San Jose State University: Residential Curriculum Workbook

Residential Curriculum Workbook

SJSU Residential Curriculum Guidebook

Table of Contents Residential Curriculum Overview...............................1 Education Plans............................................................2 Strategies......................................................................8 Resident Rewind & Engagement Rubrics................10 Bulletin Board Rubric.................................................12 Professional Staff Initiatives......................................14 Assessment.................................................................15 RA Mandatory Participation......................................16 Campus Partners........................................................18

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SJSU Residential Curriculum Guidebook

Residential Curriculum Overview What is Residential Curriculum?

Residential Curriculum is an intentional framework used to incorporate student learning into our residence halls.

Just like there is a curriculum or syllabus for the classroom, our Residential Curriculum guides the learning that happens in our residential communities. SJSU’s Residential Curriculum was developed by researching the mission of San Jose State University, the mission of University Housing Services and student development theories to best address student needs.

After researching institutional data and the needs of San Jose State University students, the professional staff have come up with five learning goals that will guide the learning and interactions in our communities. All of our efforts in Residential Life will focus on being intentional to create learning experiences where Self-Discovery, Relationships, Cultural Competency, Academic Wellness and Ethical Leadership are at the forefront.

Educational Priority

How does Residential Curriculum Impact the Resident Advisor Experience?

By being more intentional with our time, our focus and our why, the RA experience has become much more defined.

Instead of RAs being solely focused on programming efforts in the residence halls, we have now shifted the main focus of the RA position to be that of community builders.

Resident Advisors are charged with building relationships through one on one interactions we call “Resident Rewind” conversations. Through these deeper level conversations, RAs are able to build strong relationships on their floor and be proactive when it comes to community issues. RAs are also seen as peer educators who promote student learning through educational initiatives such as bulletin boards, community meetings and community initiatives.

By facilitating learning experiences and building community RAs are now able to shift their focus on creating more intentional experiences for our residents.

An educational priority is a brief statement: As a result of living on campus, Spartans will engage as contributing and empowered individuals who foster thriving communities.

Learning Goals

Self-Discovery

Relationships

Cultural Competency

Ethical Leadership

Academic Wellness

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First-Year Curriculum Learning Goal: Self-Discovery

Narrative

Spartans will be able to shape their values and develop their own self; in doing so, learn, recognize, and reflect on their experiences.

1. Describe aspects of one’s talents.

2. Recognize emotional impact on behavior.

Learning Goal: Relationships

3. Identify constructive habits that support independent living.

4. Develop foundations for long-term holistic goals.

Narrative

Spartans will be able to discover their roles and connections to their communities; in doing so, understand critical components for successful relationships.

1. Articulate the various aspects of their own identities.

Through self-discovery, students will be able to recognize how the intersectionality of their identities influence their decision-making and resulting behaviors. Students are supported as they learn more about themselves, while finding balance and independence along the way. Students will establish emotional intelligence and to handle interpersonal relationships thoughtfully and empathetically. They will embrace an approach to learning grounded in self-discovery to continue to grow personally and professionally.

The goal of creating meaningful relationships is based on a sense of belonging. Relationships are created when one can articulate their own needs to others; which is learning to effectively communicate.

Relationships is about understanding about another perspective, identifying commonalities, and building communities within SJSU.

2. Identify campus and community partners who advocate for various identity groups.

3. Describe how their own identities interact with society.

4. Recognize the different experiences of others from diverse communities.

SJSU Residential Curriculum Guidebook

First-Year Curriculum Learning Goal: Cultural Competency Spartans will be able to explain the various aspects of their identities and how they relate to diverse communities; in doing so, engaging in a practice of appreciation and acceptance of differences.

1. Articulate the various aspects of their own identities.

To engage compassionately with others, one must learn and practice an appreciation and acceptance of difference. Cultural competency requires individuals to explore their own identities, the identities of others, and how identities intersect. Through the development of students cultural competency, they will be able to recognize how identity impacts lived experiences and how individuals of various identities interact with society.

2. Identify campus and community partners who advocate for various identity groups.

Learning Goal: Ethical Leadership

3. Describe how their own identities interact with society.

4. Recognize the different experiences of others from diverse communities.

Narrative

Spartans will be able to gain an understanding about community responsibility for the common good; in doing so, advocate for a culture of care and equity.

