peace Activists, Adele Kubein,
Military Families Speak Out
 Film and Discussion: Common Ground: Oregon’s Ocean, Liz Riley,
Partnership for Interdisciplinary Studies of Coastal Oceans (PISCO) Policy and Outreach Coordinator
 The Music of Social Change: A Historical Perspective on the Role of
Popular Music in Social Change Movements, Annette Martel, Leadership
Program Advisor (Memorial Union Program Council)
 Film and Discussion: Race—The Power of an Illusion (Part 2—The Story We
Tell), facilitated by Deb Burke, Student Affairs
 How To Make a Difference through a Discipline Specific Social Change
Student Leadership Team, Jayme Bolding and Chelsea Terrall, Human
Services Student Leadership Team
 Long-term, Sustainable Disaster Relief Work, Isis Ilias
 The OSU Biodiesel Initiative—The Benefits of Biodiesel and Current Projects,
Brenna Doheny, OSU Biodiesel Initiative
 Walking the Walk”, Jenny Mei, Americorp Community Educator, Women’s
Center
 Film and Discussion: No Dumb Questions, facilitated by Jodi Nelson,
Campus Coalition Builders, and Luke Sugie, Team Liberation
 Devoid of Color through Darker Eyes: A Preservice Teacher’s Journey to
Seeing and Being Seen, Ralph Wisner, Vanessa Chaves Cochran, and
Gena Fitzgerald, School of Education
 Renewable Energy Resources in the Pacific Northwest, Jon Kenneke,
Outreach Coordinator for Pacific Power
 Young Women’s Voices from The Parent Enhancement Program, Molly
Gage, Program Coordinator, and The Parent Enhancement Program
Participants
 Film: Race—The Power of an Illusion (Part 3—The House We Live In), facilitated by Deb Burke, Student Affairs
 Keynote Speaker: Alex Kotlowitz, author of The Other Side of the River: A
Story of Two Towns, a Death and America's Dilemma (1998) and There Are
No Children Here: The Story of Two Boys Growing Up In the Other America
(1991)
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 Open Mic Hosted by The Black Poets Society. Participants are invited to share art, poems, essays, quotes, skits, and music that express their vision for change in the world! And bring an old t-shirt for an art project!
The Sixth Annual Students Actively Changing Society Conference, February 12,
2005, was attended by students from Oregon State University, Portland State
University, Lewis and Clark College, Western Oregon University, Southern Oregon
University, Willamette University, and Eastern Oregon University.
Sessions included:
 Action Projects/Lunch and Reflection on Action Projects—Students were involved with projects that took them out into the community and that focused on environmental or social issues. Reflection after the project focused on the larger systemic issues that have led to the need of action projects.
 The Illumination Project—The Illumination Project is an innovative student leadership education program designed to address issues of oppression through interactive community presentations. The Illumination Project has the dual purpose of providing participating students with an opportunity to develop skills as educators, activists, and leaders on social justice issues.
 World Cafe Conversations—World Café Conversations are an intentional way to create a living network of conversation around questions that matter. A Café Conversation is a creative process for leading collaborative dialogue, sharing knowledge and creating possibilities for action.
Community Service Center
Deb Burke is in the process of aligning her work as service learning coordinator with the work of the Community Service Center. She physically moved her office into the Community Service Center in February 2005 and has primarily spent time building relationships with the coordinators (Hallie Atencio, Kathy Tran, and
Allison Hammett) and graduate assistant (Wendy Alemán), navigating a challenging situation with one of the coordinators, and gaining a sense of the assets and challenges of the Community Service Center. They are currently in the process of developing a vision statement and mission/goals/actions for the
Community Service Center.
Alternative Spring Break
Office of the Vice Provost for Student Affairs provided supervision for a practicum student and funded an “alternative spring break”. The students who participated in this activity traveled to Sacramento, CA, where they participated in the construction of a house for Habitat for Humanity. This program is connected with our effort to expand our community service efforts.
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Relationships with Faculty Pertaining to Service Learning/Community Based
Learning/Civic Engagement
 Rural immersion course—talking with Bruce Weber (Agricultural Resource
Economics) about a rural immersion course for students
 Interdisciplinary poverty course—in process of planning an interdisciplinary community based course for Fall 2005 focused on poverty and hunger
Grants
Civic Engagement Grant—awarded second civic engagement grant of $4,000
(grant for first year was $3,000) with Patti Whitney-Wise (Oregon Hunger Relief Task Force), Joan Gross
(Anthropology), Nancy Rosenberger (Anthropology)
 Conversation with Spanish Department Faculty regarding developing a course that integrates community based learning
 Conversation with Human Development and Family Science Faculty member about the tensions for faculty developing and implementing community based learning in the courses
Accomplishments
 Collaboration with DO-IT program at Washington State to produce a newsletter for students with disabilities regarding internships and financial aid.
