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STUDENT AFFAIRS

2015-2016 STUDENT AFFAIRS Assessment & Evaluation Report


2015–2016 ASSESSMENT & EVALUATION REPORT ASSESSMENT & EVALUATION – STUDENT AFFAIRS sa-assessment.ucsd.edu • sa-assessment@ucsd.edu EDITORS Marlene P. Lowe, PhD, Director Estefanía López, MA, Project Analyst Cynthia Dávalos, PhD, Chief of Staff Andrea Patrick, Executive Assistant

GRAPHIC DESIGN Alfredo Vilano ‘00, A.S. Graphic Studio Melissa Ewart ‘02, A.S. Graphic Studio PHOTOGRAPHY Erik Jepsen, Creative Services and Publications Student Life Cluster Photography


TABLE OF CONTENTS Message from Vice Chancellor-Student Affairs.......................................................................... 4 ABOUT US UC San Diego Student Body Overview......................................................................................... 7 Vice Chancellor-Student Affairs Organization Chart.................................................................. 8 SPOTLIGHT: STRATEGIC GOALS Recruitment & Yield........................................................................................................................ 11 Retention.......................................................................................................................................... 12 Learning........................................................................................................................................... 13 Community Building....................................................................................................................... 14 Wellbeing & Safety......................................................................................................................... 15 ENROLLMENT MANAGEMENT California Student Opportunity and Access Program................................................................. 19 Financial Aid and Scholarships Office........................................................................................... 20 Office of Admissions....................................................................................................................... 21 Office of Parent & Family Programs.............................................................................................. 22 Office of the Registrar.................................................................................................................... 23 Student Affairs Technology Services............................................................................................ 24 STUDENT RETENTION & SUCCESS Academic Enrichment Programs.................................................................................................. 27 Chancellor’s Associates Scholars Program.................................................................................. 28 International Center International Students & Programs Office............................................................................ 29 Study Abroad............................................................................................................................ 30 Office of Academic Support & Instructional Services................................................................. 31 Summer Bridge......................................................................................................................... 32 STUDENT LIFE ArtPower.......................................................................................................................................... 35 Associated Students....................................................................................................................... 36 Center for Student Involvement Communication and Leadership............................................................................................. 37 Community Service.................................................................................................................. 38 Greek Life................................................................................................................................... 39 Student Legal Services................................................................................................................... 40 University Centers.......................................................................................................................... 41 University Events Office................................................................................................................. 42 RECREATION & SPORTS FACILITIES Sports Facilities............................................................................................................................... 45 Recreation........................................................................................................................................ 46 INTERCOLLEGIATE ATHLETICS................................................................................................... 49 OFFICE OF STUDENT CONDUCT................................................................................................. 53


MESSAGE FROM VICE CHANCELLOR STUDENT AFFAIRS UC San Diego is recognized as a leading public research university and consistently ranked among the top universities in the world. Its world-class ranking is reflected in its position as a student-centered, research-focused, and service-oriented public institution. Student Affairs contributes to this vision by supporting the enrollment, academic success, and wellbeing of every student and our 2015–2016 Student Affairs Division Report provides a sample of the breadth and depth of the work accomplished by our talented staff. We have had a phenomenal year as our student body has grown in size and composition. In Fall 2015, UC San Diego welcomed 7,970 new freshmen and transfer students to its undergraduate student body, an 8% increase from the previous year. Of the 26,590 total undergraduate students enrolled in 2015, the majority were California residents and received federal financial aid. Approximately 18% came from historically underrepresented groups. UC San Diego’s increasing diversity and students’ academic success can be attributed to our exceptional students and the diligent work of more than 400 Student Affairs staff and 2,400 student employees. In the past year, Student Affairs enhanced outreach, recruitment and yield efforts to broaden access to prospective students. We expanded innovative support programs such as Summer Bridge, a year-long transition program that provides tutoring, mentoring, counseling, and networking support to first-year students from traditionally underrepresented groups. Last year also saw a 42% growth in the Chancellor’s Associates Scholars Program, UC San Diego‘s unique scholarship program for admitted undergraduates that supports high-achieving students who have demonstrated financial need. In conducting this work, we recognize the necessity to engage in outcomes assessment and program evaluation in order to improve student learning, programming, and service delivery. These activities help us demonstrate our contribution to student success. We evaluate and assess our impact on students based on the five Student Affairs strategic goal areas: Recruitment and Yield, Retention, Learning, Community Building, and Wellbeing. This report is a snapshot of our units, services, and programs. It showcases the work our dedicated staff conduct daily in support of current and prospective students, as well as the broader community. As UC San Diego seeks to expand access to students of all backgrounds, Student Affairs will continue to broaden access, increase retention, and improve student success outcomes. Thank you for your continued support as we all work together to serve and educate our students. Go Tritons! Juan C. González Vice Chancellor–Student Affairs November 2016

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ABOUT US

ABOUT US


ABOUT US

CORE VALUES

As student affairs professionals, we strive to live by the same values that we promote to our students.

MISSION VISION

Student Affairs supports the enrollment, academic success and wellbeing of every student by developing their intellectual, social and moral growth. To develop every student to lead, innovate, solve problems and contribute to the betterment of the world.


UC SAN DIEGO STUDENT BODY OVERVIEW UNDERGRADUATE ENROLLMENT

52.5% male 13,956 47.5% female 12,634

3.3%

2.2%

0.4%

5.3%

Total: 26,590

9.3% 12.5%

ETHNICITY

21.2%

45.9%

Asian (12,203) Caucasian (5,625) Mexican-American (3,331) Other/Undeclared (2,463) Filipino (1,398) Latino/Other Spanish (880) African-American (577) Native-American (113)

BY THE NUMBERS

77% of all

undergraduates are from California

NEW 33.6% STUDENT TRANSFERS ENROLLMENT

2,678

7,970

64.4% FRESHMEN

5,292

23% are out-of-state and international students

4.08 average high

school GPA for the 2015 freshman cohort

1318 average SAT Reasoning Test score

for the 2015 freshman cohort

90.4% of all

transfer students attended community college prior to enrolling at UC San Diego

3.53 average high

school GPA for the 2015 transfer cohort

35%

of UC San Diego undergraduate students received Pell Grants

64%

of UC San Diego undergraduates were awarded some type of federal aid

70% of UC San Diego

undergraduate students received some type of financial aid

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VICE CHANCELLOR STUDENT AFFAIRS ORGANIZATION CHART

CHANCELLOR

Pradeep K. Khosla

INTERIM EXECUTIVE VICE CHANCELLOR ACADEMIC AFFAIRS Peter Cowhey

VICE CHANCELLOR STUDENT AFFAIRS

CHIEF OF STAFF

Juan C. González

ASSOCIATE VICE CHANCELLOR ENROLLMENT MANAGEMENT • Admissions & Relations with Schools • California Student Opportunity & Access Program (Cal-SOAP) • Financial Aid Office • Parent & Family Programs (PFP) • Registrar’s Office • Student Affairs Technology Services (SATS)

SENIOR DIRECTOR FINANCE, FACILITIES & OPERATIONS

ASSISTANT VICE CHANCELLOR STUDENT LIFE • ArtPower • Associated Students (AS) • Center for Student Involvement (CSI) • Graduate Student Association (GSA) • Student Legal Services • University Centers • University Events Office (UEO)

DIRECTOR INTERCOLLEGIATE ATHLETICS

• Recreation • Sports Facilities

DIRECTOR STUDENT CONDUCT

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DIRECTOR ASSESSMENT & EVALUATION

ASSISTANT VICE CHANCELLOR STUDENT RETENTION & SUCCESS • Academic Enrichment Programs (AEP) • Chancellor’s Associates Scholars Program (CASP) • International Center • Office of Academic Support & Instructional Services (OASIS) • Student Success Coaches • Student Veterans Resource Center (SVRC) • Undocumented Student Services Center (USSC)


SPOTLIGHT

SPOTLIGHT: STRATEGIC GOALS


SPOTLIGHT

1 2 3 4 5

RECRUITMENT & YIELD

Attract and enroll highly capable and diverse California, out-of-state and international students

RETENTION

Increase the academic success, persistence and timely graduation of all students

LEARNING

Provide learning experiences that develop the skills and character needed to lead, innovate, and solve problems

COMMUNITY BUILDING

Build a welcoming, engaging, safe and inclusive community to create a sense of belonging for all students

WELLBEING & SAFETY

Deliver programs and services to facilitate a culture of health, safety and wellbeing of students

SPOTLIGHT: STRATEGIC GOALS


1

STRATEGIC GOAL: RECRUITMENT & YIELD

<1% 4% 5% 37%

2016 FRESHMAN APPLICATION POOL

ADMISSIONS & RELATIONS WITH SCHOOLS 5% 11%

16%

The Office of Admissions provides programs, activities, and services that seek to attract and enroll a highly competitive undergraduate student body that is representative of the diversity of the people of California.

Asian Caucasian Mexican-American Other

For Fall 2016 UC San Diego received a record number of applications and the second highest number of applications among all nine University of California campuses. Underrepresented minority (URM) students comprised 26% of the total freshmen applicant pool.