1. Describe their responsibility to their communities.

Narrative

An engaged resident has the ability to serve as a leader, recognizing their responsibility to act in the benefit of society.Through ethicaldecision making, relationships with community members and advocacy, residents engage in behaviors that aid in the common good of the community.

2. Discuss strategies by which they can contribute to their communities.

3. Advocate for themselves and others.

4. Affirm the worth of individuals and communities.

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First-Year Curriculum Learning Goal: Academic Wellness

Narrative

Spartans will be able to explore dimensions of academic wellness to maximize their student learning.

1. Explore major(s) of interest.

An engaged resident maximizes student learning through utilization of resources, building academic support networks, and engaging in new academic experiences. Members explore the relation of transferable skills to holistic learning. Through engagement with faculty, utilization of wellness resources, and defining of academic purpose residents are able to develop a successful graduation track and skills for the post graduation experience.

2. Describe dimensions of wellness that impact student learning.

3. Engage with faculty outside of the classroom.

4. Identify SJSU resources that contributes to their student learning.

SJSU Residential Curriculum Guidebook

Continuing Residents Curriculum Learning Goal: Self-Discovery

Narrative

Spartans will be able to shape their values and develop their own self; in doing so, learn, recognize, and reflect on their experiences.

1. Discover the impact of one’s talents on the community.

2. Model emotional empathy in community engagement.

Learning Goal: Relationships

3. Demonstrate constructive habits that support independent living.

4. Assess foundations for long-term holistic goals.

Narrative

Spartans will be able to discover their roles and connections to their communities; in doing so, understand critical components for successful relationships.

1. Articulate the various aspects of their own identities.

Through self-discovery, students will be able to recognize how the intersectionality of their identities influence their decision-making and resulting behaviors. Students are supported as they learn more about themselves, while finding balance and independence along the way. Students will establish emotional intelligence and to handle interpersonal relationships thoughtfully and empathetically. They will embrace an approach to learning grounded in self-discovery to continue to grow personally and professionally.

The goal of creating meaningful relationships is based on a sense of belonging. Relationships are created when one can articulate their own needs to others; which is learning to effectively communicate.

Relationships is about understanding about another perspective, identifying commonalities, and building communities within SJSU.

2. Explain how 5 resources impact their campus experience.

3. Ability to communicate with individuals different than themselves.

4. Identify your role within your microcommunities at SJSU.

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Continuing Residents Curriculum Learning Goal: Cultural Competency Spartans will be able to explain the various aspects of their identities and how they relate to diverse communities; in doing so, engaging in a practice of appreciation and acceptance of differences.

1. Articulate how the various aspects of their own identities intersect with each other.

To engage compassionately with others, one must learn and practice an appreciation and acceptance of difference. Cultural competency requires individuals to explore their own identities, the identities of others, and how identities intersect. Through the development of students cultural competency, they will be able to recognize how identity impacts lived experiences and how individuals of various identities interact with society.

2. Engage with campus and/or community partners who advocate for various identity groups.

Learning Goal: Ethical Leadership

3. Describe how the different experiences from diverse communities interact with systems of society.

4. Advocate for the needs of historically underrepresented populations.

Narrative

Spartans will be able to gain an understanding about community responsibility for the common good; in doing so, advocate for a culture of care and equity.

1. Develop a deeper understanding of empathy and respect for others.

Narrative

An engaged resident has the ability to serve as a leader, recognizing their responsibility to act in the benefit of society.Through ethicaldecision making, relationships with community members and advocacy, residents engage in behaviors that aid in the common good of the community.

2. Create opportunities to engage in community advocacy.

3. Perform leadership activities that utilize knowledge and skills to address community needs.

4. Examine the impact of self and others to the advancement of their community.

SJSU Residential Curriculum Guidebook

Continuing Residents Curriculum Learning Goal: Academic Wellness

Narrative

Spartans will be able to explore dimensions of academic wellness to maximize their student learning.

1. Describe transferable skills one can gain from their preferred degree of study.

An engaged resident maximizes student learning through utilization of resources, building academic support networks, and engaging in new academic experiences. Members explore the relation of transferable skills to holistic learning. Through engagement with faculty, utilization of wellness resources, and defining of academic purpose residents are able to develop a successful graduation track and skills for the post graduation experience.