 Collaboration with Career Services for internship opportunities with Entry
Point and the Federal Workforce Recruitment program. Also planned and executed a half-day drop-in session for students to meet with a career advisor.
 Development of WNCAP (Western Network of Communication Access
Providers), a professional organization for TypeWell® transcribers.
 Development of the Academic Coaching program.
 Hired two new staff (Notetaking Coordinator and Alternative Testing
Coordinator).
 Successful first year completion of the online services database. While improvements still need to be made, feedback is positive.
 Collaboration with the Library and the Technology Access Program to discuss placement of Closed-Caption Televisions in the Library; Four
Closed-Caption Televisions were made accessible to the general student population by moving the equipment to various floors of the Library.
 Facilitated two workshops to promote the success of diverse learners at
OSU: In collaboration with the office of Student Affairs, we sponsored the
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Learning Styles workshop. Also in collaboration with Student Affairs and
Academic Affairs, we sponsored the Universal Design in Instruction conference. Additionally, we were successful in obtaining 15 stipends to encourage faculty to utilize UDI principals in the classroom.
 Assessment plan was reviewed and accepted by the SA Assessment
Council. While there were some suggestions pertaining to the amount of assessment, the comments were very positive.
Challenges
Space:
 Office - We currently have two professional faculty sharing office space with three student employees. The professional faculty have no place to conduct private coaching sessions.
 Testing Facilities - Over the last several years, we have used a variety of rooms around campus to provide alternative testing. We continue to receive negative comments from both students and test proctors. This will become more problematic as the number of requests continues to increase. There is also the potential loss of a testing room in SHS. Scheduling rooms via the
Schedule Desk has also been problematic at times.
Deaf or Hard of Hearing:
 Availability of Sign Language Interpreters - The number of interpreters in the area continues to be a problem. If OSU acquires additional students who require this service we will either be unable to accommodate them or will need to seek video relay interpreter services at a significant cost to the institution.
 Retaining skilled transcribers at OSU - Resolving conflicts with the
Technology Access Program.
 Captioning Copyright Guidelines - Working within the copyright guidelines
(not yet issued) of the OR Dept. of Justice while ensuring communication access for students who are deaf/hard-of-hearing.
Distance Education
Distance Education and OSU Cascades accommodations - Sustainability of coordinating accommodations offsite.
Staff:
 Staff/Student ratio - We currently serve 561 students with documented disabilities. Each professional faculty is responsible for coordination of a specific service, which averages about 30 hours per week, as well as carry a caseload of 140 students each. This caseload is not sustainable and we cannot meet the demand to provide academic coaching.
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Fiscal:
Budget - Historically, the SSD budget has been adequate to cover the cost of services. However, I am concerned, given the increase in the number of students with mental health issues that often require additional staff time to resolve student/faculty and student/student issues.
Accomplishments:
SMILE made important progress in addressing each of its seven goals for the academic year:
 Supported 668 students and 67 teachers in 35 SMILE Clubs in fifteen communities and thirteen school districts around Oregon;
 Developed and implemented or collaborated on eighteen events for
SMILE teachers, and students. Event evaluations showed the events were of high quality and effective;
 Provided three outreach workshops and seminars for science and engineering faculty and students;
 Recruited and facilitated the participation of 4 academic and professional faculty and 32 graduate and undergraduate students from
OSU, as well 13 faculty and 34 students at Eastern Oregon University,
Oregon State University Cascades, Southern Oregon University, Blue
Mountain Community College, and Treasure Valley Community College.
These individuals were involved in various college connection events for club members. Their feedback revealed they were well supported and prepared to implement the events;
 Awarded $17,000 in scholarships to continuing and entering students at
OSU for the 2005 – 2006 academic year;
 Received four one-year grants and continued implementation of the project plans for one three-year, one four-year, and one five-year grants, reflecting the program’s 2004-2005 grant budget of more than $400,000;
 Expanded its campus partnerships through a college student mentoring grant and assessment project, focusing on college student learning outcomes through their involvement in SMILE programming; and
 Participated in state and national conversations about closing the achievement gaps, broadening participation in science, mathematics, and engineering, and university-school partnerships.
Goals
 Continue to collaborate with the College of Agricultural Sciences (CAS) to build greater awareness of agricultural sciences majors and careers and
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to increase the number of applications from SMILE students to the CAS
SMILE Scholarship Program, designed to increase the diversity of CAS majors.
