Department Strategic Plan Updatea poster campaign, table top campaign, No previous data Create...

Department Strategic Plan Update

Student Affairs

2014-2015 AY

Department: Office of Student Conduct

Introduction: The Office of Student Conduct focused this year on compliance or policies and creating

consistent business practices that are transparent for students and staff. Transparency in policy and

practice aligns with the divisional goal of providing a campus experience that encourages students to

embrace ethical standards and values that are congruent with those of the university. The goals for the

year reflect needed enhancements and changes within the Office of Student conduct in order to align

daily operations with student development, best practices, and expectations/policies of the UNC

system.

Objective #1: Improve awareness of policies related to the Student Code of Conduct in order to enhance

student understanding of the campus environment.

Strategies and Timelines

Strategy Measurement Data Collected Assessment Target Strategy Status & Learning Outcomes

Identify 3 policies to be highlighted (Selected from the UNCP Student Code of Conduct and policies applicable to current trends and areas of challenge). Policies to be selected by October 15, 2014.

Policies selected were based upon 2013-2014 Maxient data related to Student Conduct Violations – Alcohol, Drugs, and Academic Honor Code was chosen.

Create benchmarks for innovative and practical dissemination of previously identified Student Code and policies.

All targets were met. The following benchmarks were applied to ensure a variety of dissemination – postcard, email, updates to the website, meetings with academic departments, parent newsletter.

Using the policies selected review and streamline presentation of these policies on website and informational resource information by November 1, 2014

Install analytics information on the Student Handbook UNCP website to determine community usage of online resource. **2013-2014 vs. 2014-2015 data point**

Create awareness campaign utilizing national data, OSC, and UNCP statistics. Realize a 20% increase of website movement.

Target completed. New website launched in April 2015 via PR for DOSA. All policy information referred to official websites or Student Handbook only.

Create an awareness campaign regarding these policies to include a poster campaign, table top campaign,

No previous data Create awareness campaign utilizing national data, OSC, and UNCP statistics. Realize a 20% increase of

Target completed—goals adjusted. Information sent out via postcards, email messages, Haven program, and Alcohol edu.

and a QPR scanner postcards by December 15, 2014.

website movement.

Promote student/faculty awareness campaign on selected policies in collaboration with CAPS/other DOSA departments beginning January 15, 2015 through May 1, 2015.

Utilize previous OSC data assessment information 2011-2013.

n/a Target incomplete – goals updates due to policy changes. Pending implementation for 2015-2016 Academic Year.

Complete OSC Campus Awareness Assessment from randomized pool of students/faculty by May 15, 2015.

Utlize previous OSC data assessment information 2011-2013.

Realize a student assessment completion rate of 40%.

Objective #2: Complete review/revision/reconstruction of the Student Code of Conduct and Student

Rights and Responsibilities regulations.


Strategy Measurement Data Collected

Assessment Target Strategy Status & Learning Outcomes

Using CAS Standards expectations under Law, Policy, and Governance and the ASCA Model Code review the current Student Code of Conduct and Rights and Responsibilities regulations/processes by September 15, 2014.

Utilize current guidance information on all policies as outlined (State, Federal, and UNC GA)

Compile recommendations for change to the current Student Code of Conduct and Rights and Responsibilities document.

Target outcome reached.

Create Student Conduct Code Review Taskforce to include professional staff from: Housing and Residence Life, Greek Life, Academic Support Center, Veterans Support, Involvement and

Contact other Colleges/Universities regarding the structure, approval, and flow of their programs.

Realize 100% participation from taskforce group.

Target outcome reached. Student, Faculty, and Staff recommendations for participation completed March 24, 2015.

Leadership, and the Office of Student Conduct. Taskforce will begin meeting in October 2014 through April 2015.

Utilize Student Code Review Taskforce to review/revise/reconstruct Student Code and Rights and Responsibility regulations to be compliant with all federal, state, and UNC policy by April 15, 2015.

Review UNC GA Guidance and Other UNC system universities for code language and current practices.

Realize 100% compliance with Federal, State, and UNC GA policies and guidelines.

Target outcome reached. 100% compliance met.

Receive approval for revised Student Code of Conduct and Rights and Responsibilities by June 1, 2015 from the Vice-Chancellor for Student Affairs.

No data Complete a successful revision of the Student Code of Conduct and Student Rights and Responsibilities document to be implemented beginning Summer I 2015 session.

Student, Faculty, and Staff recommendations for change submitted for approval by Chancellor. New Code in effect as of July 1, 2015.

Objective #3: Develop a programming initiative to promote accountability, civility, and citizenship.


Strategy Measurement Data Collected Assessment Target Strategy Status

Using CAS Standards under Student Learning and Development create an informational program regarding accountability, civility, and citizenship at UNCP by November 25, 2014.

CAS Standards for Student Conduct Programs - Student Learning and Development Domains and Dimensions

Creation of a Student presentation regarding their role in the community.

Target completed. Presentation prepared.

Launch programming to No data. Realize a 5% reduction Target incomplete. Pending

include: Citizenship Course for violations of the Student Code of Conduct and social civility/citizenship informational campaign by February 1, 2015.

in lower level campus violations- i.e. Vandalism, Disruptive and Disorderly, etc.

further implementation for 2015-2016 Academic year.

Create a "oath" or "commitment" that both departments and students can utilize as consistent language regarding ethical behaviors.

No data. Realize a 70% group effort to the promotion of the "oath" or "Commitment” from other DOSA departments.

Target Completed. Brave Standards created. Website information launched.

Launch awareness campaign for "oath" or "commitment" by January 1, 2015.

No data. Complete an awareness campaign of the "oath" or "commitment" with a realization of 30% of students.

Target incomplete. Pending further implementation for 2015-2016 Academic Year.

Conclusion:

Completing the review of the Student Code of Conduct continues due to changes in federal mandates

and collaborations with other departments in order to get approvals (i.e. General Counsel, Title IX,

Counseling and Psychological Services). The completion of the “Brave Standard” program has helped

students to have a consistent language and understanding of the ethical behaviors that are expected on

campus. The “Brave Standard” program will continue into the next few years with programming and

further definition of the campaign to follow. In reviewing the past years goals and progress a timeline of

policy/regulation submission and instructions has been compiled in order to avoid future delays that

may occur.

Assessment Appraisal

Student Affairs

2014-2015 AY

Department: Housing and Residence Life

Introduction: The housekeeping supervisor of 12 years, Ms. Jackie Locklear, retired effective July 1,

2014. The position was advertised in September and Ms. Sherry Stevens was selected. Ms. Stevens

began employment on January 5, 2015. In March we developed a 3 month summer housekeeping

cleaning and floor care schedule for all residential facilities. On May 11, 23 temporary housekeeping

employees and 8 temporary maintenance employees were hired to assist the 12 full time staff with

summer housekeeping and maintenance for all residential facilities to prepare for the opening of fall

semester.