2. Identify environmental elements that support student learning.

3. Discuss the impact of faculty interaction(s) to student learning.

4. Design SJSU resource action plan that connects to student learning.

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Strategies Building Relationships & Sense of Community

Bulletin Boards in the Residence Halls

Building relationships and a sense of community should be the main focus of the Resident Advisor position. This can be accomplished through Resident Rewind conversations.

These conversations are the cornerstone of the Residential Curriculum.

Bulletin boards are student led learning opportunities in the residence halls. Bulletin boards are a way to showcase UHS’s learning goals (relationships, self-discovery, academic wellness, ethical leadership and cultural competency) in a fun, creative and engaging way based on the needs of the student population.

Resident Rewinds are intentional one-on-one or small group conversations between a Resident Advisor and residents which center around one of the 5 learning goals.

These conversations give the RA an opportunity to get to know their residents on a deeper level and build a strong foundation between RA and resident. Resident Rewinds build a bridge between the RA and resident that allows the resident to feel more comfortable connecting with the RA and looking to them as a mentor.

Additionally Resident Advisors will use the facilitation guides as a tool to create individualized conversations within each interaction.

The bulletin board can also be used to showcase continuous events, social justice updates, and resources available for students to become aware of and an RAs bulletin board can serve as the bridge to fruitful conversations.

Facilitation guides will be distributed to the RAs to further describe the learning goal, outcomes, purpose and suggested themes. All RAs must discuss the idea for their bulletin board with their RLC prior to hanging their bulletin board materials. After RLC approval is given, the RA can hang the bulletin board materials.

Due Dates:

Rounds of Resident Rewinds

–– August/September (Due: August 16th 5pm): Relationships

–– August 26th–September 30th: Relationships

–– October/November (Due: October 7th 9am): Academic Wellness

–– October 21st–November 25th: Academic Wellness –– January 20th–February 24th: Self Discovery

–– December (Due TBD): Closing information

–– March 23rd–April 27th: Ethical Leadership/Cultural Competency

–– March (Due: March 2nd 9am): Cultural Competency

–– January/February (Due January 18th 5pm): Self Discovery –– April (Due: April 6th 9am): Ethical Leadership –– May (Due TBD): Closing information

SJSU Residential Curriculum Guidebook

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Community Meetings/Door Knocks

Community Initiative

The purpose of Community Meetings (first year communities) and Door Knocks (apartment communities) is to have RAs share critical information with their residents (i.e.: important dates, community expectations, closing responsibilities).

A Community Initiative is a specifically intentioned event or activity that typically includes collaboration from campus partners (Student Involvement, Mosaic, Associated Students, etc.) and/or department resources (FIRS and Academic Initiatives). Community Initiatives allow RAs to address the concerns and needs of the community.

Community Meetings/ Door Knocks can also be a time for RAs to introduce/reintroduce their residents to the policies, campus resources, and welcome new residents to the community.

Community meetings are typically held at the beginning of each semester, but can also occur anytime throughout the academic year.

The Residential Life Coordinators design the learning opportunities that occur in the residence halls based on educational design and research. RLCs will then develop the learning outcomes and assessment strategies. The RAs utilize their creativity and community building strengths to carry out the learning opportunities and make it relatable to their residents.

What’s important to remember is that RAs and RLCs work collaboratively together to promote student learning in the residence halls.

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SJSU University Housing Services

Resident Rewind Rubric Resident Advisors will engage with residents to provide the following outcomes:

–– Residents will be guided through intentional conversation that are tied to the SJSU residential curriculum goals (Self-Discovery, Relationships, Cultural Competency, Ethical Leadership, and Academic Wellness) –– Residents will gain insight on how to navigate the curriculum goals –– RAs will build community through helping students navigate their experience and how it affects others

Rewind Rubric

DEVELOPING

COMPETENT

EXEMPLARY

major changes needed

minor changes needed

no changes needed

–– Resident was unaware they were engaging in RR or Intentional Interaction

Conversation

–– RA was distracted and not fully engaged

–– Only one learning outcome was discussed –– RA used non-relevant anecdotes

–– All learning outcomes were discussed –– RA used relevant personal anecdotes

–– RA could not articulate the meaning behind a resident rewind conversation –– RA only talked about self

Active Listening

Community Building

–– Interrupted resident while speaking

–– Listened to student and provided minimal interruptions

–– RA asked open-ended questions and allowed residents to respond fully

–– Could not identify community building strategies or resources to help support student engagement