 Expand services as a campus partner in precollege academic outreach and services to underrepresented/underserved students.
 Facilitate the engagement of more University faculty and students in education, outreach, and broader impact, with special emphasis on engaging more SMILE alumni at OSU as role models and mentors for current SMILE students to build a larger pool of diverse, highly qualified students ready to enroll at OSU or some other institution of higher education.
 Continue engagement in conversations and support the implementation of initiatives to address issues of diversity, closing the achievement gap, higher education access, and broadening participation in science, technology, engineering, and mathematics (STEM).
Challenges:
 The ongoing changes in the fund-raising landscape continue to challenge the sustainability of SMILE, as ~60% of the program’s budget is derived through grant funds and donations.
 The organizational placement of SMILE does not convey appropriate value or visibility for the role of academic enrichment and outreach as important strategy for achieving OSU’s strategic goals.
 Lack of equity and parity in pay makes it difficult to attract and retain highly qualified staff.
Accomplishments
 The completed RFP process for the Practice Management System and
Electronic Medical Record system and selection of a final system. This was a major accomplishment for the organization and will greatly change the way we operate within the coming year.
 Successful three year re-accreditation with the Accreditation Association of Ambulatory Health Care (AAAHC),
 Two staff members received national recognition (Pat Ketcham and Linda
Reid recognized through American College Health Association),
 Successfully managed the flu shot shortage situation, building significant relationships with community health care agencies in the process,
 The Occupational Health program is now starting to be recognized as an official campus resource.
 Successful visioning work with the University Health Services Task Force to create a case statement.
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Goals/Challenges:
 Implement the new Practice Management/Electronic Medical Record system, which will force a major organizational culture change in almost everything we do in the clinic,
 Continue to work toward potential for a new building,
 Integration of two new health promotion staff: an ATOD coordinator and a sexual assault coordinator,
 continue to improve communications with SHAB and other student leaders, and
 implement a yearly diversity training program during all staff trainings in
September.
Accomplishments:
 PeaceJam was an initiative that started out with a diverse team of people from OSU departments that included faculty, staff and students. Its goal successfully exposed some 160 high school students and teachers, 33
OSU student mentors, and the PeaceJam leadership team to a Nobel
Laureate with the idea of "peace begins with each individual." A follow up PeaceSlam is planned for November.
 The Student Media print media accomplished the goal of serving the campus community in a professional and responsible way. A sustained program of in house speakers and regional workshops, seminars and conferences on press ethics was attributed to the way student journalists were able to develop and mature in their development as student journalists.
 The Student Media broadcast media evolved into media with renewed energy and excitement through new programming and remotes that sparked campus and community interest. New ventures were launched including an automation system for the radio station that failed and had to be returned to the manufacturer (another system is being purchased this summer) and a new partnership with the OSU Media Center for sustaining joint projects and ventures for television productions for next year.
 Student Media was blessed with fabulous student leaders and their student staffs. The co-curricular experience for students is probably manifested best by the work students do in each area of Student Media.
This is grassroots learning at its best!
 Student Media maintained its outreach with high schools around the state where newspapers and yearbooks are part of the curriculum. Nearly
2,000 students and teachers were on the OSU campus throughout the year for workshops and seminars.
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Goals/challenges:
 Three campus forums are scheduled for fall term that will focus on press ethics and responsibility. Area journalists will lead the forums. Promotions will be to the campus community and to student media programs at other Oregon colleges.
 PeaceJam #2 is scheduled and it's going to require the same energy as it did this year. In addition, the 10th Anniversary of PeaceJam in Denver in
September 2006 is going to require more energy from the same working
OSU PeaceJam team. Both of these wonderful programs are going to stretch the OSU PeaceJam Northwest team.
 The MU East building is starting to have severe leaking problems from rain.
While repairs are planned for the roof during the summer, the building does not have a "shelf life" of too many more years. Conversations need to begin or continue as on-going to a replacement plan.
 Outreach will continue to high schools through Northwest Scholastic Press.
 In Fall 2004, a total of 914 students were involved in OSU Odyssey, an extended orientation course geared to help new OSU students transition successfully in to the OSU community of scholars. o ALS 111 OSU Odyssey enrolled 745 students and ALS 112 ODU
Odyssey Footsteps enrolled 169 students in Fall 2004. o This year, for the first time, SOAR worked with e-campus to offer a section of Odyssey on-line in Winter 2005.
 During the summer of 2004, SOAR served 3,563 new first-year and transfer students during START, OSU’s summer orientation and advising program. In addition, SOAR served 2,031 parents and family members of new students during START. Our numbers increased slightly from last year by 35 participants.