Fall 2016

22%

Latina/o African-American Filipino Native-American

84,189 freshmen applications received

CASP Growth (2015â&#x20AC;&#x201C;16)

FINANCIAL AID & SCHOLARSHIPS The Financial Aid and Scholarships Office strives to ensure all admitted and continuing students are able to attend UC San Diego. The Chancellorâ&#x20AC;&#x2122;s Associates Scholars Program (CASP) funds and supports incoming local students with financial need and great potential to academically succeed.

2016 2015

184 108

304 167

Accepted Offered

In 2016, the Financial Aid and Scholarships Office nearly doubled the amount of CASP offers from 2015 and received 82% more accepts (137 students) in 2016.

CALIFORNIA STUDENT OPPORTUNITY & ACCESS PROGRAM (Cal-SOAP) Average Overall Test Scores Cal-SOAP seeks to increase the number of students who avail themselves of postsecondary opportunities by advising, motivating and informing students regarding college admissions and financial aid information. Students With Academic Goals is a three-week intensive SAT Prep, coaching and mentoring program for prospective high school students.

Pre-Test

1295

Post-Test

1420

In 2015, students increased their overall test scores by an average of 110 points. 11


2

STRATEGIC GOAL: RETENTION

ACADEMIC ENRICHMENT PROGRAM (AEP) AEP provides undergraduate students with opportunities to participate in significant hands-on research, build professional relationships with a faculty mentor, and prepare for graduate and professional school. While 558 students applied to the program in 2016, only 114 (20%) of students were matched with a faculty mentor. As student interest in the program continues to grow, AEP will take strategic actions to increase faculty participation.

2014

106

2015

124

Students Matched

295

Students Applied

INTERNATIONAL STUDENTS & PROGRAMS OFFICE (ISPO) ISPO provides comprehensive immigration and cross-cultural advising services and programs that support more than 7,500 international students in achieving academic, professional, and personal goals, as well as promote their retention and on-time completion at UC San Diego. At least 85% of international undergraduates who entered UC San Diego (as a freshman or transfer student) during fall quarters 2009–2014 were retained in the following fall quarter.

100%

First-Year Retention Rate: First-Time Freshman International Students (2009–2014) 85%

75% 50%

377

25%

2016 12 12

114

558

Cohort ’09 Cohort ’10 Cohort ’11 Cohort ’12 Cohort ’13 Cohort ’14

Result #1: At least 85% of the international students who entered UC San Diego as first-time freshman students during fall quarters 2009–2014 were retained in the following quarter.


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STRATEGIC GOAL: LEARNING

OASIS SUMMER BRIDGE

Summer Bridge (SB) is a fourweek summer academic and residential program with an extensive, integrated academic year follow-up for incoming UC San Diego freshmen selected mainly from enrolled students that graduated from 4th or 5th quintile high schools. At least

50% of the

SB cohort had a GPA above 3.0

compared to non-SB freshman students from 4th or 5th quintile high schools in 2015.

OFFICE OF ACADEMIC SUPPORT & INSTRUCTIONAL SERVICES: EARLY WARNING SYSTEM The OASIS Early Warning System (EWS) is an intervention system for students at risk for dropping or failing their STEM courses. Eligible students are identified and offered targeted support through peer-led and collaborative tutoring. AVG.

87% pass rate *

for Chem 6A, 6B, and 6C EWS program participants

versus avg. 58%* pass rate for non-participants that were eligible for the EWS program. *Based on weighted percentages

CHANCELLORâ&#x20AC;&#x2122;S ASSOCIATES SCHOLARS PROGRAM

OFFICE OF STUDENT CONDUCT

The Chancellorâ&#x20AC;&#x2122;s Associates Scholars Program (CASP) recognizes and supports talented local students with great potential, financial need, and motivation to academically succeed at UC San Diego. Program components seek to equip students with the tools and information necessary to be academically successful.

The Office of Student Conduct provides leadership for the student conduct process through its central coordinating, training, and advising role. The office works to administer a thorough, transparent, and fair student conduct process that encourages campus community participation while holding students accountable for their actions.

MORE THAN

75% of the 2015

CASP cohort remained in Good Academic Standing or obtained Provost Honors in every quarter during their first academic year.

81% of students

gained a greater understanding of the impact and consequences of their behavior on themselves or others as a result of meeting with a Student Conduct Officer.

13 13


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STRATEGIC GOAL: COMMUNITY BUILDING

INTERCOLLEGIATE ATHLETICS

OFFICE OF PARENT & FAMILY PROGRAMS

Intercollegiate Athletics enhances students’ physical, intellectual and personal development, as well as enriches overall student life experiences and campus pride. In Fall 2015, the unit presented the case for transition to non-football NCAA Division I membership. Subsequently in Spring 2016, UC San Diego held an Intercollegiate Athletics (ICA) Activity Fee Increase Referendum to fund the transition.

The Office of Parent & Family Programs engages families as partners in their students’ educational journey by keeping them involved with the university community, assisting in their student’s UC San Diego experience, and helping them develop a long-lasting connection to the UC San Diego community. Family Weekend welcomes all families to experience and learn more about the campus.

in favor of the ICA Activity Fee Increase Referendum.

attended Family Weekend felt more connected to UC San Diego.

70% of students voters voted

79% of family members that

CENTER FOR STUDENT INVOLVEMENT - COMMUNITY SERVICE TRANSPORTATION PROGRAM Community Service Transportation (CST) collaborates with campus partners and community organizations to provide UC San Diego students reliable transportation to and from service sites throughout the greater San Diego area, increasing the number of students otherwise unable to participate in service due to lack of transportation.

14

CST added 22 more community service sites (up 92%) from 2014–2015.


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STRATEGIC GOAL: WELLBEING & SAFETY

ASSOCIATED STUDENTS TRITON FOOD PANTRY

RECREATION

Triton Food Pantry opened in February 2015 with the mission to provide free access to healthy food to undergraduate and graduate students experiencing food insecurity.

Recreation is dedicated to enhancing and promoting wellness, fitness and fun for students, faculty, staff and the community through a diverse range of classes, programs and activities.

1,700 unique student visits 5,700 Undergraduate visits 800 Graduate visits

On a scale from 1 to 5, students rated knowledgeable instructors (4.08) and quality of experience (4.16) as two important areas of strength within Recreation's services.

between 2015-2016

SPORTS FACILITIES UC San Diego Sports Facilities provides maintenance, scheduling and support services for special events that improve the quality of life on campus.

On a scale from 1 to 5, most students indicated that they feel safe while attending Sports Facilities events, such as concerts and athletic games (score: 4.25). 15


MEET THE BEACH, RECREATION

16


ENROLLMENT MANAGEMENT

ENROLLMENT MANAGEMENT


ENROLLMENT MANAGEMENT

ENROLLMENT MANAGEMENT

Califonia Student Opportunity and Access Program

&

ENROLLMENT MANAGEMENT


CALIFORNIA STUDENT OPPORTUNITY AND ACCESS PROGRAM

Cal-SOAP ldoughty@ucsd.edu sandiegocalsoap.com (858) 569-1866

California-Student Opportunity and Access Program (Cal-SOAP) seeks to increase the number of students who avail themselves of postsecondary opportunities by advising, motivating, and informing students regarding college admissions and financial aid information. This program also assists students to achieve college potential. Cal-SOAP primarily serves students from: Low income households, families in which they would be the first to attend college, and schools in geographic areas with documented low eligibility or college participation rates.

PROGRAM, SERVICE, OR EVENT DESCRIPTION Students With Academic Goals (SWAG) is a three-week intensive SAT Prep, coaching and mentoring program for high school students. SWAG was created to provide students with a competitive edge for admission to UC San Diego and San Diego State University. LEARNING/PROCESS/OPERATIONAL OUTCOME OR GOAL/METRIC • Increase students’ PSAT scores through 24 hours of SAT test prep over a three-week period • Provide an additional 24 hours of peer tutoring • Provide students with additional materials to continue to study for the PSAT • Expose students to college through day trips to college campuses and overnight field trips DATA COLLECTION & METHODS Out of 180 applications, 100 students received an invitation to participate and 89% of all students completed the program. Students were given a pre- and post-test to measure their progress. In October 2016 students took the PSAT. Their reported test scores will be used as an indicator of their performance on future SAT tests.

SUMMARY OF FINDINGS/RESULTS Comparisons of the pre- and post-test scores indicate that a majority of the program participants improved their scores during the SWAG Program. On average, students increased their overall score by 125 points. Students increased their post match score by an average of 28 points, and increased their reading score by an average of 29 points. The program saw its biggest gains in the writing portion, where students increased their score by an average of 54 points.

AVERAGE OVERALL TEST SCORES 1420 +125

POST-TEST PRE-TEST

1295 AVERAGE SCORES: MATH

492 464 100

200

300

400

+28

500

600

700

800

600

700

800

600

700

800

AVERAGE SCORES: READING

445 416 100

200

300

400

+29

500

AVERAGE SCORES: WRITING

468 414 100

200

300

400

+54

500

IMPACT OF THE ASSESSMENT/EVALUATION Based on the results of these findings, program partners decided to continue with the SWAG Program for 2016-2017 and replicate the program in Imperial County. Additionally, the program will increase its GPA requirement from a 2.5 to a 2.8.

