DIVISION OF STUDENT AFFAIRS · Carol Scott, General Manager, University Dining Services . Charlie Varland, Senior Associate Director, Student Involvement and Leadership Center . Chris

D I V I S I O N O F S T U D E N T A F F A I R S

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Division of Student Affairs, Boise State University Annual Report 2014-15

Table of contents (with links to sections) From the Office of the Vice President

• Vision, Mission, & Values • Boise State University Shared Values • Boise State University Division of Student Affairs • Student Affairs Council • Financial Information • Strategic Plan Update

Departments Reporting to the Associate Vice President for Student Affairs

• Campus Recreation • Career Center • Housing and Residence Life • Student Diversity and Inclusion • Student Affairs Marketing • Student Involvement and Leadership Center

Departments Reporting to the Dean of Students

• CARE Team/Case Management • Disability Resource Center • Office of the Dean of Students • Student Rights & Responsibilities • Women’s Center

Departments Reporting to the Associate Vice President of Enrollment Services

• Admissions • Financial Aid & Scholarships • New Student & Family Programs • Office of the Registrar

Departments Reporting to the Executive Director of Campus Services

• Bookstore and Bronco Shops • Children’s Center • Student Union • University Dining Services

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Division of Student Affairs Vision, Mission & Values VISION As a result of our work every Boise State student is more self-aware, community oriented and prepared to change the world. MISSION Boise State University Student Affairs connects with students to provide vital services, resources, and learning opportunities preparing them for work and life beyond the blue. VALUES In promoting the university’s shared values the Division of Student Affairs is:

• Focused first on every student’s growth and development; • Civic minded and passionate about fostering diverse and inclusive communities; • Committed to excellence, integrity and fiscal responsibility; • Dedicated to service and continually evolving in all that we do.

Boise State University Shared Values Boise State University and the Division of Student Affairs uphold the following values as the foundation for a civil and nurturing educational environment. Academic Excellence Engage in our own learning and participate fully in the academic community’s pursuit of knowledge. Caring Show concern for the welfare of others. Citizenship Uphold civic virtues and duties that prescribe how we ought to behave in a self-governing community by obeying laws and policies, volunteering in the community, and staying informed on issues. Fairness Expect equality, impartiality, openness and due process by demonstrating a balanced standard of justice without reference to individual bias. Respect Treat people with dignity regardless of who they are and what they believe. A respectful person is attentive, listens well, treats others with consideration and doesn’t resort to intimidation, coercion or violence to persuade. Responsibility Take charge of our choices and actions by showing accountability and not shifting blame or taking improper credit. We will pursue excellence with diligence, perseverance, and continued improvement. Trustworthiness Demonstrate honesty in our communication and conduct while managing ourselves with integrity and reliability.

Boise State University Division of Student Affairs

*This organization chart reflects the structure of the division at the end of FY15.

Lisa Harris Vice President for Student Affairs

Leslie Webb Associate Vice President

Student Affairs

Jeremiah Shinn Assistant Vice President

Student Life

Charlie Varland Director

Student Involvement & Leadership Center

Luke Jones Director

Campus Recreation

Kris Sansing Director

Student Affairs Marketing

Vacant Business Manager

Student Media

Dean Kennedy Director

Housing and Residence Life

Debbie Kaylor Director

Career Center

Francisco Salinas Director

Student Diversity and Inclusion

Christy Babcock Associate Director

International Student Services

Ro Parker Coordinator

Multicultural Student Services

Chris Wuthrich Dean of Students

Office of the Dean of Students

Vacant Assoc. Dean of Students

Dean of Students

CARE Team - Case Management

Jess Caldwell-O'Keefe Assoc. Dean of Students

Sarah H. Green Asst. Dean of

Students/Title IX Investigator

Wendy Turner Director

Disabilty Resource Center

RK Williams Coordinator

Veteran Services

Vacant Director

Women's Center

Jim Anderson Associate Vice President

Enrollment Services

Renee Rehder Senior Assoc. Director Enrollment Services

Kelly Talbert Director

Admissions

Diana Fairchild Director

Financial Aid and Scholarships

Sarah Shinn Director

New Student & Family Programs

Kris Collins Registrar

Registrar's Office

Kim Thomas Executive Director Campus Services

Brent Delong Director

Student Union

Jim Goodman Director

Bookstore & Bronco Shops

Bethani Studebaker Director

Children's Center

Zab Biason IT and Web Manager

Student Affairs IT

Carol Scott General Manager Univeristy Dining Services/Aramark

Contract Manager Beverage Rights

Lynn Humphrey Director of Student Affairs

Jessica Martin Executive Assistant

ASBSU Student Government

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Student Affairs Council Dr. Lisa B. Harris, Vice President for Student Affairs Bethani Studebaker, Director, Children’s Center

Blaine Eckles, Associate Dean of Students

Brent Delong, Director, Student Union

Carol Scott, General Manager, University Dining Services

Charlie Varland, Senior Associate Director, Student Involvement and Leadership Center

Chris Wuthrich, Dean of Students

Dean Kennedy, Director, University Housing and Residence Life

Debbie Kaylor, Director, Career Center and Student Employment

Diana Fairchild, Director, Financial Aid and Scholarships

Francisco Salinas, Director, Student Diversity and Inclusion

Jeremiah Shinn, Assistant Vice President, Student Life/Director, Student Involvement and Leadership Center

Jess Caldwell-O’Keefe, Associate Dean of Students/Director, Women’s Center

Jessica Martin, Executive Assistant to Vice President

Jim Anderson, Associate Vice President, Enrollment Services

Jim Goodman, Interim Director, Bookstore & Bronco Shops

Kelly Talbert, Director, Admissions

Kim Thomas, Executive Director, Campus Services

Kris Collins, Registrar

Kris Sansing, Director, Student Affairs Marketing

Leslie Webb, Assistant Vice President for Student Affairs

Lisa Stuppy, Director, Campus Recreation

Lynn Humphrey, Director of Student Affairs

Renee Rehder, Senior Associate Director, Enrollment Services

Sarah Shinn, Director, New Student & Family Programs

Zab Biason, Manager, Student Affairs IT

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Division of Student Affairs 2014-15 Financial Information

Fund Source

DEPARTMENT Approp App FTE

Local Transfers

Local Revenue

Local FTE

Auxiliary Budgeted Revenue

Aux FTE

Total All Funds

Total FTE

Admissions 1,526,780 21.32 557,730 33,700 3.50 2,118,210 24.82 Assistant Vice President 189,141 1.76 84,000 147,765 3.00 420,906 4.76 ASBSU 692,373 0.25 692,373 0.25 Bookstore 12,620,084 18.55 12,620,084 18.55 Campus ID 13,220 173,450 0.65 186,670 0.65 Campus Recreation 2,956,982 16.00 2,956,982 16.00 Career Center 485,056 6.93 15,000 107,524 1.20 607,580 8.13 Children's Center 75,058 0.94 1,338,723 21.06 1,413,781 22.00 Dean of Students 393,441 4.38 390,103 69,000 3.75 852,544 8.13 Dining Services 4,091,479 1.17 4,091,479 1.17 Disability Resource Center 469,732 5.00 42,518 1.00 512,250 6.00 Enrollment Services Office 447,390 4.63 -380,730 761,460 828,120 4.63 Financial Aid 2,057,437 25.91 50,964 2.00 2,108,401 27.91 Fraternities & Sororities 20,606 0.37 18,073 38,679 0.37 International Student Services 144,402 2.00 14,816 144,075 1.00 303,293 3.00 Multicultural Student Services 62,750 1.00 54,456 20,300 1.00 137,506 2.00 New Student & Family Programs 863,136 5.00 863,136 5.00 Promotions & Marketing 226,555 237,737 7.75 464,292 7.75 Registrar 1,397,188 22.63 396,540 7.37 1,793,728 30.00 Scholarships (From Student Fees) 373,575 394,859 768,434 0.00 Special Events Center 15,000 15,000 0.00 Student Diversity & Inclusion 35,000 160,339 1.00 195,339 1.00 Student Involvement/Leadership 4,800 968,151 7.88 972,951 7.88 Student Media 325,741 1.00 325,741 1.00 Student Union 3,645,012 30.48 3,645,012 30.48 University Housing 36,167 0.50 10,382,620 45.50 10,418,787 46.00 Women's Center 152,688 2.22 167,580 18,097 1.66 338,365 3.88 Office of the Vice President 432,990 2.92 -259,404 675,537 5.82 849,123 8.74

TOTALS 7,904,046 102.51 1,325,999 6,746,721 74.99 34,562,000 112.60 50,538,766 290.10

Student Affairs Strategic Plan Update: Enhancing On-Campus Student Employment

2013-2015 Executive Summary

Introduction In the summer of 2013, the Student Affairs Leadership team identified “Enhancing the On-Campus Student Employment Program” as a strategic need, and a team was convened to facilitate this initiative. The charge of this team was to:

• Create a comprehensive picture of student staffing in the division • Create a consistent student onboarding process for the division • Create a professional development program for students, helping them to connect their on-campus employment to

their academic program and future career goals • Identify opportunities to increase student employee numbers across the division

The first priority was to create a comprehensive picture of student staffing. Data was collected on the number of student employees, types of positions within each department, and pay. We gathered information on hiring, onboarding and performance management practices. This data helped us understand what was lacking in the student employment program and identify useful interventions. Drawing from programs at other institutions, we developed the Boise State LEAP (Leadership, Employability, Academics, and Professional Preparation) initiative. The purpose of LEAP is to elevate student employment by providing students with opportunities to connect on-campus jobs with academics and future career goals. We piloted the initiative in spring 2015 with three participating groups and three control groups. The participating groups experienced a Student Affairs Orientation, Guided Conversations focused on connecting jobs with academics and career goals, and professional development opportunities. All six groups completed pre/post surveys. Summary The Student Affairs Orientation was useful, but it was too long and included HR processes and specific information to be covered independently within each unit. Adjustments will be made to the student format and an orientation for supervisors will ensure LEAP goals are achieved. The Guided Conversations promoted communication focused on professional development, but did not have the desired impact and were generally viewed as cumbersome and awkward: need to be re-evaluated. Professional development opportunities were useful to students; they would benefit from a wider variety of opportunities. Feedback from participating supervisors indicated more emphasis should be placed on training supervisors about LEAP, their role in creating a culture of student employee support and professional development, and taking an interest in their student employees’ career goals. The focus should be on creating this culture among departments and leadership. Moving Forward 2015-2017 As a result of our work:

Student Affairs Strategic Plan: Strategic Messaging


Introduction The purpose of the “Strategic Messaging” initiative was to create more intentional, consistent and clear marketing and communication throughout the Division of Student Affairs. Five focus areas of messages emerged:

• Students • Staff • Recruitment • Marketing • Articulation of the divisional “Why”

The “Strategic Messaging” group inventoried all mechanisms for communication during summer 2014 and presented the findings to the Student Affairs Committee in fall 2014. Student Affairs worked with New Student & Family Programs (NSFP) to host an Orientation Presenter Series in summer 2014 to assist departments in articulating their “why” to incoming students and parents. Summary As a result of the work above, we have reorganized divisional marketing and communications efforts. Admissions has implemented a comprehensive plan that tailors messages to the unique needs and interests of Idaho residents, non-residents, underserved students (e.g. low SES), high-achieving students, transfer students, and international students.

Outcomes Programs / Services 1. Use Boise State LEAP as the instrument to shift the student employment

culture within the division, resulting in student jobs that are intentionally and proactively tied to academic or career goals and professional development.

LEAP Supervisor Orientation LEAP Student Orientation Departmental Student Orientation Guided Conversations Performance Management Professional Development Program

2. Establish a consistent approach to onboarding student employees, resulting in a student employee population who understands how they fit within the division and departments that comply with university policies.

LEAP Student Orientation Departmental Student Orientation

3. Support a central location where professional development opportunities are easily accessible to students and supervisors.