 SOAR offered 7 visit programs during the 2004-2005 school year for prospective and/or newly admitted (not yet enrolled) students. During these programs, SOAR served 2,112 students and 2,445 parents/family members for a total of 4,557 participants. This is an increase by over 470 participants from last year.
 In collaboration with Enrollment Management and the Academic Success
Center, SOAR has been working with GoalQuest to launch an on-line emodule for new students and a separate e-module for the parents/families called OSU Success. The site was tested this spring and will be reorganized for fall 2005. o OSU Success will be used as the text for Odyssey in Fall 2005. o OSU Success will be sent to all new students, thus getting information out to students not enrolled in an Odyssey course.
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o OSU Success will also have a module for parents/family members.
 New initiatives for SOAR: o START 2005 (this summer)
 START Bilingue – During one START session, we will offer the parent/family program in both Spanish and English. This is a collaboration with Admissions and the Minority Education
Office.
 We increased our off-site orientations by 2. While we have hosted Hawaii START for a number of years, this year we will host Alaska START and a Bay Area START as well. o SOAR has started a chapter of Tau Sigma, a national Transfer student honor society at OSU. o SOAR, in collaboration with Residence Life/University Housing and
Dining, will offer Odyssey classes during CONNECT week in conjunction with Callahan Hall – the First Year Experience residence hall. Students will take the course along with those in their residence hall wing the week before classes begin. The class will be taught by their Resident Assistant. o Kaleidoscope, a visit program for underrepresented high school students in the state of Oregon, was modified this year. The program was offered in conference format, addressing needs more specific to high school students (i.e. workshops on “Why
Attend College?” “How to study.” Etc.)
Student Life
Student Life established a student learning agenda for its diverse student leaders and student employees. The learning agenda included:
 First Annual Leadership Retreat for all student leaders from the Cultural
Centers and the Pride Center
 Cultural Leadership Class (CSSA 406). Each week student explored identity development models and dynamics of oppression
 In-service workshop on Identity Development with Paul James
 The Student Involvement Student Staff attended the National Conference of ACU-I
 The BCC staff attended the Black Student Leadership Conference in
College Station, Texas
 The Pride staff attended the National Gay and Lesbian Task Force
Conference in St. Louis
 Six students from the Cultural Centers attended NCORE in NYC and presented on Student Coordinated Cultural Centers
 IFC and PHC representatives attended the NW Greek Leadership
Conference and presented on the Police Liaison Program
 Dean of Students held weekly dinner discussion groups throughout the school year-bringing together a diverse group of students each time.
Results have been used to design a leadership class for next year.
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Student Life enriched the OSU learning environment by supporting many of OSU’s diverse learning communities and educational opportunities.
 During Fall and winter terms, over 50 programs were sponsored at the
Cultural Centers, Pride Center, and Women’s Center
 Greek Life formed the Multicultural Greek Council to support the growing number of Multicultural Greek groups
 SI student and professional staff provided event support and student advising for over 70 cultural events and 35 diverse student groups
 Robin Ryan and members of the SI student staff worked in collaboration with Information Services, the Cultural Centers, various student organizations, and the VP of Student Affairs to create a valuable new recruitment and retention tool, in the form of a CD. This "CD project" utilizes a multi-media approach to highlight the significant value and multi-cultural contribution that the Cultural Meal Support program adds to the OSU community
 LGBT Outreach and Support professional position was established and the
Pride Center opened its doors for the community
 The Community Service Center and the Service Learning program sponsored the second annual Social Change Conference
 Team Liberation continues to provide numerous diversity education programs throughout the campus community
 The Women’s Center Sexual Assault and Violence Education Program offered 50 presentation to over 1200 students; training for 20 sorority members to serve as first responders in their chapters; and ultimately a recognition from OSU that we need a full-time sexual assault educator on our campus
 Greek Peer Advocates program was established and provided educational programming on alcohol and safety to the Greek community
The Office of the DOS provided essential support services to the OSU community
 Critical Incident Response Team offered over 25 outreach programs to help the campus respond to distressed and disruptive behavior in the workplace and in the classroom. This interactive program provides faculty and staff advise on how to help our students who may need it the mostthose in distress.
 The DOS and CIRT responded to critical incidents by providing support for students, families, and faculty
 Critical Incident Response Team sponsored a suicide awareness poster, distributing over 500 posters on campus
 A collaborative team created our new Parent Resources website
Goals/Challenges:
 Complete Transition to DOSL and Student Life Programs-this will include an ambitious agenda to bring clarity to the SL vision and identity. SL will
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establish a list of strategic priorities that build and strengthen our diverse learning communities.