Objective #1: Green Sheet 1: Provide housekeeper and maintenance services that promote an

environment to meet the needs of residents



Student focus groups will be held in each residential community by the Housekeeper Supervisor to collect information relative to student satisfaction with housekeeping services, September 2014.

My hallway is generally clean and well maintained Strongly agree 38% Agree 42% No opinion 9% Strongly Disagree 6% Disagree 3% No application 3% My bathroom is generally clean and well maintained Strongly agree 28% Agree 40% No opinion 16% Strongly Disagree 9% Disagree No application 5% How visible is your housekeeper in you residential community? Extremely 49% Very 22% Moderately 20% Slightly 4% Not at all 5%

30% of the residential community will attend the focus groups with 70% of the residents indicating they are satisfied with housekeeping services

Need to focus on bathroom cleanliness

2) Student focus groups will be held in each residential community by the Building & Environmental Services Manager to collect information relative to student satisfaction with maintenance services, October 2014.

I am pleased with the response from Housing maintenance staff as it relates to a/c issues Strongly agree 28% Agree 31% No opinion 26% Strongly Disagree 6% Disagree 6% I am pleased with the response from maintenance staff as it relates to plumbing issues Strongly agree 29% Agree 35% No opinion 27% Strongly Disagree 6% Disagree 3% I am pleased with the response from maintenance staff as it relates to lighting issues Strongly agree 29% Agree 40% No opinion 23% Strongly Disagree 5% Disagree 3%

30% of the residential community will attend the focus groups with 70% indicating they are satisfied with maintenance services

Need improvement addressing a/c issues

Within a month of the student focus groups relative to housekeeping services, identify 2 training programs for the housekeeping and maintenance staff, October 2014.

Results identified additional training needed in proper mixing of cleaning chemicals and usage of carpet cleaning machine. Results identified additional training needed for preventive maintenance in HVAC and repairs of appliances

100% of the staff will be surveyed with 80% indicating the training programs improved their knowledge of housekeeping skills

Target area met

Introduction: The UNCP Housing and Residence Life team attended the ACPA Residential Curriculum

Institute at Virginia Tech, in Blacksburg VA, in October 2014. The team was comprised of the Director

and Associate Director for the department as well as two Community Directors; one from a traditional

residential community and the other from an apartment community. During the conference, the team

learned of the key components needed to begin drafting a residential curriculum. After an extensive 4

days of presentations and workshops on residential curriculum models, strategies and case studies, the

team returned to campus with a skeletal framework. We began drafting a curriculum that would align

with the educational priorities the team developed and identified during the conference and with CAS

standards.

Objective #2: Develop a Residential Curriculum



Create a Residential Curriculum utilizing data from universities who have an established curricula and from those attending the annual ACPA Residential Curriculum Institute Timeline, August - December 1, 2014

N/A Obtain feedback on a draft of our Residential Curriculum from three institutions attending the APCA conference.

Obtained positive assistance from Northern Illinois University representatives

3-4 professional staff members from the department will attend the annual ACPA Residential Curriculum Institute. Timeline, October 2014

N/A Attendance at ACPA conference, October 2014

Collaboration with Human Resources to create a job description for a staff member to oversee and execute complete program roll out for fall semester 2015. An increase in student fees will fund the position. Timeline, Spring Semester 2015

New staff not needed Completion of job description

New staff not needed

Develop pre and post survey instruments and

Do you believe the program

encourages growth?

Data from both the pre and post survey will

implement pilot Residential Curriculum for the spring semester 2015. Survey students who participated in the curriculum. Timeline, January - April 2015

Yes 69%

No 31%

Do you feel that you have

experienced any growth and

development in the areas of

realistic self-appraisal, self-

understanding, and self-

respect, identity

development, and

interdependence?

Yes 65%

No 35%

Do you feel you had an

opportunity to learn about

pursuing goals,

communicating effectively,

managing personal affairs,

managing career

development, and living a

purposeful and satisfying

life?

Yes 63%

No 37%

Do you feel having an

understanding and

appreciation of cultural and

human differences, social

responsibility, global

perspective and sense of

civic responsibility was

promoted as an important

objective of the

department’s program?

Yes 68%

No 32%

Do you feel the residence life

programming encourages

show a 10% increase in each of the following CAS Standards: * greater knowledge and skills related to career opportunities * increased knowledge about institutional resources * greater commitment to civic engagement * improved academic performance and higher academic achievement * stronger collaborative problem-solving skills * improved demonstration of critical thinking skills * increased student satisfaction

students to practice critical

thinking and reflective

thinking, effective reasoning

and creative problem

solving?

Yes 54%

No 46%

Have you become aware or

learned more about campus

resources?

Yes 70%

No 30%

Please describe your level of

satisfaction with learning

opportunities available to

you as part of the Residence

Life program.

Very Satisfied 28%

Satisfied 36%

Somewhat Satisfied 12%

Neutral 14%

Somewhat Dissatisfied 2%

Dissatisfied 3%

Very Dissatisfied 5%

Conclusion:

Students are attending programs offer in the residential communities. We will continue this as a priority

into the next academic year.


Student Affairs

2014-2015 AY

Department: Office for Diversity and Inclusion

Introduction:

ODI, this academic year concentrated on enhancing several of our already existing programs. These

programs serve as educational opportunities which lend to student success, while focusing on support

systems, cultural inclusivity, a social justice lens and social change through leadership development.

Additionally these programs support the Student Affairs’ overall strategic plan.

Objective #1: Enhance the B2B (Brother to Brother) Chapter that will aid in the retention and success

of UNCP's male students.



1.Brother 2 Brother (B2B): recruit interested undergraduate male students (July 2014-April 2015) 2. Identify best practices for similar Student Male Empowerment Initiatives (July 2014-April 2015) 3. Utilize already established assessments from SAAB to gage learning outcomes (April 2015) 4. To request additional staff and money from both Student Affairs Administration (VC for Student Affairs) and the Student Fee committee, which will assist with the success of B2B.

1. 46 new member applications were received 2. Visited and/or researched several other institutions with similar male empowerment programs. 3. Members took the SAAB student assessment survey, which asked what they learned from being a member in B2B 4. Financial support was received from the division of SA.

50% increase in membership by April 2015, based on March 2014 membership 46 new members

All targets were met. Learning Outcome: Over 35 members took part in SAAB’s biannual online student satisfaction survey with over 90% providing positive experiences. Overall grade point averages increased for the members who actively participated in the B2B study sessions. Eleven members graduated during the 14-15 academic year with overall gpa of 2.5.

Objective #2: Strengthen the Diversity and Leadership Summit



1. Identify best practices and similar programs to the Diversity and Leadership Summit (by the end of December 2014). 2. Benchmark satisfaction of

1. The student planning committee researched and reviewed several other university’s diversity summits/conferences. They developed/framed ODI’s summit from around aspects from other institutions.