OrgSync Professional Development Portal

4. Use Boise State LEAP as a means of assisting students in articulating the skills they have gained in their on-campus job and how they transfer to academic goals and future career goals.

LEAP Supervisor Orientation Guided Conversations

5. Use Boise State LEAP as a means of preparing supervisors to help students connect their on-campus employment to academic and future career goals.

LEAP Supervisor Orientation

Student Affairs Marketing (SAM) has engaged with departments in the division to build more intentionality and focus into existing and forthcoming marketing efforts. Moving Forward 2015-2017 As a result of our work: Outcomes Programs / Services 1. Exhibit consistent, intentional methods of job posting, recruitment, on-

campus visits, interviewing, hiring and orientation of new staff.

2. Have a redesigned recruitment/marketing campaign for the 2017 class.

3. Establish protocol for ensuring intentionality, consistency and quality of marketing materials (print, web, social media, video, etc.)

4. Engage with focus groups to determine relevance of existing and future messaging.

Student Affairs Strategic Plan:

Provide comprehensive professional development to all staff.


Introduction The purpose of the “Professional Development” initiative was to provide comprehensive professional development to all staff within the Division of Student Affairs. A small team of Student Affairs Council members met to identify existing professional development, conduct a needs assessment with Student Affairs department directors, and explore new professional development opportunities. A five-question survey was sent to Student Affairs department directors in January 2015 to solicit thoughts on the professional development needs of staff. The survey asked respondents to share suggestions for topic areas as well as the preferred delivery formats for development opportunities. Respondents were asked to review 10 competencies for Student Affairs professionals developed by ACPA and NASPA and select which they felt needed to be further developed in staff within the Division of Student Affairs. Summary Results from the needs assessment survey revealed a wide variety of professional development topics to be explored for both classified staff and professional staff. Workshops, speakers, and “confab style” programs were most requested in terms of delivery formats. The following ACPA/NASPA professional competencies were identified as being most important for staff to learn about professional development:

• Leadership • Equity, Diversity, and Inclusion • Student Learning and Development • Assessment, Evaluation, and Research • Personal Foundations

In FY16, the team will begin to work toward four outcomes by coordinating returning signature professional development programs alongside new learning opportunities.

Moving Forward 2015-2017

As a result of our work:

Outcomes Programs / Services 1. Recent hires in the Division of Student Affairs will meet each other and

learn about the mission, culture, and structure of the division. New Hire Orientation (1 time per semester)

2. New professionals in the Division of Student Affairs will learn about the strategic direction of Boise State University and goals and priorities for the division

New Professional Meetings with the Vice President (1 time per semester)

3. Staff in the Division of Student Affairs will discuss relevant, contemporary topics in higher education.

Boise Confab (Summer 2016)

4. Staff in the Division of Student Affairs will be introduced to professional competencies and best practices for student affairs practitioners as identified by professional associations.

NASPA/ACPA Professional Competency Workshops (2 times per semester)

Departments Reporting to the Associate Vice

President for Student Affairs

Campus Recreation

Mission: We build an engaged community that encourages healthy, active people and enhances student success. As a result of the work we do, members of our campus community:

Outcomes Programs / Services 1. Will know about and take part in healthy “active” habits. Fitness, outdoor programs, aquatics, Student

Recreation Center, climbing wall, personal training

2. Will participate in opportunities to be active in Boise’s natural environment.

Outdoor programs trips, Rental Center, workshops

3. Will be increasingly confident in trying new health-related activities. Fitness open classes, personal training, challenge programs

4. Will develop strategies for managing and mitigating stress. Mindfulness classes, workshops

5. Will set and achieve goals related to their wellness/health. Health and fitness challenges 6. Have the opportunity to connect to and deepen relationships with one

another. Outdoor programs, intramurals, club sports, fitness classes

7. Feel connected to a recreation community. Online engagement, outdoor programs, intramurals, Student Recreation Center

8. Understand the role of play and recreation across cultures. Intramurals, outdoor programs 9. Student employees demonstrate transferrable work skills. Student employee training program 10. Student employees exhibit higher levels of academic performance. Regular use of facilities and programs

2014-2015 Assessment Table

Outcome Program / Services

Method Data Analysis Results Use of Results

Executive Summary

Introduction It was a year of transition for Campus Recreation that included a new director and organizational development, which corresponded well with efforts to integrate formal assessment into annual planning, assessment and reporting. Assessment Established baseline data for two outcomes:

• Members of the campus community know about and take part in healthy “active” habits.

Know about and take part in healthy “active” habits

Recreation facility usage Fitness programs Pool Outdoor Programs

Rec tracking data Frequency counts for FY15

• 44,551 number of uses in the aquatics complex • 140 participants in the instructional aquatics • 18,655 uses of fitness classes • 80 participants in instructional fitness programs • 92 participants in personal training program • 315,732 turnstile counts • 8,069 unique student visitors: 51% of full-time student body

Establish baseline participation data to grow the community of students and increase the impact of healthy habits by at least 2%.

10 student employees demonstrate transferrable work skills

Student employee orientation and training programs

Survey including quantitative self-report with 5-point Likert scale and open-ended questions

Analysis of responses

Highest report gains in transferable work skills: • life-saving skills – 4.4 • customer service – 4.4 • dealing with conflict with customers – 4.3 • confidence in leadership abilities – 4.2 • managing conflict with co-workers – 4.1 • oral communicating, and facilitation – 4.12

• Demonstrate value of working for campus recreation • Improve training • Baseline data for assessment

• Student employees demonstrate transferrable work skills. Collected usage data for Campus Recreation programs and services by asking each program area to provide participation counts for fitness classes, personal training, outdoor trips and facility usage. Determined user counts and frequency for the year. Additionally, 25 student employees completed a survey measuring transferrable work skills, such as oral communication, conflict mediation, customer service, facility operations, leadership, facilitation, trip planning, cash handling, life-saving skills and teamwork. Results Usage data indicated 51% of full-time students utilized one or more program or service provided by Campus Recreation, suggesting the ability to reach more students. Student employees reported increases in skills such as oral communication, conflict mediation, customer services, leadership, facilitation and life-saving skills. Moving Forward

• Identify strategies to increase participation 2% or more in each program area and the facility. Objective: to help more students know about and practice healthy habits.

• Continue to assess student employee outcomes: perhaps partner with Career Services to align outcomes and maximize

learning for these outcomes; utilize pre/post-tests to examine the level and quality of learning for specific interventions.

Career Center

Mission: The Career Center assists students and alumni with the career exploration and planning and job search processes. We facilitate positive partnerships and engagement opportunities among students, alumni, faculty, and employers.

As a result of the work we do:

Outcomes Programs / Services 1. Students understand how to identify career options based on their

interests, skills, abilities, and values (year 2). • One-on-One Career Counseling Appts. • Make College Count! Modules • Workshops/Classroom Presentation

2. Students understand the need for professional skills. b. Students understand how to gain professional skills (year 1).

• Make College Count! Orientation Presentation • One-on-One Appts. • Make College Count! Modules • Workshops/Classroom Presentation • Virtual Career Center Resources

3. Students describe how their in and out of classroom experiences helped them develop the skills critical to employability (year 2).

• One-on-One Appts. • Make College Count! Modules • Workshops/Classroom Presentation • Skills Videos

4. Students implement the steps in a successful job search (year 4). • One-on-One Appts. • Employer Networking Events (Career Fair, MTE) • Workshops/Classroom Presentations

5. Students and faculty understand the internship process and the rights and responsibilities of the student, university, and employers (year 3).

• Online Internship Workshop • One-on-One Appts. w/students • One-on-One Appts. w/faculty

6. Regional employers identify the services and programs available to assist them in connecting with students (year 4).

• One-on-One Appts. w/employers • Employer Newsletter

7. Regional employers use the services and programs to connect with students (year 5).

• BroncoJobs • On Campus Recruiting • Employer Events

8. Faculty and staff engage students in career planning discussions (year 3). • Make College Count! Resources (Advisor Resource Guide, Focus Groups, Newsletters) • One-on-One Appts. w/faculty • Dept. Meetings




2a. Students understand the need for professional skills. 2b. Students understand how to gain professional skills (year 1).

Make College Count! Modules Workshops/ Classroom Presentation

Pre/post survey measuring skills articulation and knowledge of how to gain skills

Quantitative descriptive statistics and qualitative analysis of open-ended responses

On a 10-pt. scale the pre/post knowledge of: • Employer expectations of college grads increased 2.59 pts. • Opportunities to gain skills increased 2.27 pts. • 90% of attendees agreed/strongly agreed that workshops gave them a better understanding of skills critical to employability. • 70% agreed or strongly agreed that workshops helped them identify how to gain these skills

• Highlight positive outcomes • Enhance workshops by increasing information on how to gain skills critical to employability

Executive Summary Introduction

The Career Center launched “Make College Count!” (MCC). The initiative includes programs and services that embed career exploration and planning throughout the college experience to address career-related questions and concerns that students have, but may not seek out to answer on their own.

Assessment

• Students understand the need for professional skills. • Students understand how to gain professional skills. • Looked specifically at MCC modules, as well as workshops and classroom presentations related to skills articulation.

Used Qualtrics to survey students before and after each intervention throughout spring semester. The survey included a 10-point scale to measure skills articulation and knowledge of how to gain skills. Results

Received 245 completed surveys from MCC module participants (about 90% response rate). Mean scores of responses increased for each of the following questions:

• “How would you rate your understanding of what employers generally expect of college graduates today in terms of out-of-classroom experiences and professional skills?” (2.59)

• “How would you rate your ability to identify the types of opportunities available to gain experience, skills, and contacts while in college?” (2.27)

• “How would you rate your understanding of what it takes to become employable and how to prepare for a career while in college?” (1.96)

Response rate for surveys about the skills articulation workshops was less than 10%. Respondents agreed or strongly agreed with the statements:

• “The workshop provided me with a solid foundation on how to articulate my skills and experiences to an employer.” (100%)

• “The workshop gave me a solid understanding of the skills critical to employability.” (90%) • “The workshop helped me identify opportunities to gain the skills critical to employability both in and out of the

classroom.” (70%) Moving Forward

Results indicate that interventions increase students’ understanding of professional skills. The challenge is to embed interventions into students’ experiences. Goals for 2015-2016 include:

• Incorporate Make College Count! modules into at least five first-year courses. • Identify and implement eight new opportunities for Skill Articulation Workshops. • Partner with AAE to define processes for using modules and workshops with first- and second-year students, at-risk

students, and major changers. • Encourage incoming students to complete modules prior to arriving on campus. • Integrate modules and workshops into the Career Center appointment triage program. • Develop and pilot a Virtual Career Center to better facilitate the delivery of on-demand services, expanding the ability

to serve students more efficiently.

Housing and Residence Life

Mission: Housing and Residence Life provides a vibrant residential experience that promotes inclusiveness, learning, academic excellence, and meaningful relationships.


Outcomes Programs / Services 1. Students are able to describe their personal characteristics (including, but

not limited to, background, identities, communication style, learning styles, strengths, skills, etc.) that influence how they act, make decisions, and interact with others.

• Roommate Agreements • Residence Life Intentional Interactions Model • Living-Learning Communities • Conduct Process

2. Students are able to apply critical reflection and problem solving strategies to everyday situations.

•Residence Life Intentional Interactions Model • RHA/NRHH/Hall Council • Roommate Agreements • Building Safety and Security • Room and Community Cleanliness • Financial Knowledge and Stewardship

3. Students are able to describe how they influence others and the communities in which they live/interact.

•Roommate Agreements • RHA/NRHH/Hall Council •Residence Life Intentional Interactions Model • Living-Learning Communities • Building Cleanliness and Safety

4. Students develop the life skills to navigate resources and live independently.

• Financial Stewardship • Submitting Work Requests

5. Students are able to demonstrate the ability to understand, appreciate and connect to others.

• Residence Life Intentional Interactions Model • Living-Learning Communities




Students are able to describe their personal characteristics (including, but not limited to, background, identities, communication style, learning styles, strengths, skills, etc.) that influence how they act, make decisions, and interact with others.