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Financial Aid and Scholarships Office finaid@ucsd.edu fao.ucsd.edu (858) 534-3800

FINANCIAL AID AND SCHOLARSHIPS OFFICE

The Financial Aid and Scholarships Office strives to ensure all admitted and continuing students have access to attend UC San Diego regardless of their financial circumstances. The office also plays a critical role in the recruitment process.

PROGRAM, SERVICE, OR EVENT DESCRIPTION The Chancellor’s Associates Scholars Program (CASP) is a scholarship and academic success program that delivers scholarship funding, services, and programs to talented local students with financial need, and great potential, and who are motivated to academically succeed at UC San Diego.

SUMMARY OF FINDINGS/RESULTS In 2016, the Financial Aid and Scholarships Office nearly doubled the amount of scholarship offers from 2015 and received 70% more accepts (76 students) compared to the 2015 cohort.

CASP GROWTH (2015-2016) LEARNING/PROCESS/OPERATIONAL OUTCOME OR GOAL/METRIC Objective: Grow CASP by 18% (20 students) by the 2016-2017 academic year. DATA COLLECTION & METHODS Applicant data from the UC Application for Admission and the FAFSA was gathered using queries to identify qualified students. The review was completed by the scholarship team, which consisted of the Associate Director, Scholarship Coordinator, and Scholarship Counselor.

Y2015

Y2016

108

167

184

304

61% YIELD

70% increase in accepted offers from 2015-2016

Accepted Offered

IMPACT OF THE ASSESSMENT/EVALUATION The healthy yield rate of 61% supports the concept that this scholarship influences where students choose to attend. We are confident that we have a local community to build this program as projected in the upcoming years. This information assists us in establishing accurate 2017-2018 targets and developing effective selection strategies. Through CASP, we are excited to contribute to UC San Diego’s mission of attracting and enrolling a highly competitive and diverse student body. 20


Office of Admissions admissionsdirector@ucsd.edu admissions.ucsd.edu (858) 534-4831

OFFICE OF ADMISSIONS

The Office of Admissions provides programs, activities, and services for prospective students, applicants, and admitted students, as well as parents, high schools, community colleges, and the general public. These services attract and enroll an undergraduate student body with highly competitive academic capabilities and representative of the diversity of the people in California.

PROGRAM, SERVICE, OR EVENT DESCRIPTION The Office of Admissions works to increase the presence and awareness of UC San Diego through marketing, promotional, and recruitment activities to prospective students and their parents, high schools, community colleges, and the general public. LEARNING/PROCESS/OPERATIONAL OUTCOME OR GOAL/METRIC Objective: For the next three years, UC San Diego expects to see 30% of the total freshman applicant pool comprised of underrepresented minority (URM) students.

SUMMARY OF FINDINGS/RESULTS UC San Diego received 84,189 freshman applications for Fall 2016, a record number of applications (up 7.9% from Fall 2015) and the second highest number of applications among all nine University of California campuses. URM students comprised 26% of the total freshman applicant pool. Fall 2016 URM freshman applications grew by 10% from 2015.

FRESHMAN APPLICANT POOL, 2016 <1%

5% 5%

16%

DATA COLLECTION & METHODS The office tracks student applications to UC San Diego from the UC Office of the President through a common UC application.

4% 11%

37% 22% Native-American African-American Latina/o Mexican-American

Filipino Other Caucasian Asian

IMPACT OF THE ASSESSMENT/EVALUATION As a result of an increase in applications from URM students, the Office of Admissions continues to provide outreach and recruitment services throughout high schools and community colleges in the state of California to ensure that the applicant pool is diverse and representative of the state.

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Office of Parent & Family Programs parents@ucsd.edu parents.ucsd.edu (858) 534-7273

OFFICE OF PARENT & FAMILY PROGRAMS

The Office of Parent & Family Programs (PFP) engages families as partners in their student’s educational journey by keeping them informed and involved with the university community, assisting in their student’s UC San Diego experience, and helping them develop a long-lasting connection to the UC San Diego community.

PROGRAM, SERVICE, OR EVENT DESCRIPTION Family Weekend primarily attracts parents and families of first-year students during a crucial time in their transition to college life. The traditional event also welcomes all families to experience UC San Diego in a fun way, helps them visualize their student’s college life, and provide a space for family bonding. LEARNING/PROCESS/OPERATIONAL OUTCOME OR GOAL/METRIC As a result of attending Family Weekend, parents and families will: • Recall campus resources or information helpful to them; • Name and list campus resources or information benefiting their student; • Articulate an understanding of their student’s campus life at UC San Diego; and • Feel better connected to the UC San Diego. DATA COLLECTION & METHODS Family Weekend 2015 took place from October 16-18. The follow-up survey was sent to 1,134 emails. A total of 303 surveys (a 27% response rate) were completed by parents/family members between October 19-31.

SUMMARY OF FINDINGS/RESULTS When asked what it meant to family participants to attend Family Weekend, the most frequently used words were “timing,” “bonding,” “spending time,” and “connect.”

“As a result of Family Weekend, I feel more connected to UC San Diego.” 33%

Strongly Agree

46%

Agree

“It was a great time to bond on the UCSD campus, and learn what steps we can take to be proactive with my student’s future.”

Why did you attend Family Weekend? To visit my student

92%

To connect with UC San Diego community 61% To connect with my student’s college 47% To learn about resources available to my student 46% 25%

50%

75%

100%

“It allowed me to see my student in a new perspective and the way they are spending their days while at school.”

IMPACT OF THE ASSESSMENT/EVALUATION

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The impact of this assessment is invaluable. We believe Family Weekend is serving its overall purpose - families supporting their student and supporting PFP's motto: "When parents are informed, students benefit." Parents, including families of first-time, first-year students, continue to share how Family Weekend allows them a glimpse into their student’s experiences on campus. We use the data to articulate the value of the event and plan for successful Family Weekends in the future. This assessment serves as evidence of PFP's work, the value of the program, and a blueprint for moving forward.


Office of the Registrar registrar@ucsd.edu registrar.ucsd.edu (858) 534-3150

OFFICE OF THE REGISTRAR

The UC San Diego Office of the Registrar supports the instructional mission of the University by providing core enrollment services to students, faculty, colleges, academic departments, professional schools and summer sessions in the areas of academic records, class scheduling, registration, and degree audits.

PROGRAM, SERVICE, OR EVENT DESCRIPTION The Office of the Registrar provides academic records, class scheduling, registration, and degree audits, as well as operates the student enrollment tool WebReg. LEARNING/PROCESS/OPERATIONAL OUTCOME OR GOAL/METRIC The Office of the Registrar was interested in learning about studentsâ&#x20AC;&#x2122; experience with office services. DATA COLLECTION & METHODS Data were collected through the Student Satisfaction Survey administered to the student body (undergraduate, graduate and professional students) from January to March 2016. A total of 793 students responded to 12 satisfaction questions regarding the Office of the Registrar services, a 21% decrease from previous yearâ&#x20AC;&#x2122;s participation (1,011 students).

SUMMARY OF FINDINGS/RESULTS Student satisfaction was measured on a Likert scale of 1 to 5, with 1 indicating the lowest level satisfaction, and 5 indicating the highest level of satisfaction. Overall, the student satisfaction level is 68% (extremely and very satisfied). Survey results indicate that convenient access to academic records on TritonLink (4.13) and helpful staff (4.02) were two important areas of strength and satisfaction among survey participants. Additionally, general guidance from the office (3.88), information available on the Office of the Registrar website (3.81), and current operation hours (3.76) scored high but were also identified as three opportunities for growth.

STUDENT SATISFACTION SURVEY MEAN SCORES, 2016 Office of the Registrar 4

4.13 3.86

4.02

3.88

3.81

Guidance

Website

3.76

3

OVERALL

TritonLink

Helpful Staff

Hours

< 3.0 - Low | 3.0-3.5 - Marginal | 3.6-3.9 - Good | 4.0+ - Excellent 24% 6%

42%

OVERALL SATISFACTION 2016

2%

26%

Extremely Very Somewhat Not Very Not At All

IMPACT OF THE ASSESSMENT/EVALUATION Based on findings, the Management team will: 1. Review responses for areas of improvement (e.g. consider extending or changing front counter service hours); 2. Provide staff with in-service training on good communication and good customer service so we can continue to be helpful to students; and 3. Continue to support the ongoing campus efforts of offering a 24/7 WebReg/TritonLink environment. 23


Student Affairs Technology Services adwillis@ucsd.edu tritonlink.ucsd.edu (858) 534-8018

STUDENT AFFAIRS TECHNOLOGY SERVICES

Student Affairs Technology Services (SATS) is a central IT unit for the Student Affairs organization that provides operational technology efficiencies and capabilities through the use of innovative technical solutions and quality customer service for students, faculty, and staff.

PROGRAM, SERVICE, OR EVENT DESCRIPTION TritonLink is an online student portal that provides an environment of institutional functionality while making it easier for students to find information. It also enables full partnership and open participation by the UC San Diego community. LEARNING/PROCESS/OPERATIONAL OUTCOME OR GOAL/METRIC SATS wanted to understand studentsâ&#x20AC;&#x2122; level of satisfaction with TritonLink, particularly in regards to areas of strengths and opportunities for improvement. DATA COLLECTION & METHODS Data were collected through the Student Satisfaction Survey administered to the student body (undergraduate, graduate and professional students) from January to March 2016. A total of 4,749 students responded to 12 satisfaction questions regarding the TritonLink tool.