Our target audience goal was 90, based on 2013-2014 45 participant rate. The 2014-2015 participant rate was only 40. Evaluation survey in

This target was not met The overall evaluation

participants and learning outcomes (by the end of May 2015). 3. Utilize the Diversity for Communities of Interests Planning Committee and other campus personnel to assist in promoting, assessing and educating on diversity and leadership issues. 4. Will measure the Diversity and Leadership Summit's outcomes through direct observation, informal focus groups, which will be conducted by the ODI Director. 5. Will measure the Diversity and Leadership Summits outcomes through indirectly, through informal focus groups, program evaluation and survey/questionnaires. 6. Plan to collaborate with Student Affairs and Community Partners, which will help develop future robusts Diversity and Leadership Summits. 7. Request funding from SA's Administration or through the Student Fee Committee to hire an additional full time person

2. Based on the participant surveys (April 2015), the 3rd Diversity and Leadership Summit was well received and students/participants had a very positive and engaged experience. 3. The Diversity for Communities Committee was not consulted, as a result of the planning committee deciding to consult with other universities. 4. ODI’s Director provided direct and indirect input with the planning process. 5. The Summit’s survey, which served as the only formal assessment tool measured the learning outcomes. 6. Successfully collaborated/partnered several SA’ offices and community constituents that provided a very successful Summit. 7. Did not seek funding from either entity.

2015 indicated that over 90% of participants felt the Summit was very relevant and rewarding Created 2 of 3 learning outcomes for the summit A review of the 2015 participant evaluations, which will generate at least 3 summit enhancements for 2016.

indicated participant satisfaction. Sharing ideas that emerged from the summit in order to develop and implement action steps that could make diversity and leadership a core value at UNCP. Foster greater communication and collaboration among diversity leaders and stakeholders in making diversity and leadership initiatives work. Better publicizing and advertising; more breakout sessions

Objective #3: Strengthen the Social Justice Symposium.



1. Identify best practices from other Diversity and Inclusion/Social Justice/Equity directors (by the end of July 2014). 2. Collect satisfaction surveys from participants (by the end of October 2014). 3. Develop at least 3 learning outcomes 4. Utilize the Social Justice Symposium Planning Committee to assess a post symposium, based on a bi-annual cycle. 5. A member of the ODI team will measure the SJS' outcomes through direct observation (check list), informal focus groups, and program evaluations. 6. Will measure the SJS' outcomes through indirectly, through informal focus groups, program evaluation and survey/questionnaires. 7. Request funding To collaborate with Student Affairs, Academic Affairs (academic departments) Community Partners, and UNC constituents to develop and meaningful robusts Social Justice Symposiums.

1. The planning committee decided to frame the 2014-2015 Social Justice Symposium around the social issue of sexual assault. 2. Based on the symposium’s survey, participating attendees were satisfied with the overall program. 3. No learning outcomes were developed. 4. The committee decided not to develop a post symposium. 5. The Director served as the primary person which reviewed the symposium’s outcomes. The outcomes were then collated by ODI’s student associates into a final report. 6. Strategy met through #5 7. Received funding from several Student Affairs’ offices and other campus units.

An increase of 10% participation for the fall 2014 Social Justice Symposium from the 2013 attendance of 170. Create 3 learning outcomes for the symposium. A review of the 2014 participant evaluations, which will generate at least 3 enhancements for the 2015 symposium.

This target was not met: only 140 attended. Need to encourage and collaborate more than faculty. This target was met:

1. How do you define social justice, and what are two ways to be a social justice advocate

2. How can you become a more effective social justice advocate through community involvement?

3. How can you share the information you learned today with others?

The symposium’s evaluation indicated that future SJS should be cognizant of the length of the symposium (too long);more involvement from students; address issues on persons with disabilities, racial inequality, mental health.

Conclusion:

Our Brother 2 Brother chapter, which consisted of approximately 20 active young men really created a

name for themselves through the various programs/events (ex: How to tie a tie event; Campus acts of

kindness; Freshmen Move In Day; Leadership programs, etc.) that they either developed or engaged in.

And whereas the Social Justice Symposium and the Diversity and Leadership Summit were well planned

and executed, we hoped for a better attendance rate. However based on each program evaluations,

participants enjoyed both events. The surveys indicated that students came away learning new

information, which they plan to apply either academically or personally.

Introduction:

The OSIL’s focus this year was the continued development of leadership opportunities for students in

support of their engagement on campus. With a new Associate director position joining the staff this

objective was designed to support the student affairs goal of developing enriching student experiences.

The second objective, focused on the presentation of a large scale concert, coincided with the

expanding celebration of senior week and spring fling in support of the student affairs goal of creating a

robust campus environment.

Department: OSIL

Objective #1: Provide student with regular leadership training, education, and developmental opportunities.


1. Plan a fall calendar of opportunities by August 8.

NA 1. Fall calendar planned by August 8.

Complete.

2. Disseminate and use the office’s definition of leadership at each event.

Program outlines. 2. At least 80% of the students who attend an office program will be able to describe leadership concepts and learning outcomes espoused by the office at the conclusion of the program.

During relevant programmatic introductions staff reviewed the office mission statement and definition of leadership. Data collection was inconsistent and thus we are unable to address whether or not at least 80% of the students who attend an office program will be able to describe leadership concepts and learning outcomes espoused by the office at the conclusion of the program.

3. Infuse StrengthQuest into office initiatives as part of each student’s

Completed SQ code data. 3. 10% of the student body will complete a StrengthsQuest

151 individuals used an OSIL provided SQ code. With approximately 5400

self-development.

assessment and follow up conversation as part of an OSIL program by May, 2015.

undergraduate students this would equal a 2.8% completion rate.

4. Host a fall Student Involvement Fair in collaboration with CCE and Greek Life on September 3.

Attendance data.

4. Involvement Fair takes place with 10% of the student body in attendance. The OSIL will strive for 100% student organization representation.

Complete. 4.31% of the student body was in attendance. 65.56% of student organizations were represented at the involvement fair.

5. Host organization training workshops the second and fourth Tuesday of each fall month beginning September 9.

Attendance data. Post program assessment – limited.

5. At least 80% of student organization members who attend a student organization training workshop will be able to demonstrate learning outcomes of the specific workshop.

Recurring training sessions – Hot Plate, Hot Topics and SOLD: student organization leadership development were held throughout the year. Data collection was inconsistent and thus we are unable to address whether or not at least 80% of student organization members who attend a student organization training workshop will be able to demonstrate learning outcomes of the specific workshop.

6. Host the Student Organization Institute September 13.

BraveConnect profiles review.

6. The OSIL will strive for 100% student organization representation at the fall leadership institute. Each student organization will have the following updated in BraveConnect by October, 2014: faculty/staff advisor, officers identified, profile photo, profile description, organization interests, and at least 10 current

Complete. 44.4% of student organizations were represented at the organization training session. 100% of active student organizations updated their BraveConnect profiles as requested. Incomplete profiles were followed up on and made inactive.

student members.

7. Host Lunch and Learn events the third Wednesday of each fall month beginning September 15.

Attendance data. Post program assessment – limited.

7. At least 80% of students who attend a lunch and learn event will be able to demonstrate the learning outcomes of the specific event.