• Roommate Agreements • Intentional Interactions Model • Living- Learning Communities (LLC) • Conduct Process

• Annual Educational Benchmarking, Inc. (EBI) Survey, voluntary participation • (LLC) Faculty in Residence (FIR) End-of-Year Reports • Conduct Meetings – Data from Advocate (conduct database)

EBI Data: Quantitative – descriptive statistics (0-7 satisfaction Likert Scale) Qualitative responses FIR End-of-Year Reports: Quantitative – descriptive statistics Conduct Meetings: Quantitative – descriptive statistics

EBI Data: • Satisfaction w/ Personal Interactions 5.32/7.0 – Increase of .2 over 2013 (statistically significant) • Learning about Diverse Interactions 5.15/7.0 – Increase of .11 from 2013 (statistically significant) • Learning about Self-Mgmt. 5.08/7.0 • Learning about Alcohol/Drug Use 5.09/7.0 – Increase of .28 from 2013 (statistically significant) •86% of students in conduct process “met” or “integrated w/” learning outcomes

• Pilot First Year Resident Engagement Program for 2015-2016 • Integrate reflection into sanctioning styles – restorative justice practices • Enhance Intentional Interaction model for how RAs interact with residents • More intentional LLC marketing campaign; program “rebranding;” enhance website to be more user friendly

Students develop the life skills to navigate resources and live independently.

• Room Assignment/Change Process • Financial Stewardship • Submitting Work Requests • Summer Conferences Student Employee Retention

• Annual (EBI) Survey, voluntary participation • Data from TMA Work Order System • Guest & Conference Services Student Employment Retention Analysis • Business Office Data (from PeopleSoft)

EBI Data: Quantitative – descriptive statistics (0-7 Likert Scale) Qualitative – responses Work Order Data: Quantitative – descriptive statistics Guest & Conference Services Data: Quantitative – descriptive statistics Business Office Data

EBI Data: • Satisfaction w/staff 5. 77/7.0 • Satisfaction w/ Services 5.09/7.0 • Room Assignment or Change Process 5.07/7.0 • Learning about Self-Mgmt. 5.08/7.0 • Satisfaction w/ Facilities 5.37/7.0 – Increase of .18 from 2013 (statistically significant) • Work Order Data: 8,593 work requests submitted Guest & Conference Services Data: • 37% staff retention rate from summer 2014 to summer 2015 Business Office Data: • Past due accounts for international students dropped 85% from FY14 • Accounts provided to “outside collections” decreased 24% from FY14

• Cost for laundry will be included in 2015-16 rent • License/Lease petition process will be updated/easier • Updated dept. website • Use door tags to increase awareness of maintenance requests/visits • Implement student-staff experience survey for Guest & Conference Services staff • Continued transparency, communication regarding finances

Executive Summary Introduction Housing and Residence Life provides support and oversight for approximately 2,400 students who live on campus in traditional residence hall, suite-style, townhouse, and apartment units. With about 62% of residents identifying as first-year students, focus is on intentional approaches to support these students through their transition, as well as encouraging them to connect with other students and utilize campus resources designed to foster their success. Assessment

• Students will be able to describe their personal characteristics that influence how they act, make decisions, and interact with others.

• Students will develop the life skills to navigate resources and live independently. • Collected data throughout the year via campus reports/databases (TMA, Advocat, PeopleSoft, etc.) • Administered the annual survey from Educational Benchmarking Inc. (now known as Skyfactor) • In December 2014, students voluntarily took the “EBI” survey of approximately 100 standard and 20 institution-

specific questions; response rate was 49% Results Data reflected a positive impact on overall student satisfaction, learning, and programmatic effectiveness when compared to previous year (Boise State in close correlation with comparative institutions).

• Overall satisfaction decreased by .02 (not statistically significant). • Overall learning increased by .22 (statistically significant). • Overall program effectiveness increased by .13 (statistically significant).

Moving Forward Results demonstrate growth in providing a meaningful and intentional experience for students who live on campus. New practices will be launched in 2015-2016 to better meet the needs of residents, particularly first-year students:

1. First-Year Residential Engagement Program 2. Enhanced leadership opportunities and programs through Residential Housing Association and National Residence

Hall Honorary 3. RA Intentional Interaction Model focused on learning/student success 4. Every RA serving on department committees 5. Laundry/HD Cable included in rent

A comprehensive assessment strategy will be launched where all functional areas will select two to three programs or services to be assessed that are directly related to department learning. Through this process, data will be collected and evaluated on a

consistent basis to sustain data-driven decisions to continually improve residents’ experiences living on campus.

Student Diversity and Inclusion Mission: The unit of Student Diversity and Inclusion includes the offices of International Student Services, Multicultural Student Services and the MLK Living Legacy Committee. These resources work to continually increase the recruitment, retention and persistence to graduation of underrepresented minority students and international students through direct services, programs, training and consultation. As a result of the work we do:

Outcomes Programs / Services 1. 100% of underrepresented minority students are retained from year to

year at Boise State University. • Direct services to URM students (as needed) • First-Forward Peer Mentor Program • Multicultural celebratory/awareness raising programming • Power, Privilege and Oppression training

2. 100% of international students are retained from year to year at Boise State University.

• Direct services to INT students (as needed) • International Student Orientation • International celebratory/awareness raising programs • Serving International populations trainings

3. 100% of underrepresented minority students graduate from Boise State University.

• Direct services to students (focus on academic success) • Support for multicultural student clubs and organizations • Consultations with campus partners

4. 100% of international students will graduate from Boise State University. • Direct service to students (focus on academic honesty and immigration compliance) • Support for international student clubs and organizations • Consultations with campus partners




100% of underrepresented minority students are retained from year to year at Boise State University.

Direct service to URM students

Schedule analysis Number of 1-on-1 hours

Approx. 300 1-on-1 hours with URM students (between two staff) and 100 hours of training (including trainings aimed at student staff)

Emphasis on outreach to students; focus on Native American and African-American needs, increased partnership with Admissions

100% of underrepresented minority students are retained from year to year at Boise State University.

First Forward Peer Mentor Program

Attendance counts Number of participants

“First Forward” welcome reception hosted 25 students and the “First Forward” cording and graduation reception included 120 students

Opportunity to increase the impact of this program by communicating more consistently and offering specialized workshops

100% of international students are retained from year to year at Boise State University.

Direct Service to INT students

Schedule analysis Number of 1-on-1 hours

Approx. 974 1-on-1 hours with international students (between three staff) scheduled and walk-in appointments to resolve issues/needs

Evolve sponsored student support position to immigration compliance and retention/growth of investment in cultural peer advisor positions; need better data focused on retention related to contact

100% of international students are retained from year to year at Boise State University.

Cultural Peer Advising

Attendance counts Number of participants

Served 583 sponsored students

Return Cultural Peer Advisor positions and add one; increase outreach to sponsored students

Executive Summary Introduction Student Diversity and Inclusion is invested in the growth and success of underrepresented minority students and international students. Our work spans all parts of campus, thus our approach is necessarily comprehensive. The three areas in our unit are moving purposefully to unify efforts and refine outcomes, striving to meet historical expectations while also helping campus partners to evolve their expectations. Target populations have grown dramatically, there is much to do to retain and graduate these students. Assessment Established baseline data related to two outcomes:

• 100% of underrepresented minority students are retained from year to year. • 100% of international students are retained from year to year. • With particular interest in the needs of minority and international students, the purpose of assessment was to

determine hours spent with students. To determine number of one-on-one hours with target populations:

• Reviewed calendar appointments of two staff members in Multicultural Student Services (MSS) and four staff members in International Student Services (ISS) from July 2014 through June 2015.

• Combined appointment findings with estimated walk-in numbers and MSS training offered to student groups. • Counted attendance at relevant events to determine a baseline of students who participated in the First Forward Peer

Mentor Program. Results

• Spent approximately 300 one-on-one hours with underrepresented minority students. • Spent approximately 974 one-on-one hours with international students. • Approximately 25 students participated in the welcome reception. • Approximately 120 students participated in the graduation celebration. • Served 583 students through the Cultural Peer Advising program. • In the First Forward Peer Mentoring program, relatively few students attended the welcome program, yet many

attended the graduation program. The number of ISS one-on-one contacts dedicated to immigration and compliance issues suggested a need for more resources, specifically for sponsored students. This is indicated by the high number of students served by Cultural Peer Advisors (583). Moving Forward Multicultural Student Services

• Increase communication and opportunities for contact via the First Forward Peer Mentoring program. • Reach more students through contact with staff. • Give more equal time to new returning students.

International Student Services

• Restructure a position to become dedicated to immigration compliance. • Add a Cultural Peer Advisor to broaden availability.

Student Affairs Marketing Mission: We facilitate a cohesive and consistent voice for the Division of Student Affairs. As a result of the work we do:

Outcomes Programs / Services 1. The Division of Student Affairs has a cohesive, consistent message. Divisional communications strategy 2. Student Affairs departments have a cohesive, consistent message aligned with

the divisional message. Divisional/dept. communications strategies, training

3. Department messages and materials are perceived as professional and relevant to the target audience.

Divisional/department communications strategies

4. Student Affairs staff know how to best make use of SAM expertise to communicate their own programs and services.

Staff training, one-on-one coaching

5. Student interns/employees are prepared for professional-level work after graduation.

Internship experience, student training


Outcome Program /

Services Method Data Analysis Results Use of Results

Student Affairs staff know how to best make use of SAM expertise to communicate their own programs and services.

Staff Training • Internal review of projects: initial request, start and completion dates, staff input • Content analysis of FAQs • Focus group

Project counts, timelines and process review Categorical (process, role, cost, terminology)

Turnaround time ranged 3 days - 24 weeks; average = 6.5 weeks. Longer projects had more revisions or required additional information. Greatest number of questions relate to process and the role of SAM.

Need to improve training. Need to improve training.

Executive Summary

Introduction Student Affairs has identified marketing and messaging as a divisional strategic initiative. This year Student Affairs Marketing (SAM) became the marketing umbrella for departments from all units except Campus Services. Department directors and event coordinators became more aware of the need for a cohesive and consistent message, particularly to students.

Assessment Student Affairs staff members know how to best make use of SAM expertise to communicate their programs and services. During spring semester, conducted an internal review of projects from initial request, start and completion dates, and staff input of project progress. Also conducted a content analysis of frequently asked questions, and held a marketing focus group to solicit individual feedback and input. Results The internal review indicated lack of clarity or consistency throughout the duration of marketing projects. Some projects were submitted months in advance, but information needed to advance the project didn’t arrive two to four weeks before deadline. The length of time it took to complete projects seemed to be affected by the number of revisions. Most frequently asked questions related to “role of SAM” and “project process.” Feedback gathered during the focus group indicated SAM is perceived as a departmental resource for graphic design rather than a divisional resource for communication and messaging. Participants indicated an acceptance of the strategic initiative and SAM, but seemed to be unclear about "how to use” SAM expertise. Moving Forward The internal reviews and focus group feedback will help improve how SAM works and communicates with Student Affairs staff and project partners. Next year the plan is to provide more training through SAC presentations, new staff orientation and scheduled department training to:

• Strengthen shared communications and Student Affairs language. • Create formal training focusing on messaging philosophy and the mechanics of collaboration between SAM and other

Student Affairs departments. • Clearly articulate the role of SAM in the division and the services offered that support this role.