 Focus areas: Diversity, Learning, Healthy Environments
 Increase advising and leadership development for our diverse group of student groups and organizations within Student Life:
 Hire Student Involvement Coordinator by the end of summer
 Hire GTA for the Cultural Meals program by fall,
 Hire Full time Coordinator for LGBT Outreach and Support by fall
 Explore the need for an additional GTA in Diversity Development
 Student Life will coordinate a Leadership class offered each term designed to bring together a diverse spectrum of student leaders to allow for some cross-community building and leadership development
 Increase interaction, collaboration, and partnerships with faculty, faculty advisors of student organizations, and advisory boards. Provide learning opportunities that lead to effective mentoring and advising of students and student groups
 Increase effective advising and support for the growing number of
Multicultural Greek organizations
 Establish a clear vision for Service Learning at OSU
 Provide support the Cultural Center facilities visioning process. Support of this process will be a priority for the entire Student Life Team.
 Increase visibility and effectiveness of ODSL, CIRT, and BRT outreach and response programs.
Accomplishments:
 Through better collaborative efforts the 2004 CIRP Freshman Survey response rate increased from about 30% to over 90%. This is the highest return rate that
OSU has had since we began administering this survey.
 Successful planning and implementation of the Student Learning and
Assessment Symposium at OSU. Over 200 faculty and staff members participated in the two day event. Featured presenters were Drs. Peggy Maki and Marilee Bresciani, internationally known experts in assessment of student learning.
 Because of the work being done by the Student Affairs Assessment Council over the last few years, five of our members have presented workshops on assessment in student affairs at conferences at the state, regional, and national level. (Offices represented included: Recreational Sports, Research and Evaluation, Career Services, Admissions, Registrar, and SOAR)
 Invited to be one of the schools featured in an upcoming book on best practices in assessment in Student Affairs.
 Selected to be one of three universities to participate in a case study doctoral dissertation from the University of West Virginia.
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 Departmental assessment councils established and operating in many departments in Student Affairs (e.g., SHS, Rec Sports, SSD, UCPS, Registrar’s
Office, Admissions, UHDS).
 Consultation and collaboration with the College of Health and Human
Sciences to over sample that college for the 2005 NSSE administration. This is the first college to take advantage of this partnership opportunity.
 Selected to be one of the schools to participate in the NSSE non-responders study for 2005.
 Selected to be one of the schools to participate in the National Institute of
Health’s Your First College Year Survey originating from HERI at UCLA.
 Student Affairs Assessment Council retreat convened to initiate additional discussion concerning learning outcomes for the Division of Student Affairs.
 Second iteration of departmental assessment plans submitted to Student
Affairs Assessment Council for review. Seventeen plans were submitted and departments were provided with oral and written feedback about their plans along with suggestions for improvement and offers of further consultation availability.
 NASPA NetResults article invited and published on getting started with learning outcomes assessment in Student Affairs.
 Numerous requests for information and/or consultation from student affairs personnel across the country.
 Generally, the plans that were submitted in January, 2005 were much better done than prior plans. There are still some departments that have not engaged and time will tell if that changes. Overall, however, the plans that were submitted were in much better shape than previous plans.
Challenges:
 Primarily, the largest challenge is to manage the requests for consultation and assistance with plan development and instrumentation along with the research tasks involved in administering the national surveys. As this office has increasing demand for assistance and research needs, this will be an even greater challenge. At this time, the possibility of a graduate assistant is appealing but in some ways continuity is needed in order to continue to build. Such continuity would not be possible with graduate assistants. In truth, I have not stepped back enough to be able to consider specific projects that could be managed by a graduate assistant and that would provide me opportunities to do more consultation, workshop development, and responding to data needs.
 While we do a great job with the national surveys that we administer, there are other research needs that we have as a division and that could be done from this office (e.g., development of a survey that might take the place of all the departmental surveys that are cluttering the emails of students) but capacity is an issue. Also, there is a need to help departments analyze their data to make the best sense of it and then to use it in their decision-making and in how they show their results/communicate, etc.
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 Keeping up with my own professional reading in order to continue to lead and to be able to provide information and help to the assessment councils
(Student Affairs and University) and departments.
 Determining a community of practice and professional development opportunities and conferences that will further my own development in this field.
 Continuing to encourage involvement in assessment from departments which have not found ways in which to engage in an even superficial way. One year ago about 83% of Student Affairs departments had submitted a plan.
This year (January) only 67% submitted a plan. Some of it may have been due to the timing. It will be interesting to see how this fares in January, 2006.