–– Struggled to identify resources to increase student engagement

–– Residents will gain insight on how to navigate the curriculum goals

SJSU Residential Curriculum Guidebook

Resident Engagement Rubric Residents will gain insight on how to navigate the curriculum goals:

–– Residents Advisors will have weekly conversations with their residents to help students feel connected to the RA and the institution –– RA will help residents feel engaged in the conversation with them through active listening techniques –– RAs will build community through helping students navigate their experience and how it affects others

Engagement Rubric

DEVELOPING

COMPETENT

EXEMPLARY

major changes needed

minor changes needed

no changes needed

–– Focus on self instead of resident(s)

–– RA asked mostly yes or no questions to resident(s)

–– RA engaged the resident (s) with mostly open-ended questions

–– RA used non-relevant anecdotes

–– RA used relevant personal anecdotes

–– Interrupted resident(s) while speaking

–– Listened to resident(s) and provided minimal interruptions

–– RA asked open-ended questions and allowed resident(s) to respond fully

–– Did not connect experience to how it can impact how resident(s) navigate the community around them

–– Struggled to find a few ways for resident(s) to connect with the community through their experiences

–– RA was able to help resident(s) identify how their experiences affect how they connect and or navigate the community around them

Conversation

Active Listening

Community Building

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Bulletin Board Rubric Engagement Rubric Student Learning Bulletin board contains researched information that connects back to the learning goal and purpose.

The content is clear, accurate and interesting to the student population.

Visual Appeal Bulletin board is visually appealing and eye catching. The bulletin board is organized and information is laid out in a well thought-out manner.

Creativity Bulletin board showcases the assigned learning goal in a creative way.

DEVELOPING

COMPETENT

EXEMPLARY

major changes needed

minor changes needed

no changes needed

–– Little to no student learning content is present

–– Some content is present

–– Content is clear, researched & detailed

–– Content does not match facilitation guide requirement

–– Lacks detail –– Sources are not cited

–– Content matches facilitation guide requirements

–– Content is not researched and inaccurate

–– Torn edges of backing paper –– Cork board showing –– Absence of a boarder –– Words/text are not clearly visible –– Rushed, sloppy handwriting

–– No theme present

–– Content does not meet the needs of the facilitation guide

–– Content is connected to the learning goal –– Sources are cited and additional resources are given

–– Graphics are too few or not sufficiently related to the topic or learning goal

–– Backing paper is neatly hung

–– Torn edges of backing paper

–– Words/text are clearly visible

–– Cork board showing –– Absence of a boarder

–– A boarder is lining the frame

–– Organized information

–– Words/text are not clearly visible

–– Pictures are eye catching and relate to the topic and learning goal

–– Theme is confusing or difficult to understand

–– Theme is presented clearly

SJSU Residential Curriculum Guidebook

Notes

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Professional Staff Initiatives Residential Life Coordinator (RLC) RLCs are master’s level professionals who play an integral role in Residential Life. RLCs supervise RAs, oversee the day to day functions of their community and serve in an on call rotation ensuring the safety and security of our residents.

RLCs are the leaders of their communities who work to ensure community development and student success.

There are typically 2-3 RLCs per community who have office hours during the day and love to engage in the residential student experience!

Residential Life Management Team (RLM) These are the managers within the Residential Life team whose positions cater towards the success of the UHS curriculum.

RLM Positions: –– Assistant Director of Residential Life for Educational Development –– Assistant Director of Residential Life for Staffing Leadership and Project Management –– Assistant Director of Residential Life for Academic Initiatives –– Housing Case Manager The Residential Life Management Team are responsible for the direction, oversight, and training for RLCs and Coordinators.

Housing Case Management Case Managers in Higher Education work with students who are experiencing challenges that prevent their success by supporting them as they access appropriate medical or mental health care, uphold university behavioral expectations, and learn how to advocate for themselves in the academic environment. Case Managers also engage in prevention efforts and interventions on behalf of students by assessing risk, advocating for systems that benefit students, and meeting with students on an on-going basis to help address their needs.

The Housing Case Manager serves as a resource for RAs and their residents in any situation where there is a risk of harm to self or others, may be a need for accommodation, or a student’s functioning is being impacted by the stresses of life. RAs should refer to the Housing Case Manager early and often whenever they feel the financial, emotional, mental health, or medical needs of their residents are going beyond their scope or capacity.