Recurring training sessions – Hot Plate, Hot Topics and SOLD: student organization leadership development were held throughout the year. Data collection was inconsistent and thus we are unable to address whether or not at least 80% of students who attend a lunch and learn event will be able to demonstrate the learning outcomes of the specific event.

8. Take students to the UNCC Multi-Cultural Leadership Conference in collaboration with ODI on October 11.

Attendance data. 8. Students and staff attend the UNCC MLC.

In collaboration with ODI a contingent of UNCP students attend the UNCC MLC.

9. Conduct a student leadership needs assessment by November 1 to inform spring planning.

MSL data collection – data due to campus July, 2015. Concert interest survey data.

9. Learning outcome data is analyzed and combined with a needs assessment to inform spring planning as it relates to developmental needs of students.

Pending and ongoing. The office participated in the Multi-Institutional Student of Leadership an, International longitudinal study of leadership as espoused by the Social Change Model of Leadership Development. Raw data will be made available in July, 2015. This data will inform leadership development initiatives. The concert interest survey has also informed artist selection and has served as a starting point for additional discussion related to students’ activity based interests.

10. Plan spring calendar of opportunities by December 1. Calendar

NA 10. Spring calendar planned by December 1.

Complete.

to include adjusted schedule of recurring organization training workshop, lunch and learn events, and any off campus leadership conferences.

11. Host a spring Student Involvement Fair in collaboration with CCE and Greek Life within the first three weeks of the spring semester.

Attendance data. 11. Involvement Fair takes place with 5% of the student body in attendance. The OSIL will strive for 50% student organization representation. (Reduction due to indoor space limitations)

Complete. 6.76% of the student body was in attendance. 48.8% of student organizations were represented at the involvement fair.

12. Host a spring Student Organization Institute the week after the spring Student Involvement Fair.

Attendance data. 12. The OSIL will strive for 100% student organization representation at the spring leadership institute.

Complete. Developed and branded as iLEAD this training program had 34.4% of student organizations were represented.

Department: OSIL

Objective #2: Present spring concert to coincide with conclusion of senior week events.


1. Partner with GPAC for event production.

NA 1. GPAC and OSIL contribute dollars and staff expertise to the endeavor.

After discussion with GPAC staff it was determined that GPAC would take primary lead for the fall homecoming concert and the OSIL would take primary lead for the spring concert.

2. Schedule a planning meeting with GPAC staff by September 15

NA 2. Meeting scheduled.

After discussion with GPAC staff it was determined that GPAC would take primary lead for the fall homecoming concert and the OSIL would take primary lead for the spring concert.

3. Partner with GPAC and others for funding. Identify additional funding sources and amount by October 15.

NA 3. Funding sources and amounts identified.

The Division of Student Affairs agreed to contribute $25,000 to support the concert.

4. Confirm date (April 24 or 25) and venue options (Athletics venue most likely) for Spring Concert by October 15.

NA 4. Dates (April 24 or 25) and venue pros and cons discussed and a primary venue and secondary (ideally indoor rain location) venue identified and reserved.

Friday, April 24 was selected so as not to conflict with a GPAC event on 4/25. The venue selection process took longer with options including the football stadium and the UC Lawn. After a presentation to the chancellor’s cabinet the UC Lawn was selected as the venue. The main gym was secured as a rain location.

5. Identify genre and appropriate and available artists via agency contacts by November 1.

Genre survey provided to students to inform artist options. 1114 responses were collected.

5. Genre identified that will add to the breadth of options across the academic year. 5-10 options available for student ranking.

Using the bill board chart genres and comedy Hip-Hop/R&B was the top genre choice followed by pop.

6. Using appropriate Artist survey provided to 6. 10% of student body Target met. 789 students

and available artists, share list with student body for preference ranking by November 15.

students to inform artist options.

participates in the ranking process.

completed the artist survey. Top main act options were Jhene Aiko and Sean Kingston.

7. Based on student feedback begin contracting process by December 1.

NA 7. One to three preferred artists identified for initial offer and contracting negotiation.

Jhene Aiko declined the university’s offer. Sean Kingston agreed and then Yung Joc was booked as the opener.

8. Have signed contract completed by January 31 (due to holiday delay)

NA 8. Agency and University wet ink signatures complete.

complete

9. Announce artist event by February 15.

NA 9. Artist announced.

Complete.

10. Begin ticket sales after Spring break

NA 10. Ticket sales begin with student priority pre-sale followed by public sale after one week.

Exclusive student ticket sales began after spring break in March. Public ticket sales began April 1.

11. Present concert on April 24 or 25.

NA 11. Concert presented. Complete. 556 people attended the concert.

Conclusion:

Both objectives were lessons in student needs and wants. Students have leadership development needs

based on expectations espoused by employers in the NACE employer survey. The office needs make this

connection for students to improve attendance and efficacy of these opportunities. Similarly, students

had wants with respect to concert artists. The reality was that UNCP is not yet in a fiscal situation that

can support the fees being demanded by artists most preferred by students.


Student Affairs

2014-2015 AY

Department: UNCP Police and Public Safety

Objective #1: Introduce and initiative to reduce the number of Clery reportable crimes of Burglary

occurring within residence halls and University owned apartment complexes by 20% comparable to prior

year 2014.



1. During Freshman seminar sessions, students were provided safe practices information on the importance of situational awareness as it applies to burglary prevention

Students gained a better understanding of their own accountability when to security of their personal property and personal safety

To educate incoming freshman on their responsibility as a university student to protect themselves and their property and not become a victim

Freshman seminar is a constantly evolving presentation designed to meet current trends in society.

2. Provide in-depth investigation from the initial report of a burglary by using solvability factors in an attempt to discover patterns of "cluster burglaries" to prevent continuous, repeat burglaries occurring.

The implementation of a data base called Leads on Line assisted in solving cases previously became unsolvable. This data base led to the discovery of a suspect who was responsible for several burglaries in Cypress hall over a semester

The data base Leads on Line provide UNCP Police with another tool in their efforts to reduce burglaries on the university campus

A useful tool was added to combat burglaries and bring perpetrators to justic and provide victims with recovery of items or restitution

3. Disseminate information concerning unsolved break-ins using alternative media ( I.e. Pine Needle, ABP Newsletter, UNCP-TV.

The department provides press releases and interviews of incidents and crimes occurring on campus. The department provided a monthly news bulletin that address trends occurring in today’s society

To provide the campus community with current up to date information of incidents occurring on the UNCP campus and also provide tips and suggestions to remain safe on campus

The information was targeted to all UNCP, faculty, staff and students to solicit input and assistance in solving crimes.

4. Complete a security survey for each residence hall to a distance of 100 feet of the structure for improvements in lighting, visibility and surveillance; and study accessible entry points to see if any

Surveys were completed on three (3) residence halls/Apartment complexes making recommendation of shrubbery trimming or removal, lighting and video surveillance. Safety equipment such as fire extinguishers, fire alarms and fire safety equipment

Surveys were completed on 50% of the existing residence halls with the remainder to be completed AY 15-16

Safety surveys for three (3) Residence Halls in which the information was shared with Residence Life and Facilities Operations for corrections to safety concerns

improvements can be made

were also noted

Objective #2: Develop the leadership and management team of the UNC Pembroke Police and Public

Safety to have a significant impact on the future succession of the public safety organization




1. During the 2014-15 academic years all UNCP Police and Public Safety Command Staff will complete the 186 hour Public Safety Management Program offered at Robeson Community College.