SUMMARY OF FINDINGS/RESULTS Student satisfaction was measured on a Likert scale of 1 to 5, with 1 indicating the lowest level satisfaction, and 5 indicating the highest level of satisfaction. Overall, students indicated they were satisfied with TritonLink services (3.78). Survey results indicate that students were very satisfied with the responses provided to requests or problems they encountered with the tool (3.85), as well as the information provided on the Portal Home Page (3.83). Additionally, students indicated a high level of satisfaction with the TritonLink site layout and navigation (3.71), although this also presents one area of growth for SATS.

STUDENT SATISFACTION SURVEY MEAN SCORES, 2016 Student Affairs Technology Services 4

3.78

3.85

3.83

Responsiveness

Valuable Info

3.71

3

OVERALL

Layout/ Navigation

< 3.0 - Low | 3.0-3.5 - Marginal | 3.6-3.9 - Good | 4.0+ - Excellent

IMPACT OF THE ASSESSMENT/EVALUATION Given these survey results, SATS aims to improve the responsiveness of the TritonLink Support team, make incremental improvements to the Intuitive User Interface, and continue to collaborate with ITS to build class and enrollment tools.

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STUDENT RETENTION & SUCCESS

STUDENT RETENTION & SUCCESS


STUDENT RETENTION & SUCCESS

STUDENT RETENTION & SUCCESS

Academic Enrichment Programs Chancellorâ&#x20AC;&#x2122;s Associates Scholars Program International Center Study Abroad Summer Bridge

STUDENT RETENTION & SUCCESS


Academic Enrichment Programs aep@ucsd.edu aep.ucsd.edu (858) 534-1774

ACADEMIC ENRICHMENT PROGRAMS

Academic Enrichment Programs (AEP) provides undergraduates with opportunities to conduct faculty mentored research, to present their findings at local and national conferences, to conduct stipend-supported summer research, and to prepare for graduate degrees and professional careers through extensive faculty, peer, and other mentoring contacts.

PROGRAM, SERVICE, OR EVENT DESCRIPTION The Faculty Mentor Program (FMP) provides eligible Juniors and Seniors an opportunity to conduct research with a faculty mentor in their respective majors. Participants work at least 10 hours per week in Winter and Spring quarters, earn four units of study credit per quarter, and display a poster presentation of their findings at the annual Faculty Mentor Program Symposium.

SUMMARY OF FINDINGS/RESULTS In 2016 a total of 558 students applied to the program, while only 114 (20%) of student applicants were matched with a faculty mentor. As student interest in the program continues to grow over the years, faculty participation is not keeping pace.

LEARNING/PROCESS/OPERATIONAL OUTCOME OR GOAL/METRIC FMP aims to increase the number of undergraduate students involved in research opportunities. Specifically, the program seeks to help students participate in significant hands-on research, build professional relationships with a faculty mentor, and prepare for graduate and professional school.

2014

106

2015

124

2016

114

295

Students Matched

377 558 Students Applied

DATA COLLECTION & METHODS Data were gathered through student applications submitted for the FMP program and compared to the number of applications received the previous year. Additionally, we queried our database of available faculty mentors to determine the maximum number of matches.

IMPACT OF THE ASSESSMENT/EVALUATION As a result of growing student interest in FMP over the past three years, AEP will take strategic actions to increase faculty participation by 10% next year. The office is making early contact with faculty members who have worked with undergraduates in the past in order to recruit them back to FMP. Faculty members will also receive personalized outreach from previous student participants who will share the benefits they achieved from working with faculty on their research. 27


Chancellor's Associates Scholars Program casp@ucsd.edu casp.ucsd.edu (858) 534-8366

CHANCELLOR’S ASSOCIATES SCHOLARS PROGRAM

The Chancellor’s Associates Scholarship was created by Chancellor Pradeep K. Khosla in 2013, and the Chancellor’s Associates Scholars Program (CASP) was implemented in 2014 to provide an additional level of support and campus commitment to equip scholars with the tools and information necessary to be academically successful.

PROGRAM, SERVICE, OR EVENT DESCRIPTION CASP recognizes and supports talented local students with great potential, financial need, and motivation to academically succeed at UC San Diego. Our foci for building a strong institutional foundation to supporting student success are: transition, mentorship, academic support, community building, student development, and access. LEARNING/PROCESS/OPERATIONAL OUTCOME OR GOAL/METRIC Our program components include a focus on students’ first year transition, structured check-ins, and methodized programming in the subsequent years of students' undergraduate careers. We retain students through establishing a strong set of varied skills in their first year with the goal to remain in good/excellent academic standing.

SUMMARY OF FINDINGS/RESULTS Between 2014 and 2015 the CASP program grew by 42%, with 30 more CASP students enrolled in 2015 than the previous year. As a whole, over 75% of program participants remained in Good Academic Standing or obtained Provost Honors during their first academic year.

32%

FALL ’13 WIN ’14

19%

WIN ’15

23%

Technology Services.

4% 4% N=28

15% 63%

29% 13%

64%

WIN ’16

14%

69% 29%

6% 8% N=66 6%

53%

Provost Honors Academic Probation

50%

4% N=67

6% 9% N=70

58%

25%

DATA COLLECTION & METHODS This information was compiled through

N=31

3% N=32

63%

FALL ’15

SPR ’16

6%

61%

18%

SPR ’15

10% 78%

32%

SPR ’14

FALL ’14

52%

17%

N=106

9%

8% N=107

9%

9% N=103

75%

100%

Good Standing Subject to Dismissal

Provost Honors: To be eligible a student must complete at least 12 graded units and receive a minimum grade point average of 3.5 or above. Good Standing: The student's term and cumulative grade point average (GPA) are 2.0 or higher. Academic Probation: The student's term GPA is at least 1.5 but less than 2.0 or the cumulative GPA is less than 2.0 and the student is not Subject to Disqualification. Subject to Dismissal: The student's term GPA is less than 1.5 or the student completed two successive terms on Academic Probation and the cumulative GPA is below 2.0. Note: Since the program’s inception in 2013, at least one student in each cohort has deferred admission for the next quarter, resulting in increased program participant numbers during the Winter quarter.

IMPACT OF THE ASSESSMENT/EVALUATION

prepare scholars with a strong foundation for academic success. We will also leverage existing collaborations with campus-wide programs and services (e.g., 2Excel, Career Services Center, Academic Enrichment Programs); utilize and continue to meet one-on-one and provide individualized support for students in academic jeopardy. 28


International Students & Programs Office istudents@ucsd.edu istudents.ucsd.edu (858) 534-3730

INTERNATIONAL STUDENTS & PROGRAMS OFFICE

International Students & Programs Office (ISPO) provides comprehensive immigration and cross-cultural advising services and programs that support more than 7,500 international students in achieving academic, professional, and personal goals, as well as serving the University’s departments and units in pursuit of their missions.

PROGRAM, SERVICE, OR EVENT DESCRIPTION ISPO facilitates international students’ academic and personal success, fosters intercultural engagement and exchange, supports the University’s diversity initiatives, complies with mandatory federal regulations governing international students, and promotes campus retention, graduation, and time-to-degree goals.

SUMMARY OF FINDINGS/RESULTS First-Year Retention Rate: First-Time Freshman International Students (’09-’14)

85%

100% 75% 50%

LEARNING/PROCESS/OPERATIONAL OUTCOME OR GOAL/METRIC Goal: Increase international undergraduate students' retention and graduation rates and reduce their time-to-degree Metric 1: Program participants will achieve at least an 80% retention rate from their first to second year. Metric 2: The majority of freshman participants will achieve a five year time time-to-degree. DATA COLLECTION & METHODS Structured query language programs were written and executed to extract relevant quantitative student data from Data Warehouse.

25%

Cohort ’09

Cohort ’10

Cohort ’11

Cohort ’12

Cohort ’13

Cohort ’14

Result #1: At least 85% of the international students who entered UC San Diego for the first time as freshman students during fall quarters 2009-2014 are retained the following quarter.

2014-2015 Graduation Rate Comparison: International and All First Time Freshman Students 87% 93%

Cohort ’09 (6-year) Cohort ’10 (5-year)

64% All International

58% 52%

Cohort ’11 (4-year) 25%

50%

84%

75%

100%

Result #2: A total of 52% of International students who entered UC San Diego for the first time as freshman students in Fall 2011 achieved a four-year graduation rate, approaching the 58% four-year graduation rate of all first-time freshmen students from the Fall 2011 cohort. Additionally, the majority (64%) of international freshmen from the 2010 cohort achieved a five-year graduation rate.

IMPACT OF THE ASSESSMENT/EVALUATION This project’s findings will be used to further refine and improve the design of ISPO’s student learning outcomes. In addition, the office will work on the design, implementation, and/or delivery of its programs and services, which are intended to promote retention, on-time completion, and timely graduation rates of UC San Diego’s international students. For regulatory reporting requirements ISPO defines international students as nonimmigrants who are studying in the United States with I-94 status. The following categories of students are excluded: American citizens, amnesty-seekers, applicants for permanent residency, asylees, permanent residents, refugees, and undocumented individuals.

29


Study Abroad abroad@ucsd.edu studyabroad.ucsd.edu (858) 534-1123

STUDY ABROAD

UC San Diego is committed to making international academic and co-curricular experiences accessible to our diverse student population through a student-centered advising model that encompasses all aspects of the study abroad experience to foster meaningful academic and career benefits for our students.