Student Involvement and Leadership Center

Mission: The Student Involvement and Leadership Center provides space and context for uncommon dialogue to explore purpose and realize potential. As a result of our work, students will:

Outcomes Programs / Services 1. Demonstrate higher than current levels of critical thinking in new

situations and problems. Fraternity/Sorority New Member Education program, Emerging Leaders Retreat, The Symposium, Fraternity and Sorority leader/membership experiences, Get Organized workshops, Student Organization workshops, Lead (IN), general student organization support, general student organization membership experiences, ASBSU executive staff advising, LeaderShape, Catalyst, Programming Assistant/student employee experiences, Alternative Spring Break service trips

2. Exhibit civility when approaching conflict. Emerging Leaders Retreat, The Symposium, Fraternity and Sorority leader/membership experiences, general student organization support, general student organization membership experiences, ASBSU executive staff advising, LeaderShape, programming assistant/student employee experiences, Alternative Spring Break service trips

3. Show flexibility and adaptability in challenging situations. Emerging Leaders Retreat, The Symposium, Greek Week, Fraternity and Sorority leader/membership experiences, Lead (IN), general student organization support, general student organization membership experiences, ASBSU executive staff advising, LeaderShape, Catalyst, programming assistant/student employee experiences, Alternative Spring Break service trips

4. Articulate what they have learned from the past and present and apply this knowledge to future experiences.

Fraternity/Sorority New Member Program, Emerging Leaders Retreat, The Symposium, Fraternity/Sorority leader/membership experiences, Get Organized workshops, student organization workshops, Lead (IN), general student organization support, student organization membership experiences, ASBSU executive staff advising, LeaderShape, Catalyst, Campus Awards Ceremony, Graduating Student Leaders Celebration, programming assistant/student employee experiences, Alternative Spring Break service trips, Service Saturday

5. Demonstrate higher than current levels of self-efficacy in new situations. Emerging Leaders Retreat, The Symposium, Fraternity/Sorority leader/membership experiences, Get Organized workshops, student organization workshops, Lead (IN), Involvement Fair, general student organization support, general student organization membership experiences, ASBSU executive staff advising, LeaderShape, Catalyst, programming assistant/student employee experiences, Alternative Spring Break service trips

6. Identify root causes to social issues. LeaderShape, Catalyst, Alternative Spring Break service trips, Service Saturday

7. Demonstrate higher than current levels of understanding of the experiences of others in local, national, and global communities.

Fraternity/Sorority leader/membership experiences, LeaderShape, Catalyst, Alternative Spring Break service trips, Service Saturday

8. Display humanitarian values, such as being committed to social justice, engaging in social responsibility, and serving as positive social change agents.

LeaderShape, Catalyst, Alternative Spring Break service trips, Service Saturday

9. Show awareness of personal thoughts, beliefs and feelings. Fraternity/Sorority New Member Education program, Emerging Leaders Retreat, The Symposium, Fraternity and Sorority leader/membership experiences, student organization workshops, Lead (IN), Involvement Fair, general student organization support, general student organization membership experiences, ASBSU executive staff advising, LeaderShape, Catalyst, programming assistant/student employee experiences, Alternative Spring Break service trips

10. Articulate personal passions, values and goals. Fraternity/Sorority New Member Education program, Emerging Leaders Retreat, The Symposium, Fraternity and Sorority leader/membership experiences, student organization workshops, Lead (IN), Involvement Fair, general student organization support, general student organization membership experiences, ASBSU executive staff advising, LeaderShape, Catalyst, programming assistant/student employee experiences, Alternative Spring Break service trips

11. Demonstrate decision-making that is socially and personally responsible. Emerging Leaders Retreat, Fraternity/Sorority leader/membership Experiences, student organization workshops, Lead (IN), general student organization support, student organization membership experiences, ASBSU executive staff advising, LeaderShape, Catalyst, programming assistant/student employee experiences, Alternative Spring Break service trips, Service Saturday

12. Exhibit accountability to themselves and others for choices and actions. Emerging Leaders Retreat, Greek Week, Fraternity/Sorority leader/membership experiences, Lead (IN), general student organization support, student organization membership experiences, ASBSU executive staff advising, LeaderShape, Catalyst, programming assistant/student employee experiences, Alternative Spring Break service trips

13. Contribute positively to a group. New Fraternity/Sorority member education program, Emerging Leaders Retreat, Greek Week, Fraternity/Sorority leader/membership experiences, The Symposium, student organization workshops, Lead (IN), Involvement Fair, general student organization support, general student organization membership experiences, ASBSU executive staff advising, LeaderShape, programming assistant/student employee experiences, Move-In volunteering, Alternative Spring Break service trips, Service Saturday

14. Demonstrate an understanding of the needs and feelings of others. Emerging Leaders Retreat, Fraternity/Sorority leader/membership experiences, student organization workshops, Lead (IN), Involvement Fair, general student organization support, general student organization membership experiences, ASBSU executive staff advising, LeaderShape, programming assistant/student employee experiences, Move-In volunteering, Alternative Spring Break service trips, Service Saturday

15. Exhibit an ability to engage others. Emerging Leaders Retreat, Greek Week, Fraternity/Sorority leaders/membership experiences, The Symposium, Get Organized workshops, student organization workshops, Lead (IN), Involvement Fair, general student organization support, general student organization membership experiences, ASBSU executive staff advising, LeaderShape, Catalyst, programming assistant/student employee experiences, Alternative Spring Break service trips, Move-In volunteering

16. Exhibit the ability to implement plans of action. Greek Week, Fraternity/Sorority leader/membership experiences, Get Organized workshops, student organization workshops, Lead (IN), general organization support, general student organization membership experiences, ASBSU executive staff advising, LeaderShape, Catalyst, programming assistant/student employee experiences, Alternative Spring Break service trips

17. Demonstrate the ability to effectively prioritize tasks. Emerging Leaders Retreat, The Symposium, Fraternity/Sorority leader/membership experiences, Get Organized workshops, student organization workshops, Lead (IN), general student organization support, general student organization membership experiences, ASBSU executive staff advising, LeaderShape, Catalyst, programming assistant/student employee experiences

18. Be able to effectively articulate their set of skills gained from co-curricular experiences.

Emerging Leaders Retreat, The Symposium, Fraternity/Sorority leader/membership experiences, Get Organized workshops, student organization workshops, Involvement Fair, General student organization support, general student organization membership experiences, ASBSU executive staff advising, programming assistant/student employee experiences

19. Show an ability to navigate organization procedures to achieve goals. The Symposium, Fraternity/Sorority leader/membership experiences, Get Organized workshops, student organization workshops, Lead (IN), Involvement Fair, general student organization support, general student organization membership experiences, ASBSU executive staff advising, programming assistant/student employee experiences

20. Articulate a sense of affinity to Boise State University. Greek Week, Fraternity/Sorority leader/membership experiences, Involvement Fair, general student organization support, general student organization membership experiences, ASBSU executive staff advising, LeaderShape, Bronco Welcome, Homecoming student activities, Campus Awards Ceremony, social programming opportunities, Graduating Student Leaders Celebration, programming assistants/student employees experiences, Move-In volunteering, Alternative Spring Break service trips, Service Saturday

21. Articulate a sense of connection to the campus community. New Fraternity/Sorority member education program, Emerging Leaders Retreat, The Symposium, Greek Week, Fraternity/Sorority leader/membership experiences, Involvement Fair, Get Organized workshops, student organization workshops, Lead (IN), general student organization support, general student organization membership experiences, ASBSU executive staff advising, LeaderShape, Catalyst, Bronco Welcome, Homecoming student activities, Finals Relief, Campus Awards Ceremony, social programming opportunities, Graduating Student Leaders Celebration, programming assistants/student employees experiences, Move-In volunteering, Alternative Spring Break service trips, Service Saturday




Identify root causes to social issues.

Alternative Break Service Trips

Post-trip survey Quantitative Participants rated their ability to discuss the causes of social issues as having increased. Average rating of 4.96 on a 5-point scale.

Two of three trips were pilots. In 2015-2016, the program will grow to include five trips and an expanded curriculum. Intent is to increase participation by students.

Demonstrate higher than current levels of understanding of the experiences of others in local, national, and global communities.

Alternative Break Service Trips

Post-trip reflection Qualitative Students wrote that their participation increased their understanding of the experiences of others.

Two of three trips were pilots. In 2015-2016, the program will grow to include five trips and an expanded curriculum. Intent is to increase participation by students.

Demonstrate higher than current levels of understanding of the experiences of others in local, national, and global communities. Demonstrate an understanding of the needs and feelings of others.

Involvement in student orgs, fraternities, and sororities

Multi-Institutional Study of Leadership

Quantitative Students reported low engagement in socio-cultural conversations.

Explore paths to connect students in these organizations to programs in which they engage in socio-cultural conversations with peers in 2015-2016.

Show awareness of personal thoughts, beliefs and feelings.

LeaderShape Institute

Post-program reflection and survey

Quantitative and Qualitative

Participants rated their participation as being valuable in helping them develop the capacity to lead. Average rating of 6.3 on a 7- point scale.

Continue to promote LeaderShape as an opportunity for leadership development to all students.


The Student Involvement and Leadership Center provides fraternity and sorority advising and programming, student organization training, development, and services, leadership development programs, campus events and activities, and civic engagement opportunities to the Boise State University community. Assessment

• Identify root causes to social issues. • Demonstrate higher than current levels of understanding of the experiences of others in local, national, and global

communities. • Show awareness of personal thoughts, beliefs and feelings. • Demonstrate an understanding of the needs and feelings of others.

Student Involvement and Leadership administered post-program surveys to student participants of three different Alternative Break service trips and student participants of the LeaderShape Institute. Also administered the online survey Multi-Institutional Study of Leadership (MSL) during spring semester; sent the survey to nearly 4,000 students (response rate was 49.7%). The questionnaire included a core set of measures adapted from the Socially Responsible Leadership Scale, which measures the core values of the social change model of leadership. Results Alternative Break service trips in 2015: students indicated that, as a result of their participation, they have increased their ability to identify the root causes of social issues. Participants wrote in post-trip reflections that their participation allowed them to increase understanding of the experiences of others in local, national and global communities. LeaderShape Institute: students indicated it was a valuable experience in developing the capacity to lead. In particular, students indicated they gained an increased awareness of their personal thoughts, beliefs and feelings. Results from the MSL survey are being analyzed. An early insight is that all Boise State respondents reported low engagement in socio-cultural conversations. Moving Forward Alternative Break service trips will increase to five trips and include an expanded curriculum. We intend to increase participation by students as well. Additional assessment will be done on outcomes #7 and #8. The LeaderShape Institute will continue as an opportunity for students to develop the capacity to lead. Additional outcomes will be assessed with regard to this and other leadership programs. MSL results will offer insights into the experiences of students. The MSL research team recommends helping students engage in conversations with peers about difference as a high-impact practice in developing along the Socially Responsible Leadership scale. Student Involvement and Leadership will explore ways to embed dialogues about difference into leadership education, along with other practices.

Departments Reporting to the Dean of Students

CARE Program

Mission: CARE program provides support services to students and community members to assist with resolution of conflict, responses to concern for self or others, and encouragement to individuals to become authors of personal and community change. As a result of the work we do:

Outcomes Programs / Services 1. Students demonstrate effective problem solving skills. • Complete Withdrawal (CW) advising

• Student Emergency Fund (SEF) student support appointments

2. Students feel better equipped to effectively address their presenting challenges.

CW advising, SEF appointments, student support appointments

3. Students recognize behaviors of concern and use appropriate reporting mechanisms.

• New Student Orientation • CARE program marketing • CARE presentations to students

4. Individuals who submit CARE reports feel confident in the CARE reporting process.

CARE team follow-up contact and interventions

5. Students involved with the Impact Scholars Program (ISP) increase opportunities for meaningful social and professional engagement.

ISP events, community events, presentations

6. Students involved with ISP are able to describe a connection between their college experience and their career goals.

Impact Scholars – College to Career mentorships

7. Students increase their knowledge about ways to improve their financial health.

Scholarship workshops

2014-2015 Assessment Table Outcome Program /

Services Method Data Analysis Results Use of Results

Students feel better equipped to effectively address their presenting challenges

SEF appts. & CW advising

Post appt. survey (# of users)

Quantitative - Descriptive stats

SEF: 96% reported the award helped alleviate crisis/emergency CW: Low response rate. Data insignificant.

Refine survey method and questions. Use SEF positive feedback to market program to students.