Comparable Data: 1.Robeson Community College Management Program learning objectives provided at the beginning of the program. These objectives included the completion of a Capstone project presentation and also the development and the delivery of a press release.

In May 2015, the command staff completed the Management/Development Program at Robeson Community College. All command staff received their certification and 186 hours to their Advanced Law enforcement certification

All staff were introduced to leadership essentials such as team building, Budgeting and Strategic Planning, Human Relations, Role of the Manager, Media Relations, Ethics and Integrity and Legal Issues

Objective #3: Enhance community trust, interaction & accountability



1. The department will provide programming with in Residence Halls to include CSA Training, Fire Training and alcohol and drug

1. Officers provided both in house and external training to the campus community to meet current trends to ensure information provided to the campus community is

1. The quantity, quality and scope of information provided to the public 3.The departments’ level of interaction and the

The T3 transporter was introduced to the campus community and was well received by the community. It creats interaction for discussion

awareness as a means to promote officer interaction to the campus community. .

up to date and within the scope of Clery.

nature of the relationship with the student, faculty and staff. 2. Feedback from the Campus Community on services delivered by the department.

among students and officers, while providing a rapid mode of transportation to officers responding to call for service. Two BMW motorcycles were also introduced and is addition for conversation and active interaction among the campus community.


Student Affairs

2014-2015 AY

Department: Student Health Services

Introduction: Student Health Services focused was to decrease wait times for students seeking STI

screenings by developing a protocol to allow the nursing staff to screen the students instead of the

provider. This objective fits in the division goal of efficient/effective use of resources. SHS also wanted to

encourage students to use our services. Self-care links were also added to our website to promote

responsibility and wellness.

Objective #1: To provide quality care to students seeking STI (Sexually Transmitted Infections) screening.



Research/benchmark STI screening protocols from UNC System

Number of protocols collected from UNC Student Health Centers and

Protocols related to STI screening were collected from UNCG

Two different protocols were collected one was a chart method and the other was a

Health Services and the Robeson County Health Dept. by August 2014

Community Health Dept. and the Robeson County Health Dept.

written protocol. Only one UNC system school is using a protocol for STI testing.

Create a policy for the symptomatic vs. asymptomatic clients. August 2014

Comparison of the protocols. Through investigation and comparison of the two protocols SHS adapted the chart method.

The protocol was developed and approved by the Nurse Practitioner and the Medical Director.

Educational session on symptomatic vs. asymptomatic protocols for STI screening will be presented to clinical staff. December 2014

Number of staff attending the STI Protocol Training.

100% of the staff will attend educational in-service.

All targets were met. 100% staff attended training on August 8th, 2015.

Chart audit and review for all client appointments with a diagnosis of STI during Fall 2014. December 2014

Percentage of charts in compliance.

75% of charts audit will meet protocol

Target was not met. The 1st audit only demonstrated 44% compliance. Another meeting with all staff regarding protocols and templates were created in Medicat (Electronic Medical Record).

Chart audit and review for all clients with a diagnosis of STI during Spring 2015. May 2015

Percentage of charts in compliance.

90% of charts audited will meet protocol.

Second audit revealed an improved compliance of 88%. SHS will continue to work towards improved compliance of the STI protocol.

Follow up staff education if necessary after 2nd chart audit. Summer 2015

Number of staff attending follow-up educational session.

100% of staff will attend follow up educational in-service.

All targets were met. 100% staff attended the follow-up meeting.

Objective #2: Provide quality health care that supports students during their academic career.



Update the power point for Freshman Seminar classes. August 2014

Number of times the power point will be used.

100% compliance.

Target met. Power point was updated and used for all freshman seminar classes.

Develop Self Care link on SHS website. August

Number of students using the self- care link on SHS

Goal was 1000 views Link was viewed 19,856 in Fall and 14,459 in Spring

2014

website. These numbers were provided by DoIT.

Review and revise student orientation presentation for Fall 2014.

Number of student orientation sessions.

100% compliance. Target met. Power point was updated and used for Fall 2014 orientations.

Develop a FAQ handout for student orientation. January 2015

Number of FAQ handouts given to all incoming students.

100% compliance 2000 copies of the FAQ will be distributed in all new student orientation bags.

Collaborate with other UNCP Departments to identify avenues for SHS to present about services and to encourage students to use our services.

Number of eligible students receiving students at SHS will increase.

Increase of 2% from FY 2014 to FY 2015

Target was not met. Numbers were a little less than last FY. This goal will be continued.

Distribute Patient Satisfaction surveys and compare to previous year. May 2015

Number of patient satisfaction surveys completed.

Increase by 20% From Fall 2014 14% of students completed a survey and26% completed a survey in Spring 2015. FY 13-14 11.33% completed survey. FY 14-15 19.75%. This goal will be continued.

Collaborate with Counseling and Psychological Services and DoIt to distribute the NCHA (National College Health Assessment) to all UNCP students. May 2015

Number of student who complete the NCHA survey in the Fall 2014.

20% of UNCP students will complete the NCHA (National College Health Assessment)

Target was not met. 756 students (12.6%) completed the NCHA survey.

Conclusion: After several training sessions with staff regarding the new STI protocols our compliance

rate increased from 44% to 88%. This protocol will continue for the upcoming year. SHS had a goal to

increase the number of student visits but this goal was not met. SHS student were least than the

previous year. SHS will continue this goal by encouraging students to use our services and promoting

services during orientation and etc. SHS and CAPS distributed the NCHA survey with a goal of 20%

participation but only received 12.6% this survey will be distributed again in 2016. Next time we will get

our Marketing Director involved before distributed the survey.


Student Affairs

2014-2015 AY

Department: University Center & Programs

Objective #1: Develop a master plan for University Center facility enhancements.




1. Complete and disseminate the results of an Existing Conditions Assessment of the UC building including furnishings/equipment/space usage and develop scope/initial steps to address cosmetic improvements by September 30th 2014.

Brailsford and Dunlavey feasibility study.

Enhancement of the UC in phases.

Teleconference in Oct 2014 with B&D to discuss and develop a phases of work plan.

2. Select and order furniture for first floor by October 30th 2014.

Review previous and existing furniture purchases and life expectancy.

Furniture on the first floor will be replaced with sustainable, modern, versatile, and high quality furniture by the deadline.

Installed new furniture in UC lounge and mall areas in Nov 2014.

3. Master plan conceptual options: Identify phased projects (align with UNCP overall master plan), determine funding source (work with Vice Chancellor for Student Affairs) and work with Facilities Planning & Construction to begin planning projects (initial project - inaugural outdoor space) - Fall 2014

Brailsford & Dunlavey Report for input.