Residential Education Conduct Process The conduct process is not only meant to hold students accountable for their actions; it is a time for students to reflect and develop a variety of skills. The Residential Education Conduct Coordinator (RECC) is responsible to ensure that the meetings help with students are fair and educational.

When a resident is called into a conduct meeting the RLC, AD or RECC will hold a meeting with the resident. Many of the Residential Education learning goals align with the goals of what conduct meetings hope to achieve. Specifically the meetings focus on self-discovery and relationships.

Faculty-In-Residence Faculty-student interaction, in and out of the classroom, is important to the education experience of SJSU students.

As a partner with the UHS, Faculty also known as (FiRs) will spend time interacting with students within their assigned community. Faculty will served as a mentor, which will aid in serving as an academic and professional advisor for students while promoting the social and academic development of students through formal and informal methods.

Academic Initiatives (AI) Academic Initiatives is a team within UHS that brings together faculty, students, and staff and acts as a bridge builder between academic and residential life. AI focuses on providing: academic support for residents, campus and community collaboration, and connecting and providing resources for student development and academic success.

SJSU Residential Curriculum Guidebook

Assessment Assessment is a way to capture the learning that has occurred through various types of Residential Life strategies.

Through formative assessment, we are able to discover if the learning outcomes were met. Professional staff are then able to analyze the information and make data driven decisions moving forward to enhance the learning that occurs in the residence halls.

3-2-1

Muddiest Point

–– 3 things you’ve learned

“What is still unclear or confusing that you would like to better understand?”

–– 2 questions you still have –– 1 suggestion for improvement

Double Entry Journals On the left side of a folded piece of paper, students write a few meaningful parts of an activity. On the right column they should explain why each part was so meaningful to them.

One Sentence Summary WDWWWWHW “Who Did/Does What to Whom, When, Where, How and Why?”

Minute Paper

Graffiti Board

“In one minute, please write down what was the most important thing you’ve learned today.”

A visual representation of the learning that occurred through words, pictures, symbols and lyrics

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RA Mandatory Participation RA Training

Holidays/Breaks

This is MANDATORY in regards to the RA position.

ALL RAs MUST RETURN FOR TRAINING! If you are unable to commit to the dates below, you will be unable to be a RA for 2019–2020.

RAs will be required to be on-call or work in some capacity over certain breaks and holidays observed by SJSU: Labor Day; Veterans Day; Thanksgiving; Christmas Day; New Year’s Eve/Day; MLK Day; Cesar Chavez Day; Winter Break; and Spring Break.

–– Fall Return Date: All RAs must return by 4:00pm on Sunday, Aug 4th, 2019 –– Fall Training: August 4th–August 19th (RA Training and Resident Move-In will be top priority during this time) –– Spring Return Date: all RAs must return by 4:00pm on Sunday, Jan 12th, 2020 –– Spring Training: Jan 12th–Jan 21st

Priority Registration/Staff Meetings

On-Call Any RA required to be on-call these particular holidays would be provided holiday compensation (meals/pay).

Admitted Spartans Day ASD is a mandatory event for all RAs. This day is centered around welcoming newly admitted future students for the first time ever. UHS provides a very interactive experience.

All RAs will be added to the priority registration list. This allows for you to register for 2019-2020 classes in the first pool of students at SJSU.

Tentative Dates

Staff Meetings

(Save both, and do not plan trips or other obligations.)

When registering, you are REQUIRED not to schedule any classes which would overlap with any time on Wednesdays from 7:00pm - 10:00pm. This is our primary staff meeting and training time during the semester.

Limited Night Classes With many nighttime responsibilities (On-Call and programs/ events), RAs are REQUIRED to leave at least two (2) nights a week available for these responsibilities during the week.

–– April 11th, 2020 8am–3pm –– April 18th, 2020 8am–3pm

SJSU Residential Curriculum Guidebook

Roommate Agreements

SJSU/UHS/Residential Life Initiatives

All RAs will be expected to meet with their residents to establish Roommate Agreements for all living spaces (unless they live alone in a single). This covers areas of cleaning, guests, study times, courtesy hours and other aspects of shared living spaces.

There will be some additional events, programs, activities, trainings, or other initiatives from either SJSU/UHS/Res Life which have yet to be planned but will require varying level of participation from the RA team. Some of these additional tasks will require some RAs to participate more than others depending on scale of event:

–– Must be completed in first 3 weeks following move-in in the Fall –– And be revisited/updated by the RA and residents anytime there is a room change or new roommate added

Health and Safety Inspections

–– Residential Life Advisor –– Homecoming –– Spartan Speaker Series –– Hall Gov Liaison –– Sports Liaison (Spartan Intramurals)

These are conducted to assess the cleanliness and condition of the units residents live in.