Individuals who submit CARE reports feel confident in the CARE reporting process.

CARE team follow-up contact

CARE feedback survey (# of users)

Quantitative - Descriptive stats Qualitative - Narrative question

80% reported satisfaction with process 95% would use the CARE reporting system again

Positive response rate. Continue gathering data.

Executive Summary Introduction The CARE program provides support to students and promotes a safe campus community. A multidisciplinary team disseminates information and resources to assess risk, provide early intervention, and encourage help-seeking behavior. Case management services support students experiencing life challenges, lacking support and/or exhibiting worrisome behaviors. A Student Emergency Fund (SEF) provides financial assistance to students in danger of withdrawing. Assessment

• Students feel better equipped to effectively address their presenting challenges. • Individuals who submit CARE reports feel confident in the CARE reporting process.

A survey was sent to:

• Students who were awarded emergency funds. • Individuals who submitted a CARE report.

Results Out of 39 SEF surveys:

• 26 students completed the survey (67% response rate). • 96% of students agreed or strongly agreed with the statement, “The funds I received helped alleviate the

crisis/emergency I was facing at the time.” Out of 108 surveys:

• 101 individuals completed the survey (93% response rate). • 80% of respondents indicated they were satisfied or very satisfied with the follow-up contact they received. • 95% of respondents indicated they would use the CARE referral process again.

Moving Forward Based on assessment results:

• Better promote the Student Emergency Fund so more students are aware of this program. • Assess the impact of other programs and services that address the needs of students experiencing challenges.

Disability Resource Center Mission: The Disability Resource Center provides leadership to the Boise State University community and guides achievement of the university’s goal of creating a high quality educational experience for all students. The Disability Resource Center empowers students to accomplish their educational goals by advancing access and facilitating independence. As a result of working with the DRC, students can:

Outcomes Programs / Services 1. Articulate their rights and responsibilities as a student with a disability. Initial meeting with educational access coordinator

(EAC), website

2. Describe the differences between the laws governing the K-12 educational system and the laws that apply to postsecondary education.

EAC meetings; Office of Civil Rights booklet

3. Make purposeful, informed decisions about whether or not to disclose disability.

EAC meetings; social work intern meetings

4. Identify possible consequences of purposeful and informed decisions. Discussions with EAC and/or social work intern. Referrals to campus resources (Dean of Students, Financial Aid, etc.)

5. Navigate the consequences of their decisions. Discussions with EAC and/or social work intern. Referrals to campus resources (Dean of Students, Financial Aid, etc.)

6. Appropriately communicate accommodation needs with others (faculty/staff).

Discussions with EAC and/or social work intern, direct support from DRC at meetings with professors, role playing

7. Describe how decisions and actions affect the accommodation process. Follow-up discussions with EAC and/or social work intern.

8. Student workers have an increased understanding of diverse populations.

Student worker training, interactions with students receiving accommodations

9. Student workers have employment experiences that complement their academic oral and written skills.

Supervisions meetings, student worker trainings




Student workers have an increased understanding of diverse populations.

Training Inter-actions with students receiving accommodations

Survey of 16 DRC student staff vs. 9 non-DRC student staff

4-pt. Likert scale to measure agreement with statement “I am more aware of diverse populations than I was before I began working for [dept.]” Open-ended supporting responses

DRC – 63% respondents agreed/strongly agreed Non-DRC – 88% respondents agreed/strongly agreed

Refine developmental and training opportunities for student workers and note takers.

Executive Summary

Introduction The Disability Resource Center (DRC) contributes to be a high quality educational experience for all students. This includes the student employees who work in the center as note takers and office staff. There were approximately 35 student employees for 2014-15. Assessment

• Student workers have an increased understanding of diverse populations. Sent a survey spring semester to students who work in the DRC and, as a comparison group, to students who work in another campus department. The survey included a 4-point Likert Scale to measure agreement with the statement, “As a result of working for [department], I am more aware of diverse populations than I was before I began working for [department].” Results A total of 16 DRC student employees responded to the survey. Of the respondents, 63% agreed or strongly agreed with the statement. Note takers were more likely to disagree with the statement.

A total of nine comparison student employees responded to the survey. Of the respondents, 88% agreed or strongly agreed with the statement. Written responses focused on race or ethnicity, and none focused on disability/different ability. Moving Forward While note taker training addresses what a disability is and why note taking might be an accommodation, it appears that student note takers do not become more aware of diverse populations as a result of working with the DRC. This may be because note takers do not have direct contact with the students they serve. It appears that student employees outside of the DRC do not include disability in their concept of diversity.

Use assessment results to strengthen the message that disability is an integral part of diversity. Staff will: • Work more closely with Student Diversity and Inclusion to refocus efforts on Inclusive Excellence. • Create more robust educational opportunities centered on diversity and disability/ability for student workers and the

campus community.

Student Rights and Responsibilities Mission: Student Rights and Responsibilities (SRR) promotes an environment where civil discourse occurs free from discrimination, harassment, threats, or intimidation and the University’s Statement of Shared Values is upheld by all members of the university community. As a result of the work we do:

Outcomes Programs / Services 1. Students are able to articulate the impact their decisions have had on

themselves, other individuals and the community. Student conduct meetings

2. Students can identify alternative choices that can be made to contribute to a positive, healthy community.

Student conduct meetings, reflection papers




Students are able to articulate the impact their decisions have had on themselves, other individuals and the community. Students can identify alternative choices that can be made to contribute to a positive, healthy community.

Conduct Meeting Rubric review of spring semester conduct meetings and reflection papers using a three point scale, not met, met, and integrated Review of recidivism

Quantitative - Descriptive statistics

67% of students found responsible met L.O. #1 77% of students found responsible met L.O. #2 83% of students found responsible met at least one of the two L.O.s; 85% of students found responsible OR not responsible met at least one of the two L.O.s. Only 3% of students in the sample had an additional violation of the Code of Conduct.

Analyze meetings to determine if there are strategies that hearing officers can utilize to improve outcome. Use for training purposes to support consistent achievement of L.O.s Celebrate low recidivism.

Executive Summary

Introduction Students Rights and Responsibilities (SRR) is a functional area within the Office of the Dean of Students (DOS). Hearing officers for behavioral conduct are located within DOS or Housing and Residence Life. This year SRR focused on creating a consistent experience for students engaged in the behavioral conduct process, specifically on the reflection and learning that occurs within the process and sanctions. Updated processes and trainings were implemented to support this initiative. Assessment

• Students are able to articulate the impact their decisions have had on themselves, other individuals and the community.

• Students can identify alternative choices that can be made to contribute to a positive, healthy community. A rubric was developed to assess learning that was occurring within the conversation students had with their hearing officer and within their reflection papers. During the spring semester, this rubric was applied to all in-person conduct meetings, as well as a sample of assigned reflection papers. Results A total of 114 students were involved in administrative hearings during the spring semester:

• 77 were found “responsible” • 37 were found “not responsible” • 54 “met” or “integrated” learning outcome #1

• 44 “met” or “integrated” learning outcome #2 Results indicate, with the guidance from the rubric, 85% of students who participated in in-person conduct meetings met at least one of the two stated learning outcomes. Moving Forward

• Use the rubric to train conduct hearing officers and board members, as it seems to assist in creating a structure for the meetings and honing the purpose of the reflection papers, ultimately supporting the goal of creating consistency and education within the conduct process.

• Use learning outcomes as guiding principles to be highlighted in training and expand beyond conduct meetings to include verbal and written communication, and documentation. This year’s data will support buy-in for the expansion in focus.

• Use assessment data to communicate goals and learning outcomes to students, families and campus partners.

Women’s Center

Mission: The Women’s Center empowers students to achieve their academic goals by providing educational outreach, support services and a safe place. The Women’s Center promotes active citizenship and focuses primarily on gender-related issues, encouraging dialogue about the social construction of gender and how gender intersects with race, ethnicity, class, sex, sexual orientation, ability, age and nationality. As a result of the work we do:

Outcomes Programs / Services 1. Program participants critically analyze how topics relating to gender

equity, LGBTQ, and healthy relationships impact their community and/or relate to their personal experiences.

Standard workshops: Constructing Healthy Communities, Bringing in the Bystander, LGBT 101, and Ally Development

2. Participants reflect on and/or describe the positive impact they can have through LGBTQ allyship, bystander intervention, or micro-activism.

Standard workshops: Constructing Healthy Communities, Bringing in the Bystander, and Ally Development

3. Participants identify campus or community resources where they can access additional support or information relating to gender equity, LGBT identity, and relationships.

LGBT 101

4. Student staff members develop high level competence around issues related to gender, sexual orientation, healthy relationships and awareness of self.

Training, organizing workshops or events, journals, team and 1:1 meetings, evaluations, goal setting

5. Student staff and event cosponsors effectively execute programs utilizing a complex skill set of leadership skills and experiences, such as organizing, processing, working in groups, and designing transformative experiences.

Event planning, promoting, facilitating and assessing; cosponsorship communications




Program participants critically analyze how topics relating to gender equity, LGBTQ, and healthy relationships impact their community and/or relate to their personal experiences.

Standard workshops: Constructing Healthy Communities, Bringing in the Bystander, LGBT 101, and Ally Development

Likert Scale evaluation of learning outcome achievement

Group average to assess achievement of learning outcomes

Participants indicate a greater understanding of the topic, as evidenced by 5,158 unique ratings – 95% agreement.

Data is used to improve content, staff training, program execution, and incorporate higher level learning into event planning.

Participants reflect on and/or describe the positive impact they can have through LGBTQ allyship, bystander intervention, or micro-activism.

Standard workshops: Constructing Healthy Communities, Bringing in the Bystander, and Ally Development

Likert Scale evaluation on ability to identify actions they can take to advocate for inclusion or social change


Participants indicate a greater understanding of actions they can take as an ally/bystander, as evidenced by 4,070 unique ratings – 95% agreement.

Data is used to improve content, staff training, program execution, and incorporate higher level learning.

Participants identify campus or community resources where they can access additional support or information relating to gender equity, LGBT identity, and relationships.

LGBT 101 Likert Scale evaluation on ability to identify resources


Participants indicate a greater understanding of available resources as evidenced by 88 unique ratings – 98% agreement.

Data is used to improve content, staff training, program execution and marketing of services.


The Women’s Center leads the campus as the primary office facilitating in-person, student-focused programs, examining issues related to gender and sexual orientation. Staff provides program consultation as well as advocacy and crisis support. The center also features physical spaces to build community and create space for critical conversations. Assessment

• Program participants critically analyze how topics relating to gender equity, LGBTQ, and healthy relationships impact their community and/or relate to their personal experiences.

• Participants reflect on and/or describe the positive impact they can have through LGBTQ allyship, bystander intervention, or micro-activism.

• Participants identify campus or community resources where they can access additional support or information relating to gender equity, LGBT identity, and relationships.

Evaluation was conducted on all standard programs and workshops at the close of the event. Participants were invited to assess the efficacy of the programs in achieving learning outcomes using a 5-point Likert Scale. Results

• A total of 5,158 unique ratings were received; 95% of participants indicated agreement with statements related to the outcome of critically analyzing how topics impact community and/or personal experiences.

• A total of 4,070 unique ratings were received; 95% of participants indicated agreement with statements related to the outcome of reflecting on or describing positive impact.

• A total of 88 unique ratings were received; 98% of participants indicated agreement with statements related to the outcomes of identifying resources for additional support or information.

• Program participants regularly report a high rate of achievement of learning outcomes. Moving Forward The standard programs examined this year are offered and assessed regularly; results indicate they are meeting the intended outcomes. The center plans to:

• Communicate with staff about departmental learning outcomes; prioritize assessing other programs. • Continue to review assessment data in weekly staff meetings; use data to formulate and retool programs for future

iterations. • Examine programs on a biannual basis to determine if departmental learning outcomes are being met.