Master Plan conceptual options will be identified and a plan shared with the Student Affairs executive team for input and approval.

Outdoor social space planning began in Mar 2015. Target construction complete NLT Aug 2015.

4. Assess second floor needs and determine space allocations.

No comparable data. Based on space usage, empty offices will be assigned and second floor furnishings purchased.

OSIL relocated to UC Annex. Greek Life relocated to suite 225. Parent & Family Services office opened.

Objective #2: Engage students in their career development through part-time work experience in

University Center and Programs.


Strategy Measurement Data Assessment Target Strategy Status &

Collected Learning Outcomes

1. Update job descriptions for student employees - Summer 2014.

Review current job descriptions.

Job descriptions will be updated by September 1st, 2014.

Complete. Created 3 new positions.

2. Identify employment competencies that students will acquire while employed in the UC.

Review current job descriptions.

Benchmark with other UNC system UC employee job descriptions.

Benchmark was not conducted.

3. Develop an enhanced student employee website - Fall 2014.

Use as a template for this design: http://library.unc.edu/personnel/sasupervisorshandbook/ at UNC and http://www.creighton.edu/studentemployment/ at Creighton University.

New designed website will be reviewed, edited and launched by UC staff by November 1st.

Reviewed and updated website in Dec 2014. New website launched in Apr 2015.

4. Develop department specific hiring process to include application, resume, and interview; establish minimum GPA requirement for student employees and student managers - Fall 2014.

Utilize BravesOpportunities guidelines and Career Center templates.

A uniform hiring process will be finalized.

All positions were advertised in BraveOpportunities. Developed a department profile for UC&P job postings.

5. Provide ongoing training to include cross training, leadership training, communication, problem solving and critical thinking skills, and training on UC policies and emergency procedures.

No data available.

Student employees will participate in at least 1 OSIL leadership workshop, receive safety and emergency procedures training within 1 month of hire (i.e., vacating facilities, AED/CPR, crowd manager training), and develop communication, problem solving and critical thinking skills.

Needs development. Not completed.

6. Workshops and/or staff meetings will be held throughout the year as in-

No data available. Supervisors will provide one mandatory

Conducted 1 student employee training session per semester.

service training or staff development for student employees - Monthly.

training/workshop per semester based on needs and continuing development and bi-weekly staff meetings.

7. Administer StrengthQuest as part of each student’s self-development - At Hire.

No data available.

100% of employees will complete Strengths Quest; students will discover their talents, and learn how to use talents to achieve career and personal success.

Only 6 of 27 (22%) students completed Strengths Quest. SQ training not incorporated into student development training.

8. All student employees will be evaluated each spring semester to assist in the development of student employees, provide an opportunity for feedback and discussion, and to further enhance the work environment and determine if they are acquiring competencies - Spring Semester.

Use evaluation procedures in place through Financial Aid work study program.

Supervisors will evaluate every employee near the end of the spring semester.

Conducted advisement with each student to discuss academic standing along with job performance and satisfaction.

9. Research a student staff scheduling program - Fall 2014.

Benchmark with other UNC system schools to see what student staff scheduling software, i.e., When I Work, is being used and works well.

A student staff scheduling software program will be in place by the end of the spring semester and tested during the summer work cycle.

Researched and incorporated “Time Clock Wizard” scheduling program. Conducting summer review.

10. Conduct exit interviews - As student employees leave employment in order to help the department evaluate the current student employment program and make improvements for the future - Periodic.

Benchmark with other UNC system schools to see how exit interviews are conducted; review UNCP exit interview guidelines and forms.

Student employees will be required to complete an exit interview; Identify best practices of exit interviews and incorporate into exit interview process.

Conducted exit interview with graduating seniors only.

11. Implement a student Benchmark with other UNC 11) Identify and Awards program not

employee recognition program that supports and rewards the leadership outcomes and customer service motto espoused by the office - Spring 2015.

system schools to see what recognition programs are in place; review the Student Affairs recognition program.

implement best recognition

implemented.

Objective #3: Develop programs and activities to support a robust campus environment.



Assessment Target Strategy Status

1. Market current Game Room programs via social media, campus newspaper, Hawks Nest website, BraveConnect, and satisfied patrons by August 30th, 2014.

Utilize the visitor counter system.

1) The Hawks Nest game room will average 75 visitors per day in 2014-15.

Counted 36,530 visits into the Hawks Nest. Average of approximately 100 visits per day.

2. Collaborate with Sodexo to create group package opportunities recreation center activities by September 2014.

Hawks Nest Game Room satisfaction survey.

2) At least 80% of surveyed students and patrons to the game room will report satisfaction with facilities, services and activities.

Data was not collected.

3. Enhance the bike rental program with automated electronic check out stations at various campus locations by October 2014.

No comparative data. 3) Bicycle rentals will maintain a daily use and operation status of at least 70% or higher.

The daily bike usage rate for the Spring 2015 was 82%.

4. Develop and host competitive recreation activities (pool, ping pong, etc.) to promote Braves spirit by November 2014.

No comparative data. Nov 2014 Developed monthly promotional incentives for game room activities.

5. Develop and market campus bowling leagues for students, faculty and staff - Fall 2014.

No comparative data. Fall 2014 Not attempted.

6. Research and develop recreation tournaments utilizing game room resources by January 2015.

No comparative data. Jan 2015 UNCP 9-Ball Billiards team competed in ACUI Region III tournament in Feb 2015. One team member to compete in ACUI national tournament in Jun 2015.

7. Enhance customer No comparative data. Dec 2014 Still pending. Incorporate

electronic transaction capability by December 2014.

credit card swipe in 2015-16.

Objective #4: Develop an Event Production Team to enhance facility use and scheduled reservations.



Assessment Target Strategy Status

1. Re-purpose the Hawk Assistantship position to support event coordination by August 2014.

No comparative data.

Host at least 1 monthly collaborative event/activity with ACE.

New Hawk Assistant developed

2. Collaborate with OSIL (ACE) to develop and coordinate student entertainment and spirit activities that provide opportunities for greater social interaction by September 2014.

No comparative data. At least 80% of surveyed event/activity participants will report satisfaction with event/activities.

Survey not complete.

3. Collaborate with SA departments to market and maximize student programs hosted in all UC&P facilities- Fall 2014.

Develop and implement “Hawk Day” to promote BNC activities and campus program awareness.

4. Collaborate with faculty to develop scholarly group discussion and guest speakers hosted in all 2014.

Not attempted.


Student Affairs

2014-2015 AY

Department: Campus Recreation

Objective #1: Green Sheet 1: Establish an environment to encourage healthy living through Fitness and

Wellness Initiatives.



Provide student fitness instructors training and role expectations to Administer Group Fitness Program

1) Number of classes provided by student instructors 2) Number of participants in classes 3) Number of positive reviews from exit surveys

100% student trainings completed and role expectations reached. 300 Unique participants in Fitness program 60% positive reviews

All targets were met. Learning Outcome: knowledge acquisition was achieved by the instructors and from assessment data over 70% of participants developed some positive habits.

