Division of Student Affairs 2017-2018 Year in Review - Rutgers University–New Brunswick

HEALTH AND WELLNESS

CAMPUS COMMUNITY

STUDENT ENGAGEMENT

®

YEAR IN REVIEW 2017–2018

STUDENT ADVOCACY

ORGANIZATIONAL DEVELOPMENT

DIVISION OF STUDENT AFFAIRS RUTGERS UNIVERSITY–NEW BRUNSWICK Asian American Cultural Center Center For Latino Arts and Culture Center for Social Justice Education and LGBT Communities Communications and Marketing Compliance and Title IX Counseling, Alcohol and Other Drug Assistance Program, and Psychiatric Services Dean of Students Dining and Retail Services Fraternity and Sorority Affairs Finance and Administration Graduate Student Life Health Outreach, Promotion, and Education New Student Orientation and Family Programs Off-Campus Living and Community Partnerships Office of the Vice Chancellor Paul Robeson Cultural Center Recreation Research and Assessment Residence Life Student Activities Business Office Student Affairs Development Student Centers and Activities* Student Conduct Student Health Services Student Legal Services Violence Prevention and Victim Assistance

*Major Events and Programs, Leadership and Experiential Learning, and Student Centers and Involvement have reorganized to form Student Centers and Activities.

TABLE OF CONTENTS

MESSAGE FROM THE VICE CHANCELLOR. . . . . . . . . . . . . . . . . . . . . . . . ii VISION, MISSION & CORE VALUES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 IMPACTING THE STUDENT EXPERIENCE . . . . . . . . . . . . . . . . . . . . . . . . . 2 HOW OUR WORK MAPS BACK. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 HEALTH AND WELLNESS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 CAMPUS COMMUNITY. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 STUDENT ENGAGEMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 STUDENT ADVOCACY. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 ORGANIZATIONAL DEVELOPMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 IMPACT STORIES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 DIVISIONAL STAFFING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 PHILANTHROPY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Greetings, As we continue with our academic year, the Division of Student Affairs does so with a continued focus on student excellence. Facilitating interactions between students, faculty, and staff, we strive, as we always have, to connect students with resources that contribute to their personal, academic, and professional development.

At the forefront of modeling a holistic approach toward support and care, we remain committed to ensuring our students’ academic success and enriching the quality of their co-curricular experience.

Whether we are providing students with direct services, facilitating learning, creating safe, welcoming, and inclusive communities, or carrying out administrative and business functions, the collective goal of our 26 departments and units are unchanged: to equip students with the tools and experiences they need to succeed on the banks and beyond. To achieve this, we're organized in a way that creates synergy and collaboration; Health and Wellness, Campus Community, Student Engagement, Student Advocacy, and Organizational Development.

Recently undergoing a change in leadership, our division has been steadfast in its obligation to serve our students and continue along a path that helps us realize our vision, mission, and core values. In the past year alone, we’ve been champions for addressing critical issues such as ending sexual violence, promoting mental health and wellness in underrepresented communities, and food insecurity.

This annual report goes into greater depth while outlining our successes and illustrates how our work both aligns with the university’s strategic priorities and underscores the importance of transforming the student experience.

We hope that this information gives you better insight into student affairs and inspires you to partner with us in building a community that allows students to thrive and develop into thoughtful, engaged world citizens.

Wishing you all a successful year, Salvador B. Mena, Ph.D. Vice Chancellor for Student Affairs Rutgers University–New Brunswick

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VISION Cultivating transformative experiences that challenge students to be their best at Rutgers and beyond.

MISSION With students at the heart of all that we do, the Division of Student Affairs creates innovative learning opportunities, programs, and services that prepare students to lead, serve, and become engaged members of a global society.

CORE VALUES The following values are central to the Division of Student Affairs and guide how we do our work and fulfill our mission.

STUDENTS AND COMMUNITY We are committed to creating a community that encourages and practices civility, compassion, and care for others. We understand that how we work and provide services directly impacts the student experience. We therefore strive to work together to create connections and relationships that help us respond to the needs of our students.

INCLUSION We foster the development and preservation of an inclusive community characterized by cultural understanding and student engagement. We are committed to the recruitment and retention of a diverse staff that reflects the students we serve and are dedicated to providing intentional experiences where students learn from each other.

LEARNING As educators, we understand that learning occurs both inside and outside the classroom. We facilitate a supportive campus environment that contributes to student learning and personal development. Additionally, we seek to inspire students to be engaged citizens within the Rutgers community and beyond.

INTEGRITY We believe that staff members must uphold the highest standards and principles.

Ethics and integrity are characterized by trust and respect for each other, collaborative decision-making, appropriate use of university resources, service to students, and the utilization of best practices within the field of student affairs and higher education.