PROGRAM, SERVICE, OR EVENT DESCRIPTION We were interested in learning about students’ experiences in the Global Seminar programs, including: students‘ overall satisfaction with the program and services and students’ perceived impact of the program on academic and career goals.

SUMMARY OF FINDINGS/RESULTS Student satisfaction with the program and services

Level of Satisfaction with the Study Abroad Program

70% 22% Level of satisfaction with services provided by the Study Abroad Office

LEARNING/PROCESS/OPERATIONAL OUTCOME OR GOAL/METRIC Students who participate in Global Seminar programs will: • Understand that on-time graduation rates for study abroad participants is the same as non-participants; • Identify types of Study Abroad programs; • List safety resources available to them; • Describe their potential cultural adjustment prior to departure; and • Reflect on the value of their study abroad experience. DATA COLLECTION & METHODS Of the 270 students who participated in Global Seminars in Summer 2015, 150 students participated in the survey (a 55% response rate).

41% 32% On the whole, I feel the program was academically strong

67% 24% This program has made an impact on my career plans

21% 34% This program has made an impact on my academic plans, including choice of major or minor

15%

25%

33% 50%

75%

100%

Strongly Agree/Strongly Satisfied Moderately Agree/Moderately Satisfied

58% 100%

of students said they would not have gone abroad if it weren't for the Global Seminar program. of students said that going on the Global Seminar has encouraged them to go abroad again.

IMPACT OF THE ASSESSMENT/EVALUATION Survey findings help the office evaluate our relations with program partners to determine future collaborations for housing/boarding and student services in the country. The findings also help the office identify student needs (academically, career-wise, and personally), determine whether services and programs meet those needs, understand whether services and programs are satisfying and challenging, and evaluate faculty. Looking forward, we will work on altering survey questions to better understand the program’s impact on students’ academic and career goals. 30


Office of Academic Support & Instructional Services oasis@ucsd.edu oasis.ucsd.edu (858) 534-3760

OFFICE OF ACADEMIC SUPPORT & INSTRUCTIONAL SERVICES

The Office of Academic Support & Instructional Services (OASIS) facilitates the intellectual and personal development of UC San Diego students, particularly underrepresented and underserved students. OASIS contributes to students’ retention, achievement, learning, and empowerment through a challenging and supportive environment emphasizing collaboration, validation, equity, and social justice.

PROGRAM, SERVICE, OR EVENT DESCRIPTION The OASIS Early Warning System (EWS) is an intervention system for students at risk of dropping or failing their STEM courses. The program provides students with a resource to build the knowledge and skills necessary to succeed in their STEM courses and majors. Eligible students are identified and offered targeted support through peer-led and collaborative tutoring. LEARNING/PROCESS/OPERATIONAL OUTCOME OR GOAL/METRIC Participating students’ chemistry course completion and course grade were compared to eligible non-participating students. In addition, learning outcomes such as proficiency in collaboration and willingness to initiate study groups were assessed. DATA COLLECTION & METHODS Course instructors identify students who score in the lowest 20% of the class on the first midterm and invite them to participate in an OASIS Study Group. Eligible students who choose to participate are placed in a peer study group with a trained undergraduate tutor.

SUMMARY OF FINDINGS/RESULTS Of the 795 students eligible to participate in the EWS, 209 students participated in a minimum of 50% of the study group meetings. Students who participated in the EWS program for chemistry 6A, 6B, or 6C had higher pass rates than students who were eligible but did not participate in the program. EWS: Summary of Program Participants

795

Eligible Students Identified

47% of students identified

378

Students Interested

209

Student Participants

55% of students interested

EWS: Summary of Passed Rates

51%

CHEM 6A

87% 63%

CHEM 6B

68%

CHEM 6C 25%

50%

Eligible Non-Participants

75%

82% 93% 100%

Participants

*A passing grade is an A, B, C, or P

“Being able to help each other on the concepts. Retelling it to other people helped enforce my understanding of the concepts.”

“The most useful part of the study group was that if I had a question, it was able to be answered by not only the tutor but also by other students in the group.”

IMPACT OF THE ASSESSMENT/EVALUATION Based on the data, the EWS is likely having a positive impact on students who do participate by contributing to their passing grades. Within the scope of the program, we can examine additional programmatic and structural factors that may contribute to student success. As the program continues to grow, EWS will continue to build faculty and student communication and improve recruitment and training. The collaboration with an academic department will likely have dividends in other areas of the Math Science Tutoring Program. 31


Office of Academic Support & Instructional Services oasis@ucsd.edu oasis.ucsd.edu (858) 534-1467

SUMMER BRIDGE

The Office of Academic Support & Instructional Services (OASIS) facilitates the intellectual and personal development of UC San Diego students, particularly underrepresented and underserved students. OASIS contributes to students’ retention, achievement, learning, and empowerment through a challenging and supportive environment emphasizing collaboration, validation, equity, and social justice.

PROGRAM, SERVICE, OR EVENT DESCRIPTION Summer Bridge (SB) is a four-week summer academic and residential program with an extensive, integrated academic year follow-up for admitted UC San Diego freshmen. SB students are recruited and selected mainly from a pool of newly enrolled freshmen from 4th and 5th quintile high schools (“educationally disadvantaged environments”), including Chancellor’s Associates Scholars Program students. LEARNING/PROCESS/OPERATIONAL OUTCOME OR GOAL/METRIC Goal: SB aims to make a significant contribution to student participants’ first-year GPA. Metric: SB students will achieve GPA distribution rates that meet or exceed those for a cohort of first-year freshmen that match the SB students in variables such as high school quality, SES, first-generation college students, and ethnicity. DATA COLLECTION & METHODS Student Research and Information, Academic Affairs provided the Academic Progress Report: Fall 2015 Summer Bridge through Spring 2016 Report. The 2015 SB cohort consists of 186 students and the 4th and 5th quintile comparison group consists of 371 students.

SUMMARY OF FINDINGS/RESULTS SB students’ pre-college and first-year UC San Diego data were compared with that of all other 4th and 5th quintile freshmen enrolled in Fall 2015. Although SB freshmen had similar mean high school GPAs, they had lower SAT composite, composite SAT Subject Test scores, and predicted first-quarter GPA mean than the comparison group. Despite lower pre-college achievement levels, SB students consistently perform at similar rates as the comparison group. Additionally, SB students consistently had a higher percentage of students with a GPA at or above 3.0 in all three quarters than the comparison group.

High School GPA

SAT Comprehensive Score

4.12

1126

4.12

1182

Predicted 1st Quarter GPA

Actual 1st Quarter GPA

2.86

2.86

2.94

2.85

100% 75% 50% 25%

54% 50% FALL 2015 GPA ≥ 3.0

Summer Bridge

51%

41%

WINTER 2016 GPA ≥ 3.0

51%

44%

SPRING 2016 GPA ≥ 3.0

4th/5th Quintile Freshmen

IMPACT OF THE ASSESSMENT/EVALUATION The findings indicate strong educational, pedagogical, and service delivery dimensions of the SB Program. In addition, these findings suggest that the predictive value of SAT scores for SB students should be evaluated more closely and possibly become a lower weighted factor in decisions related to who gains admission to the SB program.

32


STUDENT LIFE

STUDENT LIFE


STUDENT LIFE

ArtPower Associated Students Center for Student Involvement Communication and Leadership · Community Service · Greek Life

Student Legal Services

STUDENT LIFE

University Centers University Events Office

STUDENT LIFE


ArtPower artpower@ucsd.edu artpower.ucsd.edu (858) 246-1199

ARTPOWER

ArtPower at UC San Diego engages diverse audiences through vibrant, challenging, multi-disciplinary performances by emerging and renowned international artists. The program aims to foster learning and self-discovery, supplement and enhance the academic experience, and contribute to the community’s artistic and cultural life.

PROGRAM, SERVICE, OR EVENT DESCRIPTION ArtPower is the presenting arts organization showcasing artists in the genres of chamber music, jazz, global music, dance, film, and spoken word. Through extensive partnerships, ArtPower also provides exciting opportunities for research, participation, and the creation of new work. LEARNING/PROCESS/OPERATIONAL OUTCOME OR GOAL/METRIC ArtPower wanted to understand the level of student satisfaction with ArtPower programs during the past 12 months.

SUMMARY OF FINDINGS/RESULTS Student satisfaction was measured on a Likert scale of 1 to 5, with 1 indicating the lowest level satisfaction, and 5 indicating the highest level of satisfaction. Overall, 80% of students indicated they were “extremely satisfied” or “very satisfied” with ArtPower. The organization also scored an overall satisfaction score of 4.10. The two largest areas of strength and sources of satisfaction among students was the quality of performing arts experiences (4.21) and the interaction with courteous and helpful staff (4.21). While students’ level of satisfaction with the schedule of performing arts events (3.84) and event pricing was high (3.84), they present two areas for growth in ArtPower.

STUDENT SATISFACTION SURVEY MEAN SCORES, 2016 ArtPower 4.10

4

DATA COLLECTION & METHODS Data were collected through the Student Satisfaction Survey administered to the student body (undergraduate, graduate and professional students) from January to March 2016. A total of 177 students responded to 8 satisfaction questions regarding the ArtPower organization.