Provide campus with intentionally directed Health Program Options

1) number of health coaches or group leaders 2) Number of participants in activity 3) Number of positive reviews from exit surveys

2 directed health fitness activities with 9 total student instructors 40 Unique participants in activity program 60% positive reviews

2 targets were met. We did not reach our goal of 40 participants Learning Outcome: knowledge acquisition and application was developed by participants with a 90% responded rate.

Objective #2: Green Sheet 2: Develop and Support Student Leadership in Recreation



Provide student leaders specific training in Risk management and safety protocols

1) Percent of students trained 2) Number of different protocols 3) Percent of student leaders who pass trainings

1) 100% of students trained 2) 3 trainings (CPR/AED, Site Assessment, EAP Implementation) 3) 100% of student leaders who pass trainings

2 targets were met. Not all of our student leaders completed the formal trainings, and were restricted in their duties for those reasons. We did offer the 3 trainings. Learning Outcomes: Acquisition of knowledge was met and put into practice.

Develop a tiered supervisory structure to increase responsibility levels in all programs

1) Number of student leadership levels 2) Number of student leaders retained during the year 3) Percent of student leaders who were evaluated to progress for next year

1)3 in Intramural 2 in aquatics 2 in Club Sports 3 in Fitness 2 in Adventurships 2) 90% retention of student leaders overall 3) 90% of student leaders who pass trainings

All targets were met. Learning Outcomes: Although we were not 100% in retention or evaluations category we did maximize the training and application opportunities that were available. Acquisition of knowledge was met and put into practice.


Student Affairs

2014-2015 AY

Department: CAPS

Objective #1: Interpersonal Violence and Bystander Intervention Program.



Participate in Social Justice Symposium on sexual assault in September 2014 as speakers. Will also have a resource table at event.

Two staff members will present information on sexual assault during the Symposium. Number of visitors at the resource table will be counted.

20% of the symposium participants will visit the resource table and walk away with resources from information table.

Sep 10th, CAPS presented at the symposium and all material was taken from the resource table. Initial understanding was the CAPS would be part of a panel discussion, but we ended up presenting one of our Bystander Trainings – Bystander Intervention is a Super Power.

All targets were met 100% compliance. Learning Outcome: Students will identify bystander interventions and have resources for developing skills.

Conduct 2 Green Dot Bystander Intervention trainings, one in Fall and Spring

Two trainings will be conducted and program evaluations will be collected.

Evaluation results will indicate that 80% of training participants have increased their knowledge on how to be an active bystander Assessments were not taken during these trainings.

Three total trainings were held. The first bystander training was conducted at the Social Justice Symposium on Sept. 10th using “Bringing in the Bystander” material. The second training was to SAAC (Student-Athlete Advisory Committee) and did utilize the Green Dot material. CAPS also conducted a bystander training with a greek organization (Phi Kappa Tau) using Green Dot.

Recruit and train members for Bystander Intervention Peer Education program by May 2015

Ten students will be recruited and complete all requirements of the peer education program to include attending 2 trainings and facilitating 2 trainings within the academic year.

Number of students completing the components of training. Sept 3rd, CAPS participated in the student involvement fair. 7 bystander peer group application were taken.

Despite numerous student events where material was disseminated and over 12 applications for B1 were taken, no students have completed training at this time.

3 distinct awareness campaigns centered around bullying (Oct 2014), sexual assault (April 2015), and stalking (Jan 2015) will be conducted

Number of days the stalking/bullying posters are up on campus. Number of students taking the “these hands are not for hurting” pledge and putting handprints on the display. Number of Social media posts and programs on campus and specifically in residence halls.

90% compliance with dates and programming elements of the awareness campaigns

All targets were met with 100% completion on deadline.

Design and disseminate information packets for survivors of sexual assault and students accused of assault.

Title IX compliant information packets were designed to be shared at student conduct interactions, police process, housing staff when appropriate and health services.

Packets ready for dissemination by Jan 1 2015. 25+ packets given out on campus and at conferences.

Packet design completed on time. Packets utilized on campus by Feb 1st 2015, shared at multiple conferences and listservs. This resource has now been shared with multiple campuses counseling and advocacy services across the U.S. Learning outcome: individual students now have access to critical resources including Title IX coordinator, OCR and CAPS.

Present at national college counseling conference on 1) Title IX and working with the accused, 2) Sexual misconduct prevention programming, 3)

Four CAPS staff presented at the ACCA national conference in Oct. of 2014 addressing the issues of Title IX, prevention programming, and disseminating information.

information packets for the survivor and the accused.

Learning outcome: Share with other mental health professionals the resources and knowledge of the CAPS staff. Numerous colleges and universities have asked for this resource to tailor to their campus.

Objective #2: Suicide Prevention Campaign



UC lower level display case, poster campaign, social media and other campus media displays will have suicide hotline information and awareness information through the month of September.

The display board in the UC and other message formats will be checked each week (Friday mornings) for accuracy and relevance; Friday September 5th to Friday December 5th.

16 weeks of consistent messages on suicide prevention with access to CAPS and suicide hotline.

Suicide Awareness information was successfully displayed in the UC consistently throughout the AY. Places included in displays were the UC, GPAC marquee, UC marquee, and the University marquee.

All CAPS staff will receive QPR (Question, Persuade, Refer) training in August 2014.

All CAPS staff will receive QPR training by September 1st 2014

While CAPS staff did not formerly receive training in QPR, all CAPS staff understand and utilize methods such as QPR during triage and intake. Other formats of training were presented on suicide prevention to staff members of the University Police, SA directors, and EHS committee to include utilizing the Columbia Suicide screening and PHQ-9.

No fewer than two QPR workshops will be offered between

Students participating in the workshop and completing the evaluation will endorse

80% of students completing the workshops and the

Two QPR trainings were conducted, one in October through a Lunch Chat and

September 1st, 2014 and November 1st, 2014.

the specific learning outcome statement. “I know where on campus to send someone struggling with suicide and how to find resources for support”

evaluation will endorse the specific learning outcome statement. Assessment was not gathered from these events.

the other as a residence hall program in Pine Hall in November.

Academic semester data will be shared in multiple formats to increase awareness of UNCP suicide risk trends; AY 2014-15

CAPS clinical data report will be generated at the end of each month specifically focused on suicidal ideation, behavior, gestures and history. This will be shared in month reports and used to focus educational outreach.

100% compliance, all 9 months of the academic year will have collected data.

500 mood surveys were completed 9/14, referrals to CAPS were made for any student with elevated depression/suicide scores. Over 60 students were given referrals to CAPS.

Collaborate with Mike Clawson to conduct one suicide risk reduction program each semester specifically targeted to vets; on or before November 11th.

Our CAPS veterans advocate will solidify dates and program details with Mr. Clawson no later than 9/15.

5% of the campus self-identified veteran population will attend a QPR workshop.

Mike Clawson presented on PTSD and suicide on November 18th. A QPR workshop could not be scheduled this past academic year for veterans.