TRADITION AND PRIDE We believe that our history, institutional pride, and university traditions foster shared experiences, connections, and contribute to life-long memories and affinity with Rutgers.

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IMPACTING THE STUDENT EXPERIENCE Graduation rates and grades are only one measure of student success. Ensuring that students thrive throughout their time on campus, in both academic and social domains, comprises a more holistic approach to success at Rutgers University–New Brunswick. The following four success domains have been adopted by the Division of Student Affairs, and capture the important elements of a thriving student body and support the mission and strategic priorities of the Division: 1. Communication and Dialogue 2. Intellectual Engagement and Curiosity 3. Interpersonal Relationships and Inclusion 4. Intrapersonal Development The domains are then broken into specific student success outcomes in ways that focus on providing opportunities for engagement, growth, and development in each area.

Citation: Schreiner, L. A. (2010). The “Thriving Quotient”: A new vision for student success.

About Campus, 15(2), 2-10. DOI: 10.1002/abc.20016

COMMUNICATION & DIALOGUE • To express ideas and facts clearly in a range of settings and through written, oral, and visual formats.

• To demonstrate effective use of information and technology to communicate, problem solve, and complete tasks.

• To identify and establish trustworthy and supportive relationships with peers, faculty, and staff.

• To identify effective and appropriate strategies for managing and resolving conflict.

• To listen and seek to understand in order to empathize with another person’s perspective and experience.

• To articulate one’s values, beliefs, strengths, and challenges.

• To develop the capacity for civic discourse.

ASIAN AMERICAN CULTURAL CENTER As a result of participating in the AACC Student Leadership Retreat, students will identify their individual leadership personalities, gain a better understanding of key issues within the APIDA community, increase their knowledge-base of campus resources, and further their knowledge about student organization event planning procedures.

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CENTER FOR LATINO ARTS AND CULTURE Through participation in Café con Leche Career Conversations, students will gain knowledge and skills related to resume writing, personal branding, and networking that will prepare them to seek out and secure internships or employment.

COMPLIANCE AND TITLE IX Incoming students completing the online module, Not Anymore, will be able to define consent with 80% accuracy.

STUDENT HEALTH Students will understand the benefit of and demonstrate involvement in >150 minutes of physical activity/week.

HEALTH OUTREACH, PROMOTION & EDUCATION As a result of attending an Alcohol & Other Drug Education Peer workshop, students will be able to recognize the signs of alcohol poisoning and engage in bystander intervention by calling 911 for help.

INTELLECTUAL ENGAGEMENT & CURIOSITY • To construct a variety of frameworks for viewing an issue.

• To reflect and connect new learning to previous knowledge and experiences.

• To incorporate, apply, and synthesize information from a variety of sources including personal experience, academic learning, and observation to form opinions and make decisions.

• To demonstrate creativity when formulating one’s approach to making decisions and solving problems.

• To engage creatively, emotionally, socially, or physically with the learning process.

• To understand and value culture and human differences.

• To analyze and understand the interconnectedness of our local community within the global world.

STUDENT ACTIVITIES BUSINESS OFFICE The following lifelong skills will be gained by serving as a treasurer of a student organization: (1) Budgets- how to prepare and abide by one, (2) program goal settingsetting programs to meet budgeted and allocated funds, (3) time managementplanning programs, events, or trips within the guidelines of policy, (4) expense management and how to properly account for reimbursement, (5) ethical stewardship of university funds, and (6) properly guiding your organization to financial success.

CENTER FOR SOCIAL JUSTICE EDUCATION & LGBT COMMUNITIES As a result of participating in formal training offered or coordinated by the center, constituents will be more likely to exhibit stronger pluralistic orientation and critical consciousness/action than their peers.

DINING SERVICES Student Unit Managers develop much needed skills such as delegation of duties, distributing responsibilities and holding peers accountable of tasks to be completed, developing a supervisor-employee work relationship between peers, creating and managing a schedule, and being in a supervisory role.

MARKETING & COMMUNICATIONS Students working in the central marketing office will build upon the technical skills and theoretical knowledge acquired in their academic classes. As a result, students will expand their technical skills and learn best practices within their disciplines through onthe-job training by professional staff.

OFF-CAMPUS LIVING AND COMMUNITY PARTNERSHIPS Good Neighbor Liaisons (student staff) will be able to identify at least three concerns of permanent residents in the off-campus area.

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INTERPERSONAL RELATIONSHIPS & INCLUSION • To demonstrate leadership through role modeling, influence, partnership, and service.

• To cultivate meaningful and respectful relationships.

• To actively engage with others to build consensus, define values, or meet shared goals.

• To recognize the context for and develop the skills involved with knowing how to advocate for equity, inclusion, and social justice.