Departments Reporting to the Associate Vice

President of Enrollment Services

Admissions

Mission: The Office of Admissions generates and cultivates relationships with future Boise State alumni and those who influence their decision to attend Boise State. We recruit, admit and encourage enrollment of qualified future alumni who can benefit from the Boise State experience and contribute to the community, state, and nation upon graduation. We promote Boise State’s commitment to student success, lifelong learning, community engagement, innovation, and creativity. We promote Boise State’s dedication to research, internships, and the region’s economic vitality and cultural enrichment. Marketing & Communications

Outcome Program / Services 1. Prospective students (9th grade and up) have a high perceived value of

the academic and social offerings at Boise State. Marketing & Communications

2. Prospective students have sufficient information to envision themselves at Boise State.

Marketing & Communications

3. High school seniors choose Boise State. Marketing & Communications Processing

Outcome Program / Services 1. Prospective students will complete the admissions requirements and

receive an admissions decision within the target two-week time frame. Processing

2. Prospective students will express satisfaction with the application and admissions process

Processing

3. Prospective students will experience a smooth, transparent application process.

Processing

Systems

Outcome Program / Services 1. Prospective students will experience a smooth application process with

accurate and timely tracking of documents, data and decisions. Systems

2. Prospective students can expect their data to be accurate, accessible and secure.

Systems

Recruitment & Campus Visits

Outcome Program / Services 1. Prospective students will apply and enroll at Boise State. Recruitment & Campus Visits 2. Prospective students will be involved and connected once they are at

Boise State. Recruitment & Campus Visits

3. Prospective students will express satisfaction with the content and experiences provided during events and visits.

Recruitment & Campus Visits

Customer Service

Outcome Program / Services 1. Customers will express satisfaction with responses to their questions and

information regarding their next steps. Customer Service

2. Customers will receive competent, friendly and timely service. Customer Service Student Employees

Outcome Program / Services 1. Will gain valuable and marketable skills to prepare them for future

professional endeavors. Student Employees

2. Will be productive members of a team and understand the dynamics affecting a professional workplace.

Student Employees

Volunteers

Outcome Program / Services 1. Will experience an increased connection to Boise State, feel valued, and

continue in their quest to being a lifelong Bronco. Volunteers

2. Will gain valuable and marketable skills to prepare them for future opportunities.

Volunteers

Interns & Graduate Assistants


1. Will learn and develop professional and leadership skills. Interns & Graduate Assistants 2. Will become a brand ambassador for Boise State Admissions; they will be

able to knowledgably market Boise State to multiple, diverse audiences through effective verbal and written communication.

Interns & Graduate Assistants




Will learn and develop professional and leadership skills.

Grad Fest Students received a link to a survey 24-48 hours after attending the event

Quantitative - descriptive statistics

Students who attended Grad Fest yielded at an average of 76%

Explore whether the population was already largely pre-disposed to enrollment; consider diversified audience

Will become a brand ambassador for Boise State Admissions; they will be able to knowledgably market Boise State to multiple, diverse audiences through effective verbal and written communication.

Grad Fest Students and campus partners received a link to a survey 24-48 hours after attending the event.

Qualitative - survey feedback

96% rated the event “4” (good) or “5” (excellent)

Evaluate feedback regarding areas for improvement; plan whether to implement spring ’16

Executive Summary

Introduction The Office of Admissions sponsors Grad Fests in the spring throughout key recruitment markets for high school seniors who have been admitted to Boise State along with their parents/guests. The goal is to maintain or increase the number of admitted students from the area who choose Boise State for their college education. This rate of acceptance is a “yield.” Assessment Outcomes related to Grad Fests:

• Prospective students will apply and enroll at Boise State. • Prospective students will express satisfaction with the content and experiences provided during events and visits.

Data came from Grad Fest attendance counts and university enrollment as measured by census date data. Grad Fest attendees were sent a link to a post-event survey, and supporting information came from campus partners who participated in one or more Grad Fest events. An email soliciting feedback was sent from the director of Admissions, a Qualtrics survey was distributed, and less formal feedback was collected and noted during the course of the programs. Results A total of 5,095 students were invited to a Grad Fest event in 2015.

• 291 students and 415 guests attended. • Overall yield rate for students who attended was 77% compared to 27% for students who did not attend.

Yield rate for Idaho students who attended Grad Fest was 80% compared to 36% for Idaho students who did not attend. The highest “show rate” at non-Idaho events was Las Vegas, NV (14.5%); the lowest was San Ramon, CA (2.8%).

Of the 291 students who attended Grad Fest, 96% rated the program “good” or “excellent.” Respondents liked:

• The opportunity to meet with departmental representatives. • Listening to a current student’s experience. • Meeting other incoming students. • Learning about their next steps. • Students suggested more current students participate/speak, and more food and giveaways

Campus partners felt Boise State staff were positive, enthusiastic and engaging, and they indicated the programs were well-organized and executed, both onsite and in terms of pre-event travel arrangements and logistics. Several agreed that having a current student speaker was the highlight. Staff expressed a need to grow attendance and concern that many attendees were already committed to Boise State.

• A Financial Aid and Scholarships representative expressed that a presence may not be critical and it would suffice to send printed information.

• Another person suggested receiving registrant data, so they could communicate more personalized information via follow-up calls within 24-48 hours of the event.

• Another person indicated interest in improving handouts and table components to make the best use of the resource fair.

• Another recommended asking each partner to bring a laptop (or provide them with laptops) to pull up websites rather than trying to explain.

Moving Forward Both quantitative and anecdotal evidence suggest, in all Grad Fest locations, the percentage of students already planning to attend Boise State was much higher than the overall yield average for residents and nonresidents. One of the benefits to students is that they can meet other peers from their local area who are intending to enroll in the fall. These events succeeded at reinforcing their decision and welcoming them by providing connections, next steps, etc. Student attendee feedback was very positive. The current balance of the events this year may have tipped too far to the side of “preaching to the choir”. Part of the excitement and challenge with such events is the balance of “decided” and “undecided”. It sets the tone, allows students who are passionate about Boise State to talk to those that are still undecided, and it assures that university resources are being spent effectively when the goal is an increase on yield for fall semester.

• Require campus partners to bring a laptop (or providing one) for the resource fair. • Include applicants with a certain minimum GPA in the invitation list for these events. This would increase group sizes

by a modest amount, and because it would change the “tone” of the program, some of the messaging would need to be altered. However, it could strike a better balance of “undecided” with “decided” and move the needle with incomplete applicants. After all, students cannot be further recruited (offering housing, etc.) until an admit decision is made.

• Instead of traveling with a representative from Financial Aid and Scholarships, provide registrant data to colleagues there, who will communicate personalized information via follow-up calls to attendees within 24-48 hours of attending the event.

Financial Aid and Scholarships

Mission: The Financial Aid and Scholarships Office provides education and information, guidance, and support for individuals and families interested in the financial aid process. In this role we:

• Process applications • Determine eligibility • Exercise stewardship over funds • Adhere to the rules and regulations governing the distribution of aid • Minimize procedural barriers • Provide efficient service to students who have completed the necessary requirements


Outcomes Programs / Services

1. Students have access to federal, state and institutional financial aid. File FAFSA Submit verification documents

2. Students are offered an accurate financial aid package. Financial Aid Processes 3. Financial aid is disbursed in a timely manner to pay fees on the student

account. Financial Aid Processes

4. Boise State University is compliant with state and federal regulations regarding the awarding of state and federal (Title IV) aid.

Financial Aid Processes

5. Students and families will be satisfied with the level of service they receive from the Financial Aid and Scholarships Office.

Financial Aid Customer Service Campus/community outreach Emails, calls, appointments with Financial Aid counselors

6. Boise State University is compliant with NCAA Bylaw, Article 15 - Financial Aid Rules and Regulations – in the awarding, tracking and administering of all athletic aid.

Athletic Award Processing

7. Current and prospective students will have easy access to an online scholarship application.

“Academic Works” Online Scholarship Application




Students have access to federal, state and institutional financial aid.

File FAFSA Submit verification documents

Annual Statistics Monitor and track students receiving aid and the volume of aid awarded by category; document significant changes in any category.

Annual Financial Aid Statistics Report

Statistics are shared with upper administration.

Students are offered an accurate financial aid package.

Financial Aid Processes

Annual A-133 external audit, periodic internal audits

A-133 Audit At completion of field-work audit, Moss Adams reported no audit findings.

Clean audit is indicative that Boise State is awarding aid to students accurately.

Boise State University is compliant with state and federal regulations regarding the awarding of state and federal (Title IV) aid.

Compliance with awarding of state and federal financial aid

Annual A-133 external audit, periodic internal audits

A-133 Audit At completion of field-work audit, Moss Adams reported no audit findings.

Clean audit is indicative that Boise State is compliant with Title IV regulations for awarding financial aid.

Executive Summary Introduction The Financial Aid and Scholarships Office is responsible for accurate awarding and disbursing of financial aid and scholarships to eligible students. It is our responsibility to provide financial aid advising to students and families. In providing these services, we comply with federal, state and NCAA regulations. Assessment

• Students have access to federal, state and institutional financial aid. • Students are offered an accurate financial aid package. • Boise State University is compliant with state and federal regulations regarding the awarding of state and federal (Title

IV) aid. Three assessments are completed each year: Assessment 1: the Financial Aid Annual Statistics report in which disbursed aid in the form of loans, grants, scholarships and work-study are reported for the academic year. Current year figures are compared to the two most recent years to identify changes. Final figures are reconciled when the annual awarding is completed. Assessments 2 & 3: Each May we are required to participate in an A-133 audit to look at compliance and internal controls. The audit considers whether the organization has controls in place to comply with federal rules and regulations, as well as controls to ensure financial statements are not materially misstated. A “clean” audit is a measure of compliance with Title IV regulations regarding awarding of federal financial aid. Results

• Awarding of federal aid was down in most categories, reflecting a decrease in the number of students receiving aid. Notable exceptions were Perkins loans and Plus loans. Perkins loan disbursements increased as a result of availability of funds (due to increased collections and loan consolidations). The increase in Parent Plus loans (+20%) reflects the increase in students taking out this type of loan. Graduate Plus loans increased as a result of higher cost graduate programs (e.g.,OMBA) and students taking advantage of the opportunity to increase loan debt. Of 23 graduate students who took Graduate Plus loans of $10,000 or more, five were MBA students (high cost program) and four took the opportunity to substantially increase their student loan debt.

• The May fieldwork produced no findings, resulting in a clean audit. The final portion, the FISAP (Federal Operations

Report and Application to Participate), was provided to Moss Adams in late September (typically notified in December if there are any findings).

Moving Forward

• Continue to compile statistics on federal/state aid and scholarships awarded annually. Track changes in the number of students, as well as types of aid offered. With changes in the way institutions are allowed to award scholarships to student athletes, a major increase in the amount of athletic aid next year is expected.

• Continue to perform the annual A-133 audit, required of all institutions awarding Title IV aid. • Continue to focus on a clean audit, reflecting compliance with federal, state, and institutional policies and regulations. • Continue to place significant effort on accurately awarding aid and complying with Title IV regulations. Because

regulations constantly change, this effort is ongoing every year.

New Student & Family Programs

Mission: New Student & Family Programs makes the transition to Boise State less stressful and complicated for students and their families by creating connections, providing important information, and assisting with the navigation of university processes through comprehensive orientation and transition programming. As a result of attending a BroncoVenture Orientation: Outcome Program / Services 1. Students are able to identify the procedures and relevant academic

resources in place to successfully construct their first-semester schedule. • Academic & Registration Support Sessions • College Advising Sessions

2. Students make meaningful connections with established peers and professionals to assist them in identifying areas for future academic and co-curricular involvement opportunities.

• Academic Welcome by Provost’s Office • Small Group Time • Campus Partner Breakout Sessions

3. Students recognize the importance of their role in the Boise State community through their support of the University Shared Values and the Student Code of Conduct.