Accomplishments:
Clinical Services
 Successfully completed year without “waiting list” and without requiring longer than 2-week wait for any student to be seen, even with continuing high demand for services
 Implemented web-based OQ-45 for assessment of clinical outcomes
 Completed self-study for International Association of Counseling Services
(IACS) accreditation renewal; site visit scheduled for June 9-10
Training
 Successful collaboration with Department of Counselor Education pilot practicum program – mutually agreed to continue this partnership with specific structural changes based on pilot experience
 Completed first complete draft of self-study for APA accreditation visit.
The first draft inspired some revisions to the program in accordance with standards of best practice. Examples include: o Expanded didactic and experiential training on psychological assessments o Reviewed and revised the quarterly evaluation procedure for interns o Successfully completed selection of 2005-2006 interns. o Instituting a written “supervision contract” policy which will begin with 2005-06 intern cohort.
Outreach, Prevention, and Education
 Successfully partnered with Academic Success Center to provide studyskills related workshops, completed transition of that role to the ASC.
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 Enhanced liaison relationships with EOP and Department of Athletics
 Provided two 1-hour workshops on Suicide Awareness for Faculty & Staff
 Updated webpage with local and national informational links
 Participated in development of statewide consortium, Oregon University
Suicide Prevention Project, with 7 other counseling centers; completed application for federal grant to implement statewide suicide prevention activities
Consultation
 Collaborated with Dean of Students, Student Conduct, and Public Safety to enhance consultation role of Critical Incident Response Team
 Provided almost 20 presentations to faculty and staff on
Responding to Distressed and Disruptive Students
 Effectively responded to parents, community, faculty, staff during and after critical incidents on campus
 Regularly provided consultation to faculty and parents regarding mental health issues
Diversity
 Successfully completed search, increasing ethnic diversity of staff
 Engaged in outreach to MEO, EOP, and International Programs; enhanced relationships (particularly with latter 2)
 Provided professional development for staff on diversity-related clinical issues
Assessment
 Developed Student Advisory Board more fully
 Involved two faculty members with expertise in psychological services and assessment
 Developed by-laws
 Completed Assessment Plan and received feedback from Assessment
Council
Challenges and goals
 Complete APA accreditation process, hopefully by June 30, 2006
 Rotating leadership of department
 Match responsibilities with various staff strengths
 Develop plan for smooth transitions
 Provide support for staff taking on new responsibilities
 Address professional satisfaction needs of staff relinquishing responsibilities
 Integrate development of multicultural competency into annual reviews
 provide support for staff to pursue related professional development opportunities
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 Explore unsuccessful efforts to hold focus-group discussions with students from diverse backgrounds
 Identify and initiate alternatives for getting input from and reaching out to students of color, in particular – possibly a phone-a-thon
 Initiate project to translate UCPS brochures into Spanish and other languages
 Solidify collaborative relationship with Dept. of Counselor Education, enhance and refine practicum program
 Continue strengthening liaison relationships with various university departments (Career Services, EOP, Athletics, etc.)
 Close the loop on Assessment Plan – evaluate outcomes and integrate those into decision-making with regard to program activities; refine plan for next year
 Evaluate and redefine outreach facet of UCPS mission and vision
 Develop new approaches (e.g., web-based workshops) to reaching students
 Further increase suicide prevention activity, in conjunction with statewide consortium
 Regular educational seminars for faculty
 Develop informational materials for families and for students
 Continue to enhance relationship with student leadership (SIFC, ASOSU)
Accomplishments:
 Improved residence hall retention
 Completion of Weatherford Hall interior renovation
 Interior upgrades for Bloss and Finley Hall
 Negotiated the Oregon’s first public-private partnership to renovate a residence hall (College Inn/The Gem)
 Installation of upgraded Point of Sale (POS) soft-hardware
 Application of first year of The Roommate Matching Network™ results
 Establishment of autonomous key shop
 Continued development of the Relationship Model in residence halls and cooperatives
 Development of the UHDS Diversity Initiative
 Creation of The UHDS Bulletin – bi-weekly staff e-newsletter
 Continued development of the UHDS Quarterly Report
 Awarded Bronze in NACUFS Horton Award for Calabaloo’s™ Gourmet
Burgers branding effort
 Hosted NWACUHO – regional conference
 35% increase in OSU Catering sales with price decrease
 Spent over $16 million on deferred maintenance
Challenges
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 Affordability of on-campus housing for students caused by: o Commitment to addressing deferred maintenance o Dramatic increase in state-mandated assessments o Decrease in number of residents o Increasing energy costs o Lack of additional funding
 Enormity of deferred maintenance ($40+ million) – Inability for department to fund alone through user fee increases
 Increases in other personnel expense (OPE)
 Relationship with Sackett interior contractor
 Poor employee morale partially due to lack of raises in two years
FY 2006 and Beyond
Goals
 Successful negotiation of contract with McMenamin’s
 Completion of new dining center/market on 26 th Street
 Development of high-quality consistent branding plan for entire department
 Development of high-quality consistent client-service culture
 Completion of Sackett upgrade
 Development of central production kitchen for food service
 Increase FY05 occupancy and retention rates
 Increase focus and capacity to meet Sophomore and Above student needs
 Improved employee morale
Challenges
 Affordability of on-campus housing for students caused by: o Enormity of deferred maintenance o Dramatic increase in state-mandated assessments o Decrease in number of residents o Increasing energy costs o Increasing in other personnel expense (OPE)
 Poor employee morale partially due to lack of raises in two years
Office of the Vice Provost for Student Affairs
Office of the Vice Provost for Student Affairs initiated efforts to create a CD to document the Cultural Meals Program. The Cultural Meals Program is a wonderful example of our commitment to international program, however we have never documented the efforts required to sustain the program and the impact of that program on the life of the campus. The project was executed by
Robin Ryan in collaboration with Information Services, the Cultural Centers, and various student organizations.