–– ACT SJSU/Social Justice Programming

–– Fall 2019: early October and late November

–– Other department wide large scale events (RL/AI led events)

–– Spring 2020: early February and early April –– Specific dates to be confirmed later

–– Pro Staff and RA Recruitment

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SJSU University Housing Services

Campus Partners Accessible Education Center (AEC)

African American/Black Student Success Center

This center proudly presents its vision of redefining ability at SJSU by providing comprehensive services in support of the educational development and success of students with disabilities.

The African-American/Black Student Success Center’s primary mission is retaining, empowering, and successfully graduating AfricanAmerican/Black students at SJSU. Our programs and services will include proven strategies for academic success and data based assessment specifically designed to meet the needs of our students. We work with faculty, staff, administration, alumni and community stakeholders to foster academic achievement, pre-professional development, student leadership and cultural awareness.

Administration Building 110 408.924.6000 | aec-info@sjsu.edu www.sjsu.edu/aec

Associated Students (A.S.) Associated Students strengthens the Spartan community through access to opportunities that inspire educational growth, personal development and innovation. Associated Students’ mission is to support and represent the students of San José State University by continuing the organization’s legacy of student advocacy and leadership; to enhance SJSU students’ education through high quality programs and services; and to prepare students as they move towards a thoughtful and purposeful life after graduation.

Diaz Compean Student Union Suite 2303 408.924.6242 | as-info@sjsu.edu www.sjsu.edu/as

Diaz Compean Student Union Suite 1360 408.924.5105

africanamericanblackssc@sjsu.edu www.sjsu.edu/ africanamericanblackssc

Career Center San Jose State University benefits from a local economy that is among the top 20% of rapidly growing, prosperous, and inclusive regional economies in the U.S. The opportunities arising from our region are dynamic and multidisciplinary. The SJSU Career Center inspires, empowers, and connects students, educators, and employers to make the most of them.

Administration Building, Main Entrance: Room 154 408-924-6031 | careerhelp@sjsu.edu www.sjsu.edu/careercenter

Cesar Chavez Community Action Center (CCCAC) The Cesar E. Chavez Community Action Center connects SJSU students with community service opportunities that deepen educational experience while promoting lifelong commitment to civic activism and social justice, which are at the heart of the César Chávez legacy.

Diaz Compean Student Union, 1st Floor, Suite 1550 408.924.4144

as-communityaction@sjsu.edu

www.sjsu.edu/as/departments/ cccac

Chicanx/Latinx Student Success Center (CLSSC) The CLSSC is a responsive and culturally relevant academic success center devoted to providing inclusive and welcoming community spaces–ones that affirm students’ intersecting identities, validate their capabilities, develop their skills, and foster positive interactions and relationships. Through a series of programs, services, and high-impact practices, the CLSSC builds coalitions with students, campus departments, and community partners to leverage our collective assets, and develop complementary strategies in pursuit of Chicanx/Latinx student Success.

Diaz Compean Student Union Suite 1340 408.924.5102

chicanxlatinxssc@sjsu.edu

www.sjsu.edu/chicanxlatinxssc

SJSU Residential Curriculum Guidebook

Counseling and Psychological Services (CAPS) CAPS provides quality services to students so they can achieve their goals of becoming successful graduates, both academically and socially.

To fulfill this objective, we look at the whole student and provide guidance and tools to become productive and well rounded. Professionally trained psychologists, social workers, and counselors are available for students on an individual, couple, or group basis for counseling on a variety of psychological and academic issues. In addition, we provide services such as outreach presentations for students, student groups, staff, and faculty; consultations on issues of student mental health and campus climate; and professional training, teaching, and supervision for future mental health personnel, consistent with the educational mission of the University.

Student Wellness Center 3rd Floor, Room 300B

International House To provide a diverse and welcoming intercultural living environment, home to a community of approximately 70 U.S. and international students attending San Jose State University.

With a supportive, skillful, and dedicated staff, offer opportunities to enhance academic success and participate in a myriad of activities.