Collaborate with the GSA to train all members in QPR, by December 10th 2014 all GSA members will be trained in this suicide risk reduction model.

CAPS will work with ODI to offer QPR training to GSA members no later than 9/15

5% of the GSA will attend the workshop

Multiple conversations with GSA president indicated that the group was interested in the training, however when it came to finalizing a date and time, GSA never made a decision.

Offer to the coaches of each sport, in both semesters, the option to bring in CAPS to do a 45 minutes QPR training focused specifically on the issues of college athletes.

50% of coaches will respond to the QPR program request that will be sent no later than mid-September. (December 2014 for all fall sports, April 30th for all spring sports).

30% of the athletic teams of each sports season will complete QPR training.

Coaches were contacted by 9/15. No coaches responded to the inquiry, but Athletic Director Dick Christy stated that he would love to have information on suicide prevention to add to their shared drive for all coach access.


Student Affairs

2014-2015 AY

Department: Community and Civic Engagement

Introduction:

During the 2014-15 academic year, the Office for Community and Civic Engagement focused on

solidifying broad goals for the office by creating awareness of civic engagement and providing

meaningful learning experiences for students through co-curricular and academic service-learning

opportunities. These broad goals help to meet the university mission of developing responsible

citizenship through service to neighboring communities, and the Division of Student Affairs’ goals of

creating a campus experience that promotes responsible and global citizenship. Also, during the 14-15

academic year, CCE faced quite a few personnel changes, including a new Director, Associate Director,

and Assistant Director.

Objective #1: Enhance student awareness of civic engagement.



In collaboration with DoIT, incorporate UNCP Serve, an online management system, into Banner student records.

Successful integration of UNCP Serve and Banner.

UNCP Serve will be connected to Banner accounts giving access to all students, faculty, and staff with UNCP username.

Integration was successful and completed in September 2014.

Market UNCP Serve to all UNCP Students and student organizations.

Number of students with active profiles on UNCP Serve.

15% of student body will create a profile on UNCP Serve.

1384 active users on UNCP Serve; approximately 22% of student body.

Co-sponsor with OSIL to host Student Involvement/Volunteer Fair.

Number of participating community based agencies. Number of participating students.

Increase number of agencies to 20.

28 agencies participated in the involvement fairs recruiting 233 students.

Present to FRS courses. Number of presentations given to FRS courses.

Present to 25 courses. Presented to 28 courses.

Provide student educational events:

a. Poverty Panel on Common Read with Advising Center

b. Hunger Banquets/Chall

Number of students participating in events for a&b. Tunnel of Oppression: Pre and Post test.

a. 100 students will attend Poverty Panel.

b. 50% of FRS courses will participate in Hunger Challenge.

a. 50 students attended poverty panel discussion.

b. 5 FRS Courses participated in Hunger Challenge. Hosted 5 Hunger Banquets with 192

enge c. Tunnel of

Oppression

c. 350 students will participate in Tunnel and be able to identify 3 types of oppression and ways to get involved.

participants. c. Tunnel of

Oppressionwas cancelled.

Develop assessment survey for educational programs to evaluate level of awareness.

Students identifying areas of social injustice and ways to advocate.

Students will be able to identify at least one area of social injustice and one way to become an advocate for that cause through civic engagement.

Still in progress; not completed.

Objective #2: Create meaningful learning experiences for students.



Employ student service leaders to plan and develop episodic/monthly service opportunities.

Number of student service leaders and student lead events.

Employ 8 student service leaders.

Hired 11 student leaders and developed site leader program (engaging an additional 11 leaders).

Provide Alternative Break and Extended Weekend trips.

Number of opportunities provided and number of participants.

Provide at least two alternative break programs and two extended weekend programs.

23 students participated in alternative break programs, completing 498 service hours. All students participated in oral reflections and indicated increase in level of civic engagement knowledge.

Host campus-wide days of service.

Number of unique volunteers. Total number of students. MLK Day of Service—Students will be able to identify transferrable skills gained through service.

Engage at least 500 unique volunteers. Engage 20% of FTE. Identify at least one transferrable skill.

230 unique volunteers participated. 596 students total. 1905 hours Students identified teamwork, communication, leadership, and community building.

Collaborate with Financial Aid and Hawk

Number of FWS and Hawk Assistants.

Maintain 5 Hawk Assistant Positions and

5 Hawk Assistant Positions were maintained.

Assistantship programs to sponsor Community Service Associates and Program Assistants.

increase FWS to 10% of those awarded.

103 students awarded FWS, 9 placed with CCE (8.7%)

Develop volunteer recognition program.

Number of students reporting hours. Number of students in leadership positions.

Increase number of students using UNCP Serve to record service hours and recognition for those hours.

2337 hours were reported on UNCP Serve. 11 site leaders were recognized for their service. Eight awards given to students for special service projects. Brave IMPACT mentors recognized.

Develop assessment survey for service events to capture student reflections on impact of service.

Identification of impacts/benefits of service.

Identification of one way service benefited or impacted community.

Provided on days of service: Most students recognized importance of service in helping others, but did not identify specific impact. Those that did identified environment and sustainability.

Maintain existing and develop new partnerships with community based agencies.

Number of agencies registered on UNCP Serve.

Increase partnering agencies by 15.

19 new agencies were added this year for a total of 74 active community partners with profiles on UNCP Serve.

Objective #3: Enhance student connections between academic learning and civic responsibility.



Provide trainings for faculty on incorporating service-learning into existing courses.

Number of trainings offered. Number of faculty in attendance.

Offer at least two trainings per semester. 30% of full-time faculty will be trained.

Five trainings were offered. 20 faculty members attended trainings.

Provide SL trained Teaching Assistants to help students and faculty build community partnerships.

Number of SL Teaching Assistants hired.

Ten teaching assistants will be hired and trained.

11 teaching assistants were hired and trained.

Collect data from end of semester course evaluations to gauge increased knowledge about SL.

Number of students responding to surveys. Responses to questions.

50% of students enrolled in SL courses will complete survey. Students will better understand course

186 students completed evaluation. 82% of students agreed or strongly agreed that the service component helped

material through service-learning.

them to better understand course curriculum 89% agreed or strongly agreed that the service component helped them understand how course material can be used in everyday life. 87% agreed or strongly agreed that service-learning is directly linked to building skills that will be valuable in the future.

Conclusion:

Though CCE saw an increase in the number of students participating in service, we saw a decrease in the

number of hours reported. However, due to the implementation of UNCP Serve, we now have a more

accurate reporting system and are engaging students in more meaningful experiences that fit their

personal goals. We will continue to develop this tool so that it is most effective and efficient for

connecting students with opportunities to be active and engaged. In order to concentrate on more

intentional connections with students, we have decided to sunset some programs that were not as

effective in helping to create awareness or engage students, including the Tunnel of Oppression and

First Year Day of Service. For next academic year, we are working on a strategic plan with more specific

goals so that we can better develop programs, events, and activities that help to meet the needs of

students and our neighboring communities.

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