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The Office of the Vice Provost for Student Affairs continues to provide leadership for the Campus Coalition Builders, a campus-based diversity development effort.
This effort provides diversity education to students faculty and staff. Among the activities of this group were: Welcoming Diversity experiences for Odyssey classes; offered ALS classes titled “Valuing the Differences Among Us” and
“Understanding Community through Service and Coalition Building,” (included on-site service project w/Habitat for Humanity); offered a series of "Brown Bags for White People" to explore themes of White Privilege and guilt; and sponsored two part video series -- "No Dumb Questions" -- facilitated conversation on transgendered issues in partnership with Pride Center student leaders. Outreach efforts included an 8-hour workshop with Crook County Commission on Children
& Families with emphasis on building community -- listening, partnering, and growing diversity and an 8-hour workshop students and faculty at Oregon
Institute of Technology titled "Valuing the Differences Among Us."
Office of the Vice Provost for Student Affairs provided leadership for the establishment of a “mutual help” group for OSU employees who have responsibility for supporting family members with mental health issues. We funded three OSU faculty members to receive appropriate training at Johns
Hopkins University. We will continue and expand this effort during the 2005-2006 academic year.
Office of the Vice Provost for Student Affairs provided leadership for the creation of a Division of Student Affairs “anthem” – a publication that showcases our mission, vision and values. The anthem represents the final step in work we have done over the last two years to refocus and clarify our mission, vision and values.
The Office of the Vice Provost for Student Affairs organized, in partnership with other units, a professional development program, which we opened to colleagues across the university. This educational effort focused on student success and diversity, consistent with our strategic plan. Specific programs included:
 Edith Quiroz and David –Molina a workshop on “Working with Latino
Students and Families”
 JoAnne Dodgson "Self-Care And Balance In Challenging Times"
 Dr. Vincent Tinto, Distinguished University Professor from Syracuse University
- “Taking Student Learning Seriously”
 Dr. Jamie Washington , workships focused on Diversity, LGBT Issues, Social
Justice
 Christine Mangino, Associate Professor, City University of New York -
Learning Styles Workshop
 Dr. Sally Scott from the University of Connecticut’s Center for
Postsecondary Education and Disability Incorporating Universal Design for
Instruction
 Stacey Reimers and Cathy Hughes Engstrom, Syracuse University led an applied experience of designing learning communities
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 Dr. Lori Vogelgesang, Director, Center for Service Learning Research &
Dissemination at the Higher Education Research Institute (HERI) -
Cooperative Institutional Research Program Freshman Survey research outcomes, findings from the ten-year post graduation survey and, described the intersection of Faculty Survey results and CIRP data in terms of national trends
Larry Roper served as keynote speaker for the Western Region Campus
Compact Conference. The conference was organized to attract students, faculty and staff who are engaged in community service efforts.
III.
AWARDS
Greek Life
 The Interfraternity Council and Panhellenic Council won The Legacy
Award at the Western regional Greek Association Conference. The award is representative of continued success in scholastic achievements, community and university involvement, promotion of a harmonious Greek
Community, and a desire to maintain a positive image on campus.
 Dan Schwad was elected to serve as the Association for Student Judicial
Affairs (ASJA) Circuit 9 state representative for Oregon
Minority Education Office
 Earlean Wilson Huey, 2004-2005 Carrie Halsell Commitment to Education and Public Service Award from Delta Sigma Theta Sorority Inc.