Office of the Dean of Students Session: “Bronco Student Experience”

4. Students interpret the university’s academic terminology and utilize when applicable.

• Academic & Registration Support Sessions • College Advising Sessions, OL Small Group Time • Campus Partner Breakout Sessions, throughout the program

5. Students create meaningful connections and feel an affinity to Boise State. All sessions and group time, evening sessions 6. Family members are able to appropriately identify resources and staff

available to best support their student’s transition to the Boise State community.

• “Bronco Family Communication” • “The Academic Experience”

7. Family members create meaningful connections to Boise State and feel an affinity to the university.

Throughout the Family Session (all resources mentioned above)

As a result of serving as a student staff member: Outcome Program / Services 1. Students gain knowledge of the university’s history and organizational

structure in building stronger relationships with campus partners and incoming students.

OL Training, Orientation Programs

2. Students are able to demonstrate their personal leadership style and character strengths as they relate to working with students and families.

• Throughout all programs during summer • Throughout ongoing team meetings/debriefs

3. Students are able to develop the cultural competency, communication skills, and professional confidence needed to contribute meaningfully to any diverse workplace.

• OL training • Throughout all programs during the summer • Throughout all team meetings/debriefs

As a result of participating in Parent & Family Weekend:

Outcome Program / Services 1. Parent and family members have deepened relationships with Boise State

and fellow Bronco Family members by learning to better navigate the Boise landscape and discover future involvement opportunities.

• President’s Tailgate • Special Welcome Receptions with resources available to them beyond the weekend




Students are able to identify the procedures and relevant academic resources in place to successfully construct their first-semester schedule.

Academic & Registration Support sessions College Advising Sessions

Post BroncoVenture Learning Outcome Assessment

Mixed survey 88% of respondents understand the difference between high school and college academic rigor as a result of this session. 62% of total respondents felt confident in crafting a first semester course schedule after this session.

Opportunity for continued growth. Will use student and family feedback for improvement.

Students recognize the importance of their role in the Boise State community through their support of the University Shared Values and the Student Code of Conduct.

Office of the Dean of Students Sessions: “Bronco Student Experience”


Mixed survey 45.4% of respondents have a stronger understanding of the expectations as a member of the Boise State community after attending this session.


Family members are able to appropriately identify resources and staff available to best support their student’s transition to the Boise State community.

“Bronco Family Communication” “The Academic Experience”


Mixed survey 60% of respondents have a clear understanding of how FERPA and HIPAA legislation influences communication between the university and myself as it relates to their student. 49.1% of respondents feel confident in supporting their student as they navigate college academics including advising, degree planning, and other support resources. 52.7% of respondents have a clear understanding of the academic expectations including research opportunities, the classroom environment, and academic support services


Parent and family members have deepened relationships with Boise State and fellow Bronco Family members by learning to better navigate the Boise landscape and discover future involvement opportunities.

President’s Tailgate Special Welcome Receptions with resources available to them beyond the weekend

Post Parent & Family Weekend Satisfaction Assessment

Mixed survey 75% of respondents were satisfied with the overall value of the President’s Tailgate. 48.9% agree they have a deeper connection with campus resources and staff as a result of attending weekend activities.



New Student & Family Programs provides programming and outreach such as BroncoVenture Orientation and Parent & Family Weekend to ensure new students and their families experience a positive and smooth transition to our university community. Assessment

• Students are able to identify the procedures and relevant academic resources in place to successfully construct their first-semester schedule.

• Students recognize the importance of their role in the Boise State community through their support of the University Shared Values and the Student Code of Conduct.

• Family members are able to appropriately identify resources and staff available to best support their student’s transition to the Boise State community.

• Parent and family members have deepened relationships with Boise State and fellow Bronco Family members by learning to better navigate the Boise landscape and discover future involvement opportunities.

Used Qualtrics to develop and administer a BroncoVenture Orientation survey. Following each orientation, sent a link to the survey to all student and guest attendees and recorded data in the following four groups: traditional first-year students, transfer students, traditional student guests, transfer student guests. The mixed-type survey examined alignment with intended outcomes as well as satisfaction. Survey questions addressed the following: advising and course registration, Make College Count! session, Bronco student experience session, campus resources session, family participation, and overall Bronco Venture experience. Surveyed Parent & Family Weekend attendees; after the event sent a mixed-type satisfaction survey. Results

• With respect to the first outcome, 88% of respondents reported they understand the difference between high school and college academic rigor as a result of this session; 62% reported they felt confident crafting a first semester course schedule after this session.

• With respect to outcome #3, 45.4% of respondents reported having a stronger understanding of the expectations as a member of the Boise State community after attending this session.

• With respect to outcome #6, 60% of respondents reported having a clear understanding of how FERPA and HIPAA legislation influence communication with the university; 49.1% of respondents reported they feel confident supporting their student as they navigate college academics; 52.7% of respondents reported having a clear understanding of academic expectations.

• With respect to outcome #11; 75% of respondents reported being satisfied with the overall value of the President’s Tailgate; 48.9% indicated they have a deeper connection with campus resources and staff as a result of attending weekend activities.

Moving Forward BroncoVenture Orientation

• Provide more content and instruction related to course registration, academic terminology, and the use of my.boisestate.

• Provide more content and discussion opportunities related to Boise State community expectations. Parent & Family Weekend

• Offer more opportunities for family members to connect with Boise State faculty, staff and current students. • Explore opportunities to highlight campus resources.

Office of the Registrar

Mission: The Office of the Registrar upholds the mission of Boise State University by providing quality support and personalized service to the academic community, with emphasis on integrity and accuracy of academic records, registration, enrollment data, course administration, policy enforcement and graduation. As a primary information resource for the university community, we effectively communicate policies and procedures to students, alumni, faculty, and staff. We are dedicated to assisting our students with successful navigation through their academic journey. As a result of the work we do:

Outcome Program / Services 1. All academic records are handled with accuracy, confidentiality and in a

timely manner to maintain the integrity of the record. Transcript Processing, Transfer Credit Evaluations, Residency FERPA Training, FERPA Support, Graduation Evaluations, Grades Transcript cleaning process, Athletic Certification, Special Registration Processes

2. Academic planning and processing is consistent with university goals and responsive to campus needs.

Query Requests, Schedule Development, Academic Calendar, Student Profile/Enrollment Data Reporting, Maintenance of catalog, curriculum and Degree Audit, EOT processing, Appointment Processing Course Registration (Strategic and Pre), Participation/engagement in university committees

3. We provide exceptional customer service. We create an environment that fosters student persistence and graduation. Customers served:

• Students • Faculty • Alumni • Staff • Other offices • Community

Orientation Lab Support, Orientation Presentations, Kiosk Area Phone, email, walk-in, online, Event Support (Grad Fair, Major Madness, Bronco Day, Super Saturday, BroncoWelcome, Faculty Resource Fair, etc.) Academic Department Support (English Placement, STEM summer registration etc.), access to records and transcripts, Online Scheduling Process, Online Major Change, AAR, myBoiseState/Student Center

4. Communication is appropriate, timely and effective. Academic Calendar, Reporting, Annual Communication Plan Student Registration Campaign, Annual Report, FAQs, Webpage Social Media

5. University, state and federal policies are enforced in a fair and consistent manner. We seek to educate the university regarding policy.

Appeals Committee, FERPA Compliance, Annual Policy Revision Annual FERPA Statement, Residency, Athletic Academic Certification Athletic Eligibility Memos, Enrollment Limit Blocks (international & athletic)

6. Staff are trained and prepared to meet our expectation of excellence. Retreats, All Office Training, Team Building Release, Conferences Webinars, Software/Hardware tools, Area Training, Skillsoft, HR Trainings




We provide exceptional customer service. We create an environment that fosters student persistence and graduation. Customers served: • Students • Faculty • Alumni • Staff • Other offices • Community

Student customer service

Customer Service Survey – 8 questions

Descriptive statistics

Average of 80% of respondents Strongly Agreed or Agreed in all areas of service.

Provided staff with valuable feedback and began new customer service training plan - “Moving from Excellent to PHENOMENAL!”

Customer service via email

Tell Us How We Did! Quick Survey link in email – 7 questions


83% rate as Excellent 12% rate as Poor Free form comments provided names and explanations.

Recognized kudos publicly and addressed issues. Incorporated feedback in process design and customer service training.

Student and alumni transcript services

Sent test letters to measure mail and delivery time

Review of mail and delivery time

Postmarks indicated that campus and state mail were quick and consistent. We found a variety in the time for the receiving entity to process as received.

New delivery expectations on webpage and adjusted time for resends was established.

Customer service via our webpage

Customer Service Survey to rate usability


84% of respondents rated the web page as Usable to Extremely Usable.

Began an internal webpage review and a redesign of FAQs page.

Customer service - faculty, staff and other offices

Meetings with constituents to review policy, process and documentation

Qualitative analysis of meeting minutes and action items

Policy update/review: 2240,3080, 2250, 3010, 4150 Met with math, physics, and chemistry departments to address requisite issues Met with Course Registration group (strategic and pre-reg.). Facilitate (ongoing) SR Core group to address systems and process issues Worked with AAE, OIT, and multiple academic depts. to rebuild the major change web application.

Creation or maintenance of policies that are reflective of current or improved practices. Revised math requisites to be more reflective of practice and reduced registration issues. Resulted in a more efficient pre-registration process for STEM students. Increased communications; revised and aligned process deadlines in coordination with other offices. Created new web application.

Executive Summary Introduction Three initiatives have led to increased focus on customer service in the Office of the Registrar. They are the “One Referral” Student-Centered Customer Service program, the Student Affairs customer service model and the Student Success Project. Increasingly, we are paying attention to the services provided as well as how those services are provided. Assessment

• Provide exceptional customer service and create an environment that fosters student persistence and graduation when

serving students, faculty, alumni, staff, other offices and the community. Implemented a multi-faceted approach: administered a one-time, comprehensive survey in the fall and an ongoing, quick survey through a link in staff email signatures. Also reviewed transcript delivery and initiated interactions to solicit feedback from faculty, departments and other campus units.

Results

• In the comprehensive survey, nearly 80% of respondents agreed or strongly agreed to questions related to customer service. Areas include greeting, attentiveness, knowledgeable, timely, met needs, respect and positive attitude, feel good about Boise State, helpful. Ten percent of respondents indicated “not applicable.”

• In the ongoing email survey, 83% of respondents rated service “excellent,” while 12% of respondents rated service

“poor.” When following up on “poor” ratings, learned the issues/experiences were outside of the Registrar’s control (e.g., fees, advising, deadlines).

Moving Forward

• Continue to develop staff professionally (an engaged/equipped staff is key to success). • Redesign annual self-evaluation to create a process that is more self-reflective and detailed. • Continue "Moving from Excellent to PHENOMENAL!" training. • Share “kudos” via surveys publically and recognize staff for a job well done. • Address complaints via process review or good referrals. • While maintaining excellent turnaround time for transcript production, we have reached capacity for current

staffing levels—will look for technical solutions rather than additional staff resources. • Improve web page usability by adding “frequently asked questions,” search engine optimization and more

frequent web review. • Reorganize shared drive and evaluate/update process documentation. • Continue to work with academic departments to fine-tune policies and processes. • Review current communications related to registration and develop a comprehensive registration campaign

aligned with the Student Affairs strategic messaging initiative.

Departments Reporting to the Executive Director of Campus Services

Bookstore and Bronco Shops

Mission: The Boise State University Bookstore serves the students, faculty, staff, and community as the campus retailer, fostering academic success, university allegiance, and providing student scholarships. As a university department, all proceeds are returned to the university.


Outcome Program / Services 1. Students, faculty, and the community receive a high level of customer

satisfaction. Student employment to provide customer satisfaction

2. Students and faculty have access to relevant products and services that foster academic success.

Textbooks and academic supplies for all course requests

3. Institutional pride and university allegiance increases as a result of the provided access to merchandise and services.

A broad selection of Boise State insignia merchandise

4. Students are provided scholarships through returns to the university funded by merchandise sales in the Bookstore/Bronco Shop.

Funds student scholarships and program support




Institutional pride and university allegiance increases as a result of the provided access to merchandise and services.