4.21

4.21 3.84

3.84

Schedule

Priced

3

OVERALL

Quality

Courteous Staff

< 3.0 - Low | 3.0-3.5 - Marginal | 3.6-3.9 - Good | 4.0+ - Excellent

2%

18%

35% OVERALL SATISFACTION

45%

Extremely Very Somewhat Not Very Not At All

IMPACT OF THE ASSESSMENT/EVALUATION Based on positive survey results, we will continue to provide a diversity of programming for students. Moving forward, ArtPower will identify additional opportunities for students to connect with artists outside of the performances through its student engagement program. In response to student concern over the cost of the programs, ArtPower is experimenting with a student ticket fee 25% lower than in past years to determine whether it will increase overall student attendance at ArtPower performances. 35


ASSOCIATED STUDENTS

Associated Students aspr@ucsd.edu as.ucsd.edu (858) 822-3553

Our mission is to facilitate and encourage students to grow and develop through their involvement in student government, its services, and auxiliaries. We promote student engagement in all areas of campus life through leadership, advocacy, and service in order to build and strengthen our community.

PROGRAM, SERVICE, OR EVENT DESCRIPTION In collaboration with the Vice Chancellor of Student Affairs, University Centers, Financial Aid, and the colleges, the Triton Food Pantry opened in February 2015 with the mission to provide services to students experiencing food insecurity (lack of consistent access to healthy and affordable food). This is a free service open to all registered undergraduate and graduate students. LEARNING/PROCESS/OPERATIONAL OUTCOME OR GOAL/METRIC Goal: To increase the number of undergraduate and graduate student users at the Triton Food Pantry. Metric: By academic year 2015-2016, the Triton Food Pantry will provide food resources to 200 students/week. DATA COLLECTION & METHODS Data were collected via the Student Life scanning system, a tool developed to track usage/attendance for Student Life programs/services (this tool has also been used by other units on campus). Students who visit the pantry scan their ID with a pantry manager before leaving with their items.

SUMMARY OF FINDINGS/RESULTS Triton Food Pantry: By the Numbers

1,700 TOTAL VISITS 5,700 UNDERGRADUATE VISITS* 800 GRADUATE VISITS* 220 AVERAGE VISITS PER WEEK 100%

GROWTH FROM SPRING 2015

*Visits do not signify unique visitors to the pantry, but rather, how many times students used the pantry. Pantry visits may be from repeat users.

IMPACT OF THE ASSESSMENT/EVALUATION Based on the increased usage of the Triton Food Pantry, AS and the Basic Needs Committee will increase its services to address food insecurity at UC San Diego. For example, the Food Pantry will begin offering perishable items such as milk, cheese and fresh produce during academic year 2016-17. Additionally, AS will work with partners to develop preventative initiatives such as food and financial literacy programs, cooking demonstrations, Cal Fresh information sessions, and continued research on basic needs. 36


Communication and Leadership ccl@ucsd.edu ccl.ucsd.edu (858) 822-0501

COMMUNICATION AND LEADERSHIP

Communication and Leadership offers a unique collection of programs, resources, and services designed to support students’ academic success and holistic development through skill building programs in interpersonal and professional communication, public speaking, and leadership.

PROGRAM, SERVICE, OR EVENT DESCRIPTION Triton Community Leadership Institute (TCLI) is a summer residential experience and a yearlong program for incoming first-generation freshman students. The program provides students an opportunity to build relationships, learn about campus resources and involvement opportunities, and learn about leadership and social justice. LEARNING/PROCESS/OPERATIONAL OUTCOME OR GOAL/METRIC At the end of the program participants will: • Develop strong relationships with their TCLI peers; • Understand how their identities relate to power, privilege, and oppression; • Create an intentional plan for getting involved in their first year; and • Feel prepared for their first year of college.

SUMMARY OF FINDINGS/RESULTS Percentage of respondents who agreed or strongly agreed with each of the following statements:

I have a strong relationship with my TCLI peers 27% 99% 25%

50%

75%

100%

I understand how my identities relate to power, privilege, and oppression 70% 99% 25%

50%

75%

100%

I feel prepared for my first year of college 37%

DATA COLLECTION & METHODS Pre-assessment and post-assessment surveys were administered in-person to TCLI participants upon their arrival to and departure from their summer residential experience. A total of 98% (114) of participants completed the pre-assessment survey, while 99% (115) of participants completed the post-assessment survey.

83% 25%

50%

75%

100%

I have an intentional plan for getting involved in my first year of college 69% 97% 25%

50%

Pre-Assessment

75%

100%

Post-Assessment

IMPACT OF THE ASSESSMENT/EVALUATION Results from our pre-assessment and post-assessment surveys indicate that students who participate in TCLI feel more prepared for their first year of college. During the academic year, TCLI will offer further support by creating opportunities for students to build community, engage with campus resources, and develop their leadership skills. Additionally, students will have ongoing meetings with TCLI mentors to facilitate their holistic development, connect them with resources, and promote retention. 37


Community Service getinvolved@ucsd.edu cst.ucsd.edu (858) 534-0501

COMMUNITY SERVICE

CSI Community Service empowers students as active citizens contributing to a just and sustainable world through community partnerships and co-curricular service-learning opportunities in education, community law, environment, community health, national and international service, and social innovation.

PROGRAM, SERVICE, OR EVENT DESCRIPTION Community Service Transportation (CST) collaborates with campus partners and community organizations to provide UC San Diego students reliable transportation to and from service sites throughout the greater San Diego area, thereby increasing the number of students otherwise unable to participate in service due to lack of transportation. LEARNING/PROCESS/OPERATIONAL OUTCOME OR GOAL/METRIC CST wanted to track ridership patterns to determine how students utilized transportation services and consequently where best to allocate program resources to meet student need. DATA COLLECTION & METHODS Weekday ridership data were collected and retrieved from the Dispatchur application on a quarterly basis. Similar data for weekend rides were compiled from weekend ride requests and student waivers.

SUMMARY OF FINDINGS/RESULTS During the past year, the program has increased its capacity for service, including the number of campus partners, community service sites served, and overall program participation.

CAMPUS PARTNERS

2014-2015: 8

2015-2016: 25

COMMUNITY SERVICE SITES SERVED

2014-2015: 24

2015-2016: 46

Students utilizing the CST program nearly tripled between 2014 and 2015. Additionally, rides went up 154% between 2014 and 2015.

CST PROGRAM PARTICIPATION

2014

105 299

2015 CST PROGRAM RIDES (round-trip & one-way)

2014 2015

664 1,686 +154%

IMPACT OF THE ASSESSMENT/EVALUATION We will begin to analyze usage data patterns to increase the number of student drivers and prioritize starting transportation services earlier each quarter to continue to increase ridership. Every ride equals hours spent tutoring, mentoring, translating, serving the homeless, or helping the environment. In future assessments, we plan to review customer satisfaction data and the impact of the program on the number of service hours students complete. 38


Greek Life getinvolved@ucsd.edu greeklife.ucsd.edu (858) 534-4482

GREEK LIFE

With 24 fraternities and 19 sororities, Greek Life provides a unique opportunity for student involvement by: encouraging members’ holistic development, creating a culture of high academic expectation and achievement, promoting high standards of behavior, promoting brotherhood/sisterhood among members, and establishing a culture of inclusion, leadership and service.

PROGRAM, SERVICE, OR EVENT DESCRIPTION The Greek Life Equity, Diversity and Inclusion (EDI) Peer Educator Program was developed to expand Greek students’ understanding of EDI topics, apply bystander intervention strategies, and build an inclusive Greek community. In its pilot year, Greek Life EDI Peer Educators facilitated EDI trainings for 1,133 Greek students, including new members and student leaders. In Spring 2016, Peer Educators began conducting quarterly EDI trainings in chapter meetings with 606 students. LEARNING/PROCESS/OPERATIONAL OUTCOME OR GOAL/METRIC As a result of the workshop, students will: • Understand intersectionality; • Understand privilege as it relates to social identities; • Feel confident in engaging their peers in conversations about diversity; and • Feel confident to intervene in situations regarding inequality. DATA COLLECTION & METHODS A total of 606 Greek students participated in one of 16 workshops facilitated by Greek Life EDI Peer Educators during Spring quarter 2016. Paper surveys assessed workshop learning outcomes using Likert-type questions and open-ended questions provided feedback about program content and satisfaction.

SUMMARY OF FINDINGS/RESULTS Participant assessments from the first 606 chapter members revealed: Top 3 Most valuable aspect of training: • Self-reflection, understanding of one’s own identities and privilege • Learning about different perspectives among chapter brothers/sisters • Sharing/learning about experiences of brothers/sisters Top 3 Areas for improvement: • Shorter trainings • Could be longer/more-in depth • More interactive activities and small group discussions Percentage of students who agreed or strongly agreed with each of the following statements: I understand intersectionality

49% 47% I understand privilege as it relates to social identities

60% 39% I am confident that I can engage my peers in conversations about diversity

44% 52% I feel confident that I can intervene in situations regarding inequality

35%

25%

55% 50%

Strongly Agree

75%

100%

Agree

IMPACT OF THE ASSESSMENT/EVALUATION Peer Educators reviewed assessment results in weekly meetings to continually improve workshop content and facilitation to incorporate additional experiential learning opportunities. Based on 2016 data, Peer Educators will develop an experiential training to increase students’ confidence in using bystander intervention strategies during 2016-17.