360 South 11th Street San JosĂŠ, CA 95112 408-924-6570 | ihouse@sjsu.edu www.sjsu.edu/ihouse

MOSAIC Cross Cultural Center This center provides support services and advocacy for students from historically underrepresented identity groups, along with prograwmming, events, and leadership opportunities for all students, staff, faculty and San Jose community members at San Jose State University.

408.924.5910

1st Floor, Student Union Main Building

www.sjsu.edu/counseling

408.924.6255 | mosaic@sjsu.edu

counseling.services@sjsu.edu

Gender Equity Center Welcome to the Gender Equity Center!

We strive to empower our students and educate the campus on a multitude of issues facing society based on gender. We organize and participate in a variety of events throughout the year, including: The Clothesline Project, Vagina Monologues, Take Back the Night, etc.

Student Union, 1st Level Rm 1650 408.924.6500 | sjsugenec@gmail.com www.sjsu.edu/genec

www.sjsu.edu/mosaic

Military and Veterans Resource Center The Veterans Resource Center (VRC) is designed as a one-stop resource that plays a primary role in serving the university’s growing community of veterans and military students.

The one-stop VRC is dedicated to assisting eligible student Veterans, Reservists, National Guard, Active Duty, and dependents with state/federal education benefits and certification, campus resources, and intentional student programs that aid in the

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transition from military to education to career.

Student Union Bldg. Room 1500 408.924.8129 | veterans@sjsu.edu www.sjsu.edu/veterans

Pride Center Welcome the PRIDE Center! We are excited about the upcoming year!

We have many different LGBTQ+ community organizations here at SJSU, you can check them out on our Student Organization page.

1st Level of Student Union 408-924-6158

bonnie.sugiyama@sjsu.edu www.sjsu.edu/pride

Spartan Food Pantry The Spartan Food Pantry is the first full service, staffed, walk-in pantry offering non-perishable goods, fresh produce, and refrigerated goods at SJSU. No student should have to face food insecurity.[We define those in need as students who have limited or uncertain access to nutritious and safe foods because of a lack of money and other resources.] Most food provided is donated in partnership with Second Harvest Food Bank. Individual donations are accepted during operational hours.

Diaz Compean Student Union www.sjsu.edu/sjsucares/getassistance/spartan-food-pantry

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SJSU University Housing Services

Campus Partners (Cont.)

Spartan Recreation and Aquatic Center Spartan Recreation is ready to help you kick off a healthy, active lifestyle—or maintain it. You’ll love how it makes you feel. But don’t take our word for it, join a team, take a yoga class or try a hike. Whether you’re a beginner or a fitness guru, wanting to learn new skills or push your boundaries, we’ve got you covered with an exciting selection of activities in our state-of-the-art facilities. Spartan Recreation positively engages students through dynamic and diverse experiential leadership opportunities.

324 Paseo de San Carlos 408.924.6368

caryn.collopy@sjsu.edu

www.spartanrecreation.com

Student Involvement At San José State University (SJSU), you do not have to limit your education to inside the classroom. Through cocurricular activities, students develop critical thinking skills; practice effective communication; build multicultural competence; learn the importance of active citizenship; gain practical competence/life skills; discover their leadership and interpersonal style; and overall, feel more connected to their peers, staff, faculty, and the overall campus community. You will find countless opportunities for getting involved at SJSU, but taking the first step can be difficult.

Student Union, Suite 1400 408.924.5950 | getinvolved@sjsu.edu www.sjsu.edu/getinvolved

UndocuSpartan Resource Center

University Police Department (UPD)

The UndocuSpartan Student Resource Center (USRC) is invested in creating educational opportunities that will further the success of UndocuSpartans at SJSU. The USRC uses a crosscultural and social justice lense to provide holistic support and resources to undocumented students and the campus community. Through collaboration, programming, trainings, and sharing of resources, the center hopes to create spaces where students and allies can have dialogue and learn about topics that pertain to immigration and access to educational opportunities.

We are committed to providing a safe and secure learning environment through professional, progressive and superior police, emergency, transportation and educational services in alliance with the campus community.

Student Union Bldg Suite 2450 408.924.2762 undocuspartan@sjsu.edu www.sjsu.edu/undocuspartan

7th Street South Parking Structure 408.924.2222

www.sjsu.edu/police

SJSU Residential Curriculum Guidebook

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Notes

Photography Credits: Neal Waters, San Jose State University David Schmitz, San Jose State University

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San Jose State University One Washington Square San Jose, CA 95192 408.924.1000