Boise State insignia merchandise

Plan vs. actual sales Store compared to licensing revenue and top competitor

Sales data Sales down 10.3% (includes licensing royalties); 4.7% (excludes royalties) Bronco Shop sales 240% of top competitor; sales down 13%; licensing revenue down 25% Outperformed the marketplace

Evaluate performance compared to the market to assess improvement areas

Students are provided scholarships through returns to the university funded by merchandise sales in the Bookstore/Bronco Shop.

Funds student scholarships and program support

Financial return Scholarship amounts

Returned $300,000 to fund presidential and dean’s scholarships; matched the budget planned return

Used to evaluate performance

Executive Summary

Introduction It was a year of transition and challenges for the Bookstore and Bronco Shops due to key staffing changes, declined enrollment and early losses in football, which impact insignia sales. Assessment

• Students are provided scholarships through returns to the university funded by merchandise sales in the Bookstore/Bronco Shops.

• Monitored budgeted sales versus actual sales; examined quarterly reports of revenue and sales from largest competitor, allowing the comparison of sales of Boise State products to the marketplace.

Results

• Sales of insignia merchandise in Bronco Shops were 10.3% lower than budget, but less so when excluding licensing royalties. Sales were down 13% and licensing revenue more so. Sales in Bronco Shops were 240% higher than those of our largest competitor.

• Overall, Bookstore net income was up 10.7%, but fell short of our budget by $291,684. With adjustments to capital spending, the Bookstore was able to return the planned $300,000 to scholarships.

Moving Forward

• Implement plans to mitigate the impact of football performance on insignia sales (e.g. purchase clothes based on trends to prevent “over purchasing,” necessary markdowns and diminished profitability).

• To increase sales, ensure Coach Harsin wears product on the field that is available in the retail market. • Bring new focus to customer service, sales strategies and financial performance.

Children’s Center

Mission: The Children’s Center provides quality early childhood learning experiences to the children of the Boise State University community in a warm and nurturing developmentally appropriate environment.


Outcome Program / Services 1. Children learn in an environment that builds on his or her unique needs and

strengths. • Birth - Kindergarten Programs • Early Childhood Education Curriculum • Developmentally Appropriate Classroom Set-up • Art/Music and Movement Classes

2. Families know the center is dedicated to providing and fostering a network of support with them through education and community partnerships.

• Parent/Teacher Conferences • Bi-Annual Family Survey • Family Events • Parenting Workshops

3. Boise State University students fulfill class requirements and learning objectives.

• Service Learning Projects • Student Intern/Practicum Program • College of Western Idaho Partnership (Infant/Toddler program) • Partnerships with College of Education, Kinesiology Department, Bilingual Education Department, Literacy Department, etc.

4. Teachers maintain certifications and accreditation. • Boise City License • NAEYC Accreditation • IdahoStars • CPR/First Aid • Professional Development/Continued • Education Courses




Children learn in an environment that builds on his or her unique needs and strengths.

Birth – K Programs Early Childhood Curriculum Classroom Set-up Art/Music, Movement Classes Family Events Parenting Workshops

Bi-annual parent and teacher staff surveys Ages and Stages Questionnaire Parent/Teacher Conferences Bi-annual parent and teacher staff surveys NAEYC Accreditation Standards

Quantitative Quantitative Mixed Methods

83.37% Pass rate on parent survey 93.48% Pass rate on teacher staff survey 83.37% Pass rate on parent survey 93.48% Pass rate on teacher staff survey 95.2% of met criteria by classroom standards

Critical feedback about how the program is doing Identify students’ basic reading skills and individual growth: used to assess quality and effectiveness of preschool and kindergarten programs. Critical feedback about family satisfaction will guide quality improvement. Insights into teacher preparedness and quality of the programs.

Executive Summary Introduction The Children’s Center provides quality childcare for children of Boise State students, faculty and staff, with approximately 50% being dependents of Boise State students. Licensed to provide services to children ages eight weeks through kindergarten, the professional staff offers a model educational program. Assessment

• Children learn in an environment that builds on his or her unique needs and strengths. • Families know the center is dedicated to providing and fostering a network of support with them through education

and community partnerships. • Sent a Family Survey to solicit feedback about learning experiences, parental expectations, curriculum, individual

assessments and the developmental appropriateness of the environment. Respondents were asked to provide information about their relationships with the staff, communication, support for cultural and linguistic diversity, involvement opportunities and general support.

• Distributed a Teaching Staff Survey to examine classroom environment, curriculum, family and community interactions and relationships and assessments.

Results A total of 81 of 144 (56%) families completed the spring 2015 Family Survey:

• 89% of respondents felt the teacher and program met their child’s needs. • 86% of respondents felt confident their child was in an environment that helps him/her grow and learn successfully. • 89% of respondents felt the Children’s Center was dedicated to fostering a network of support.

Responses were positive regarding program staff helping to connect families to community events and resources, and working together to find solutions that help both the child and the parent. Collectively, parents responded favorably to questions regarding the quality of the teaching staff, the effectiveness of the curriculum and instruction, and the relationships made while at the center. Moving Forward

• Maintain commitment to providing quality child care and mentoring employees. • Continue to assess outcomes and identify opportunities to address gaps that emerge from surveys. • Frame programs and trainings around the results presented in the assessments.

Student Union

Mission: The Boise State Student Union serves as the center for campus life providing educational, cultural, social, recreational and leadership programs and services that are integral to the academic experience. As a result of the work we do:

Outcome Program / Services 1. Students, staff, faculty, and community members plan and host a variety of

programs, meetings, events and conferences at first class conference and event facilities.

Conference Services, Technical Services, Facility Services, Maintenance Services

2. Students, faculty, and community members report cocurricular experiences and increased community engagement.

• Trivia • Games Center leagues, tournaments • Game Day at the SUB • Roof Top Garden & Bee Farm • Art Galleries • Permanent art collection • Performances

3. Students, staff, faculty, and community members report satisfaction with a well maintained and welcoming environment that fosters community and an affiliation with Boise State University.

Facilities and Maintenance Services, Information Desk/Bronco Card Services, Games Center

4. Students, faculty, staff and guests will receive identification cards that provide access to a wide variety of essential campus services.

Bronco Card Services Issues cards, CS Gold

2014 – 2015 Assessment Table



Students, staff, faculty, and community members plan and host a variety of programs, meetings, events and conferences at first- class conference and event facilities.

Event & Conference Services

EMS Report – Sales Report

Revenue figures Waived Revenue up 3.10% from FY 14. Actual Revenue up 1.5% from FY 14

Budgetary planning


EMS Report Audio/Visual Services and Equipment

Revenue figures Revenue down 4% or $6,500 from FY 14, still ahead of budget

Budget projection, track utilization of equipment and personnel to determine replacement cycles and trends.


EMS Report – Organization Statistics

Projected attendance figures

Projected attendance 413,052 for FY 15

Equipment and staffing needs Projection for future space needs Evaluating that the trend of bookings is following projected attendance


EMS Report - Room Utilization

Usage figures 10,345 booking in 29 mtg. rooms - occupancy rate of 97.7% throughout the year

Evaluate room utilization, replacement cycles of furniture, carpets, AV equipment, staffing needs

Executive Summary Introduction The Boise State University Student Union provides comprehensive conference and event services for students, faculty, staff, and community members. Our goal is for 90% of bookings to be directly related to student organizations, academics and university business. Work completed during program prioritization informed the decision by the university to keep the Games Center as a recreational outlet for the university and Boise communities. An intentional effort was made to increase programming directed at Boise State students, with the direct result of increasing utilization of the space. It appears that additional programming, marketing, and promotions in the Games Center led to increased usage. Assessment

• Students, staff, faculty, and community members plan and host a variety of programs, meetings, events and conferences at first-class conference and event facilities.

• Students, faculty, and community members report cocurricular experiences and increased community engagement. Using the conference services scheduling software, Event Management Systems (EMS), tracked a variety of statistics, such as sales, organizational use, and room utilization. Each report provided a different view of utilization, workflow, and equipment needs/replacement cycles. Using Games Center software, Qubica, measured utilization to compare FY15 to FY14 (specifically interested in number of games bowled and billiards hours recorded). Results

• In FY15 total bookings increased by 475; waived revenue increased by $143,685; actual revenue increased by $5,430. • In the Games Center, the number of games bowled increased 6.7%; billiards hours increased by 7.0%. Overall Games

Center revenue was above projected revenue for the first time in several years. Moving Forward

• Continue to seek opportunities to maximize the Student Union as a facility for conference services, while balancing the ongoing needs of the university with the need to generate consistent revenue.

• Continue to provide programs to enhance the recreational experience of students while maximizing space utilization. Recent upgrades to scoring software will allow us to further gather and evaluate information.

University Dining Services

Mission: University Dining Services offers the best in campus dining for students, faculty, staff, and visitors through a wide variety of menu items and quality customer service, and provides a clean, well-maintained setting where sustainability guides us and encourages others toward environmental stewardship. As a result of the work we do:

Outcome Program / Services 1. Students in the College of Business and Economics LLC have hands-on,

day-to-day operational knowledge of a retail café. Key learnings include: financial performance outcomes, inventory control, marketing, menu design and development, staffing, food safety and sanitation.

COBE LLC partnership and program participation on café board of directors

2. Students have the information to make informed dietary decisions from a variety of menu selections, including vegan and allergen friendly items, to maintain their health and well-being.

• Menu Identifiers with Nutritional Information • Campus Dish Website

3. Students demonstrate increased awareness of campus sustainability efforts. • Communication of recycling program • Communication of local purchases and partnerships • Communication of importance of Blue and Green Cleaning




Students have the information to make informed dietary decisions from a variety of menu selections, including vegan and allergen friendly items, to maintain their health and well-being.

Menu Identifiers with Nutritional Information Campus Dish Website

Dining Styles Survey Voice of the Consumer Survey

Quantitative – descriptive statistics

DSS survey- mean score of 4.97 on a 7.00 scale; a .06 decrease from fall 2013 VOC-294 of 300 responses favorable; 6 “rescues” or calls to action related to a negative experience

Improvements are necessary to increase customer satisfaction in this area.

Executive Summary Introduction University Dining Services continually evolves through new retail concepts, green initiatives, collaborative local partnerships, food options, technology, and hours of operation that work for students. Assessment

• Students have the information to make informed dietary decisions from a variety of menu selections to maintain their health and well-being.

Distributed the Dining Styles Survey (DSS) in the fall to a campus-approved sample of 1,000 registered students, and through peer-to-peer tabling where “student food dudes” administered the survey to willing participants. The DSS includes 18 questions related to food variety, cleanliness, food quality, affordability, value, hours of operation, customer service, sustainability, nutritional information and overall customer experience. Students were asked to rate the availability of nutritional information on a seven-point scale. Solicited daily on-the-spot feedback through the Voice of the Customer (VOC) Survey. Students reported their “experience today” by responding to 10 questions scored on a 10-point scale. Results

• A total of 661 students completed the fall, 2014 DSS. Of particular importance this year was the question regarding availability of nutritional information. The mean score was 4.97 on a seven-point scale; a .06 decrease from last year.

• During the spring semester, more than 300 students submitted an online VOC Survey: 294 indicated a favorable dining experience; six students indicated a negative experience—responded to the six with a “rescue” or call to action.

Moving Forward

• Improve students’ knowledge so they can make informed dietary decisions. • Add a dietitian to work with department leaders, Campus Dish, and students. • Participate on the food advisory committee. • Improve the survey score. • Continue to elevate nutritional messaging via:

o Electronic Awareness Boards in Boise River Café, Interactive Learning Center and Student Union Food Court to provide a Healthy Choice for the meal period complete with nutritional information.

o Nutritional labeling on packaged Grab and Go products in campus convenience stores.

DIVISION OF STUDENT AFFAIRS · Carol Scott, General Manager, University Dining Services . Charlie Varland, Senior Associate Director, Student Involvement and Leadership Center . Chris

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