39


Student Legal Services sls@ucsd.edu sls.ucsd.edu (858) 534-4374

STUDENT LEGAL SERVICES

Student Legal Services (SLS) provides free and confidential counseling, education, and referrals on all types of legal matters and UC policy matters to students and student organizations. SLS also offers preventive legal education workshops to educate students about their rights and responsibilities under the law.

PROGRAM, SERVICE, OR EVENT DESCRIPTION SLS offers the Discover the Law program each winter quarter. This non-academic credit program is open to all UC San Diego undergraduate and graduate students and consists of a series of 40 workshops on 34 distinct legal topics. Students earn a “Certificate of Achievement” or a “Certificate of Special Recognition” at the completion of their program. LEARNING/PROCESS/OPERATIONAL OUTCOME OR GOAL/METRIC As a result of participating in Discover the Law, students will: • Understand steps to take to make an informed legal decision; • Summarize their rights and responsibilities related to the legal topics covered in workshops attended; • Critically consider options for resolving a legal problem; • Be aware of circumstances for seeking legal professional aid; and • Learn about campus and community resources that support students facing legal issues. DATA COLLECTION & METHODS Both the pre- and post-program questionnaires were administered through Campus Labs/Baseline. The pre-program questionnaire was distributed through a generic link while the post-program questionnaire was sent to all students who enrolled in the program (and who had previously completed the pre-program questionnaire).

SUMMARY OF FINDINGS/RESULTS A total of 494 students initially enrolled in the Discover the Law program and completed the pre-program questionnaire. Of these, 109 students attended at least four workshops and completed the post-program questionnaire. Percentage of students who agreed or strongly agreed with each of the following statements:

I know what steps to take in order to make informed legal decisions Pre-Questionnaire

30% 95%

Post-Questionnaire 25%

50%

75%

100%

I am aware and can describe my rights and responsibilities regarding various legal issues Pre-Questionnaire

25% 95%

Post-Questionnaire 25%

50%

75%

100%

“I enjoyed the program very much. I loved the research and experience opportunities most. I would hope that this program can continue and would definitely recommend to future students.” “It was really nice to see that we have lawyers who care enough to have workshops to inform us more on our rights!”

IMPACT OF THE ASSESSMENT/EVALUATION The findings reflect a positive effect that the program has on the academic development of our student participants. The findings reaffirm the value of the Discover the Law program to students, and serve to justify the time and effort that Student Legal Services expends on the implementation and execution of the program. Open-ended feedback from program participants will be carefully analyzed in evaluating program logistics (location, workshop times and, topics covered) and in considering how to make the program accessible to more students. 40


University Centers ucen@ucsd.edu universitycenters.ucsd.edu (858) 822-4987

UNIVERSITY CENTERS

As a student-centered organization, University Centers supports the UC San Diego community with quality facilities, services, and programs that foster and enrich the campus experience and student learning.

PROGRAM, SERVICE, OR EVENT DESCRIPTION University Centers (Price Center and Student Center) is the heart and soul of UC San Diego. A variety of eateries, meeting rooms, entertainment venues, gathering spaces, computer labs, resource centers, and student organizations create a dynamic experience for more than 30,000 visitors a day. University Centers provides a place to connect and belong. LEARNING/PROCESS/OPERATIONAL OUTCOME OR GOAL/METRIC The Student Satisfaction Survey evaluated several indicators on customer satisfaction, such as responsiveness and knowledge of staff.

SUMMARY OF FINDINGS/RESULTS Overall, 72% of students indicated they were Extremely or Very Satisfied with University Centers with 4% expressing dissatisfaction. University Centers averaged a rating of 3.91 out of 5 with highest ratings in staff courteousness (4.03) and knowledgeable staff (3.98). University Centers’ greatest areas of improvement are on how students perceive that the University Centers staff understands their needs and requirements (3.86) and in website effectiveness to relay information (3.81).

STUDENT SATISFACTION SURVEY MEAN SCORES, 2016 University Centers 3.91

4.03

OVERALL

Courteous Staff

4

3.98

3.86

3.81

3

DATA COLLECTION & METHODS Data were collected through the Student Satisfaction Survey administered to the student body (undergraduate, graduate and professional students) from January to March 2016. A total of 989 students evaluated University Centers.

Knowledgeable Website Staff Effectiveness

Understand Needs

< 3.0 - Low | 3.0-3.5 - Marginal | 3.6-3.9 - Good | 4.0+ - Excellent 1%

24%

3%

24%

OVERALL SATISFACTION 2016

48%

Extremely Very Somewhat Not Very Not At All

“The Price Center is a great way for other students to connect. With the various study rooms, student aide and eateries, I enjoy coming to the Price Center.”

IMPACT OF THE ASSESSMENT/EVALUATION The survey asked what improvements should be made to the Price Center. Overcrowding and lack of seating emerged as a common theme. University Centers will increase the number of seats inside and outside the Price Center, and will evaluate current space utilization to determine if underutilized spaces can be redefined to accommodate more seating.

41


University Events Office ueo@ucsd.edu ueo.ucsd.edu (858) 534-3080

UNIVERSITY EVENTS OFFICE

The University Events Office (UEO) enhances campus life through artistic, cultural, and social events and programs. UEO assists university departments with all aspects of conceiving, planning, budgeting, coordinating and managing student-centered events on the UC San Diego campus.

PROGRAM, SERVICE, OR EVENT DESCRIPTION UEO provides event management and production services to the Associated Students Concerts & Events Office (ASCE), Student Affairs units, campus departments, undergraduate colleges and student organizations. LEARNING/PROCESS/OPERATIONAL OUTCOME OR GOAL/METRIC The 2016 Student Satisfaction Survey evaluated the University Events Office for its understanding of student’s needs, accessibility, responsiveness to requests/problems, problem solving, knowledge, courteousness, website effectiveness, and movement in a positive direction to meet the needs of students. DATA COLLECTION & METHODS Data were collected through the Student Satisfaction Survey administered to the student body (undergraduate, graduate and professional students) from January to March 2016. A total of 88 students provided ratings for the University Events Office.

SUMMARY OF FINDINGS/RESULTS The survey indicated that overall satisfaction with the University Events Office is high: 64% of respondents stated that they were either “extremely” or “very” satisfied with UEO and 9% indicated dissatisfaction. UEO received high ratings throughout the survey, with an overall rating of 3.76 out of 5 in each category. UEO’s highest ratings came in the areas of courteousness (4.01) and knowledge (3.99). UEO’s greatest areas of improvement are in website effectiveness (3.85) and accessibility (3.75).

STUDENT SATISFACTION SURVEY MEAN SCORES, 2016 University Events Office 4

4.01

3.76

3.99

3.85

3.75

3

OVERALL

Knowledgeable Courteous Staff Staff

Website Accessibility Effectiveness

< 3.0 - Low | 3.0-3.5 - Marginal | 3.6-3.9 - Good | 4.0+ - Excellent 7% 2%

24%

27%

Extremely Very Somewhat Not Very Not At All

OVERALL SATISFACTION 2016

40%

“They do a great job at coming up with new events and telling the students about them. I like hearing all the fun and exciting things going on campus.”

IMPACT OF THE ASSESSMENT/EVALUATION Our survey results indicated that students find the UEO staff to be courteous and knowledgeable, but not as accessible as they would prefer. To address the work-load issues impacting staff accessibility, we recently added a fourth full-time staff member. The survey results also indicated that the UEO website is lacking in effectiveness. In response, UEO is launching a re-branding campaign that will include a new unit website aimed at increasing the efficacy of our online resources. 42


RECREATION & SPORTS FACILITIES

RECREATION & SPORTS FACILITIES


RECREATION & SPORTS FACILITIES

RECREATION & SPORTS FACILITIES


Sports Facilities sportsfac@ucsd.edu sportsfac.ucsd.edu (858) 534-7884

SPORTS FACILITIES

UC San Diego Sports Facilities is dedicated to providing safe and clean sports facilities to students, faculty and staff. Sports Facilities provides maintenance, scheduling and support services for special events that improve the quality of campus life.

PROGRAM, SERVICE, OR EVENT DESCRIPTION Sports Facilities manages nearly 395,000 gross square feet of indoor and 58 acres of outdoor space, consisting of 18 major facilities, including RIMAC, Canyonview Aquatic Center, Triton Ballpark, the Main Gym, the Natatorium, the Triton Track and Field Stadium, and the Spanos Athletic Performance Center. It coordinates the usage of sports facilities and strives to manage and maintain all sports facilities to the highest standard.

SUMMARY OF FINDINGS/RESULTS Student satisfaction was measured on a Likert scale of 1 to 5, with 1 indicating the lowest level satisfaction, and 5 indicating the highest level of satisfaction. Survey results indicate that students’ experience of safety in attending events at Sports Facilities venues, such as concerts and athletic games, (4.25) was an area of strength and high satisfaction among participants. Additionally, students’ level of satisfaction with the unit’s website to communicate important information (3.82) presents one area for growth related to satisfaction among participants.