 Earlean Wilson Huey, an award from Oregon Youth Authority MacLaren
Youth Facility for commitment to working with the African American Youth
Leadership Team and resource sharing.
 Earlean Wilson Huey, 2004 Mom of the Year Award from Kappa Alpha Psi
Fraternity Inc.
 Sandy Tsuneyoshi received an award from Kappa Alpha Psi Fraternity, Inc.
Iota Iota Chapter, Charles Maxey Leadership Award, Outstanding
Leadership through Teaching and Service to both Oregon State University and Corvallis Community
Services for Student with Disabilities
 Tracy Bentley-Townlin was awarded OSU’s Outstanding Service to Persons with Disability Award.
Student Affairs Research and Assessment
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 The Division of Student Affairs was selected as a "best practices" institution and will appear in a forthcoming book by Marilee's Bresciani from Texas
A&M University.
 The Division of Student Affairs was selected to be one of three case study assessment programs studied for a doctoral dissertation conducted at
University of West Virginia.
Student Health
 OSU Student Health Services drew attention at the June American College
Health Association Awards and Fellows dinner in San Diego, where two managers were given national recognition. Pat Ketcham, Ph.D., received the
ACHA Fellowship award, an honor earned for exceptional service and commitment to ACHA and to the field of college health.
 Also recognized was Linda Reid, RN,C, who was presented the Pacific Coast
Affiliates New Professional Award for her significant contributions to OSU.
Linda led a university-wide team to create a new occupational health program, and has been instrumental in helping the campus prepare for various infectious disease threats.
 Ever wonder what the credential “RN,C” means? At SHS, it means a nurse who has voluntarily studied hard to become board certified in college health nursing. Nursing staff members Lynn Ward, Linda Reid, and Patti Irvine all earned this credential after passing the American Nurses Credentialing
Center (ANCC) College Health Certification Exam last spring. Ultimately, OSU students are the big winners, served by such dedicated, skilled staff members!
Student Media
The Daily Barometer was named the best college daily newspaper in Oregon by the Oregon Newspaper Publishers Association in April. Additionally, students won
27 individual awards.
The Daily Barometer won second place in the region (OR, WA, AK, ID, MT) for the best college daily newspaper by the Society of Professional Journalists in May.
Justin Runquist, student, won two individual first places in photography and will compete for the best student photographer in the nation.
Student Orientation and Retention
 Emily Bauer, SOAR GTA, was awarded the National Orientation Directors
Association Norman K. Russell Scholarship
University Counseling and Psychological Services
 Linda Anderson, along with several other Student Affairs personnel, received Zonta recognition awards for their contributions to fighting
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domestic violence against women and children in the Corvallis community.
 Corvallis Historic Advisory Board gave an award to OSU and partners for
Weatherford renovation.
 Dan Larson - Professional Faculty Excellence
 Shelly Clark - Rising Star Award - National Association of Student Personnel
Administrators Regional
 Debbie Kuehn- UHDS Blackbelt of Caring
 Calabaloo's - UHDS Dining - Loyal E. Horton Award - Retail Sales – Multiple
Concepts/Outlets - Bronze Winner
 Recyclemania - OSU - 4th place - College and University Recycling
Council of the National Recycling Coalition. (UHDS a partner in this effort)
Office of the Vice Provost for Student Affairs
 Larry Roper received, Community Leader Award Benton County Martin
Luther King Commission
 Larry Roper received,
McKay-Wight Award for outstanding service to the students of Oregon State University
, Phi Delta Theta Fraternity, Oregon State
University
 Larry Roper received, Diamond Honoree award from professional achievement from American College Personnel Association
 Larry Roper received, Pillar of the Profession award from the National
Association of Student Personnel Administrators, 2004
 Larry Roper received, Scott Goodnight Award for Outstanding Service as a Dean, National Association of Student Personnel Administrators, Region
V
 Larry Roper received, Senior Scholar Diplomate Award, American College
Personnel Association
IV.
PUBLICATIONS
Sanderson, R. A. (2004). Where do we start with student learning outcomes?
NetResults, September 29, 2004 (http://www.naspa.orgl/netresults/index.cfm)
Roper, L.D. (2004). Helping move from controversy and confrontation to collaboration.
Change: The Magazine of Higher Learning. May/June 34-39.
Roper, L.D. (2004). Do students support diversity programs? Change: The Magazine of
Higher Learning. November/December 48-51.
Roper, L.D. (in press). “The role of senior student affairs officers in supporting LGBT students” In R. Sanlo, et al. New Direction in Student Services: LGBT Issues in
Student Affairs. San Francisco: Jossey-Bass.
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