LEARNING/PROCESS/OPERATIONAL OUTCOME OR GOAL/METRIC Sports Facilities wanted to know students’ level of satisfaction with its services, particularly areas of strengths and opportunities for improvement.

STUDENT SATISFACTION SURVEY MEAN SCORES, 2016 Sports Facilities

DATA COLLECTION & METHODS Data were collected through the Student Satisfaction Survey administered to the student body (undergraduate, graduate and professional students) from January to March 2016. A total of 1,025 students responded to 10 satisfaction questions regarding its services.

4

4.09

4.25 3.82

3

OVERALL

Safe Experience

Website Effectiveness

< 3.0 - Low | 3.0-3.5 - Marginal | 3.6-3.9 - Good | 4.0+ - Excellent

IMPACT OF THE ASSESSMENT/EVALUATION Given these survey results, Sports Facilities takes pride in the sense of safety its facilities project for both Recreation participants and those attending events. With regard to areas of growth, Sports Facilities will endeavor to make its website more effective through new campus templates, updated information, and intuitive design. Furthermore, in response to constructive feedback on the Recreation satisfaction survey regarding facility conditions, Sports Facilities will work with Recreation and Intercollegiate Athletics to conduct a facility enhancement feasibility study. 45


Recreation reception@ucsd.edu recreation.ucsd.edu (858) 534-4037

RECREATION

Recreation is dedicated to enhancing and promoting wellness, fitness and fun for students, faculty, staff, and the community through a diverse range of classes, programs and activities to help participants stay active and achieve their goals.

PROGRAM, SERVICE, OR EVENT DESCRIPTION Recreation provides a wide range of classes, programs and activities, including: fitness classes, intramural sports, nutritional services, outback adventures, instructional classes, water sports and wellness programs. LEARNING/PROCESS/OPERATIONAL OUTCOME OR GOAL/METRIC Recreation wanted to know studentsâ&#x20AC;&#x2122; level of satisfaction with its services, particularly areas of strengths and opportunities for improvement. DATA COLLECTION & METHODS Data were collected through the Student Satisfaction Survey administered to the student body (undergraduate, graduate and professional students) from January to March 2016. A total of 1,625 students responded to 10 satisfaction questions regarding Recreationâ&#x20AC;&#x2122;s services.

SUMMARY OF FINDINGS/RESULTS Student satisfaction was measured on a Likert scale of 1 to 5, with 1 indicating the lowest level satisfaction, and 5 indicating the highest level of satisfaction. Survey results indicate that the quality of experience (4.16) and knowledgeable instructors (4.08) were two important areas of strength and satisfaction among participants. Contrastingly, the condition of facilities (3.94) and schedule of services (3.89) were two opportunities for growth related to satisfaction among participants.

STUDENT SATISFACTION SURVEY MEAN SCORES, 2016 Recreation

4

4.05

4.16

4.08

3.94

3.89

Facilities

Schedule

3

OVERALL

Quality of Knowledgeable Experience Instructors

< 3.0 - Low | 3.0-3.5 - Marginal | 3.6-3.9 - Good | 4.0+ - Excellent

IMPACT OF THE ASSESSMENT/EVALUATION Given these survey results, Recreation aims to reinforce the quality of both instruction and participant experience while continuing to explore new opportunities as interest in recreational opportunities evolve. Recreation will work closely with Sports Facilities to improve facility conditions and refine scheduling as part of an ongoing conversation amongst stakeholders regarding department synergies and facility enhancements. 46


INTERCOLLEGIATE ATHLETICS

INTERCOLLEGIATE ATHLETICS


INTERCOLLEGIATE ATHLETICS

INTERCOLLEGIATE ATHLETICS


Intercollegiate Athletics tritonfrontdesk@ucsd.edu UCSDTritons.com (858) 534-08417

INTERCOLLEGIATE ATHLETICS

Intercollegiate Athletics enhances students’ physical, intellectual and personal development, as well as enriches overall student life experiences and campus pride by: fostering the pursuit of excellence, strength of character, teamwork, ethical conduct, perseverance, accountability, sacrifice, responsibility to others and an understanding of diversity.

PROGRAM, SERVICE, OR EVENT DESCRIPTION In Fall 2015, Intercollegiate Athletics (ICA) presented the case for transition to non-football NCAA Division I membership to the Chancellor and Cabinet and received approval to hold a student fee referendum with approved referendum language from the UC Office of the President.

SUMMARY OF FINDINGS/RESULTS The ICA Activity Fee Increase Referendum passed with 70% (6,137) of students in favor and 29% (2,567) students against. A total of 1% (124 students) abstained from voting in favor or against the referendum. Thirty-five percent (8,828) of the enrolled student body participated in the vote.

LEARNING/PROCESS/OPERATIONAL OUTCOME OR GOAL/METRIC Intercollegiate Athletics wanted to determine the viability of a Division I Athletic Program through a university community discussion and decision. DATA COLLECTION & METHODS In Spring 2016 UC San Diego held an ICA Activity Fee Increase Referendum to fund the University’s move to NCAA Division I in sports. The referendum proposed increasing the ICA fee from $129.38 to $388.14 per year.

29%

70%

In favor Against Abstain

1%

IMPACT OF THE ASSESSMENT/EVALUATION As a result of the student body ICA Activity Fee increase approval, UC San Diego will move forward with discussions with the UC San Diego Academic Senate for endorsement of a reclassification to non-football NCAA Division I status as well as applying for membership in the Big West Conference (an NCAA Division I conference). The fee increase will be initiated upon the University’s acceptance of an invitation to join the conference and will be used to fund athletic scholarships and the infrastructure needed for reclassification to the NCAA Division I. 49


STUDENT ATHLETE ACADEMIC PERFORMANCE

Student-athletes have higher 6-year graduation rates compared to the general student body.

Studentathletes’ time-to-degree is comparable to the general student body.

Studentathletes maintain GPA’s comparable to the general student body.

6-Year Graduation Rate

Time-To-Degree

GPA

STUDENT-ATHLETES

STUDENT-ATHLETES

STUDENT-ATHLETES

NON-STUDENT ATHLETES

NON-STUDENT ATHLETES

90%

NON-STUDENT ATHLETES

87%

50

4.3 years 4.2 years

3.07 3.16


OFFICE OF STUDENT CONDUCT OFFICE OF STUDENT CONDUCT


OFFICE OF STUDENT CONDUCT

OFFICE OF STUDENT CONDUCT


Office of Student Conduct studentconduct@ucsd.edu studentconduct.ucsd.edu (858) 534-6225

OFFICE OF STUDENT CONDUCT

The Office of Student Conduct provides leadership for the student conduct process through its central coordinating, training, and advising role. The Office adheres to UC San Diego’s Principles of Community and works to administer a thorough, transparent, and fair student conduct process that encourages campus community participation while holding students accountable for their actions.

PROGRAM, SERVICE, OR EVENT DESCRIPTION We assessed students’ experience with the non-academic student conduct process, including: what they learned as a result of going through the process, how they changed their behavior, and whether they believed they were treated fairly by the Student Conduct Officer. LEARNING/PROCESS/OPERATIONAL OUTCOME OR GOAL/METRIC Students will: • Gain greater understanding and awareness about the impact of their behavior on themselves and members of the campus community; • Gain a greater understanding and awareness of the Student Conduct Code, the Principles of Community, and relevant polices; • Learn practical tools for being a positive member of the campus community; and • Participate in educational programs and sanctions appropriate to their violation(s). DATA COLLECTION & METHODS The survey was distributed via student conduct resolution letters emailed to students after their meeting with a Student Conduct Officer. We compiled the survey results from Baseline and reviewed the statistics/narrative answers from each question to determine any important trends.

SUMMARY OF FINDINGS/RESULTS Regarding student learning, the majority of respondents indicated that the process: helped them gain a greater understanding of the impact of their behavior on others, resulted in their positive behavior change, and helped them learn about the importance of community standards.

As a result of meeting with the Student Conduct Officer, I gained a greater understanding of the impact and consequences of my behavior on me or others

81% As a result of participating in the student conduct process, I have changed my behavior positively

76% Overall, this process helped me to learn about the importance of community standards

76%

25%

50%

75%

100%

Percentage of students agreed or strongly agreed with the statement

“I was given advice regarding my actions in relation to those around me. I was not as conscious as much as I should’ve been and will adjust my behavior so as to create a comfortable space for myself and for those around me.”

“I always have agency; I’m ultimately the final arbiter of my actions and responsible for where I am, the possible risks of the situation I am in, and who I associate with.”

IMPACT OF THE ASSESSMENT/EVALUATION The results illustrate that students learn about the impact of their behavior and the resulting consequences through the student conduct process. We also received feedback from students concerned about how long the process takes and the impact it has on their learning from the incident. To alleviate this issue, we now regularly follow-up with Student Conduct Officers and their staff to ensure cases are resolved in a more reasonable matter of time. 53


STUDY ABROAD EXPERIENCE

54

Photo: Natasha Azevedo


STUDY ABROAD EXPERIENCE IN AUSTRALIA

Photo: Vu Nguyen


STUDENT AFFAIRS ASSESSMENT & EVALUATION University Center 112 9500 Gilman Drive #0015 La Jolla, CA 92093-0088 sa-assessment@ucsd.edu

STUDENT AFFAIRS

2015-2016 Student Affairs Assessment & Evaluation Report  

UC San Diego

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