• To understand and examine social identities and how they intersect.

• To develop a sense of responsibility in order to recognize and intervene in situations where bias and discrimination are evident.

LEADERSHIP AND EXPERIENTIAL LEARNING Students in our service-oriented programs will demonstrate a stronger understanding of the intersectionality behind how social issues impact and influence one another.

PAUL ROBESON CULTURAL CENTER As a result of attending two or more PRCC programs, students will be able to more likely cultivate relationships with their peers and feel a sense of belonging and pride within the university community than students who do not attend two or more PRCC programs.

RECREATION After weekly participation in a structured recreation program for at least one full semester, students will describe the development of meaningful relationships and shared goals.

RESIDENCE LIFE After attending a community responsibility program, residents will be able to describe the affect of their behavior on their residence hall community/neighbors.

STUDENT CENTERS AND ACTIVITIES As a result of participating in the student centers’ all staff training, ‘Students with Autism’ session, all student employees will be able to understand the challenges that face autistic students and how to support them as it relates to their position.

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STUDENT CONDUCT While attending a student conduct meeting with an Office of Student Conduct staff member, students will receive at least two resources that will assist them in avoiding future violations of the Student Code of Conduct or Academic Integrity Policy.

VIOLENCE PREVENTION AND VICTIM ASSISTANCE Students who attend Rolling with Rejection program will be able to identify at least one positive coping skill when feeling rejected by an intimate partner.

NEW STUDENT ORIENTATION AND FAMILY PROGRAMS Orientation leaders will understand the diverse populations and transitional needs of incoming students and family populations (first-year, transfer, veterans, out of state, etc). They will gain this skill by the end of staff training through an experiential opportunity where they will research the demographics and needs of these populations in small groups and then educate the rest of the staff about what they learned and university resources that could best serve the population’s needs. The information learned will be compiled and available for all to view in our staff training manuals.

INTRAPERSONAL DEVELOPMENT • To develop, understand, and incorporate a personalized approach to well-being.

• To examine, identify, and assess one’s goals and challenges, areas of strength and growth.

• To analyze one’s own identity and examine one’s role in society.

• To employ self-reflection and actively seek feedback from others.

• To understand how one’s individual actions impact the greater community.

• To take initiative, make decisions, and be accountable for the results.

• To demonstrate and articulate transferable skills (e.g., time management, problem solving, teamwork) that contribute to lifelong success.

• To employ positive help seeking behaviors and coping skills in ways that promote selfadvocacy and self-efficacy.

COUNSELING, ADAP, AND PSYCHIATRIC SERVICES As a result of engaging in assigned Next Step Group curriculum, students will report an increase in strategies they can use to manage emotional distress.

DEAN OF STUDENTS After meeting with a Dean of Students staff member, students will be able to articulate at least three available resources to address their issues and concerns.

GRADUATE STUDENT LIFE Interactions and programs offered by the Graduate Student Life office will help students feel more connected to Rutgers University–New Brunswick and challenge them to connect to resources outside of their academic program.

MAJOR EVENTS & PROGRAMS As a result of holding a student leader position in Rutgers University Programming Association/Dance Marathon for at least one academic year students will be able to define the transferable skills they have developed and reflect on their growth.

STUDENT LEGAL SERVICES As a result of attending a student legal services workshop on quadruple jeopardy, students will learn how a single act of hazing and/or bullying can create separate lawrelated exposure to four separate classes of penalties and sanctions with the (1) Office of Fraternity and Sorority Affairs, (2) The Office of Student Conduct, (3) the criminal court system in New Jersey, and (4) face possible sanctions associated with factors such as immigration status, NCAA scholarship status, and ROTC Scholarship status.

FRATERNITY & SORORITY AFFAIRS As a result of participating in the TIPS for University training, participants will: (1) be able to identify three intoxication rate factors, (2) be able to identify three behavioral cues, (3) be able to identify three methods of intervention.

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HOW OUR WORK MAPS BACK Divisional Strategic Initiatives

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University Critical Priorities

Promote mental health awareness, decrease stigma, and provide appropriate support and resources.

Promote programs throughout campus to advance wellness and a balance between academics and work.

HEALTH AND WELLNESS

Develop and implement a harm reduction plan for alcohol and substance use.

Develop and implement programs and educational interventions that focus on personal and community safety.

Increase cooperation, collaboration, programming, and innovation across Student Affairs to address issues of inclusion.

Conduct a campus climate assessment and develop programs to foster sense of belonging and inclusion.

CAMPUS COMMUNITY

Develop and implement sexual violence campaigns.

Develop a capital improvement plan for facilities.

Develop intentional programs and services that facilitate student learning and competency development.

Promote Scarlet Knight pride and engagement.

Provide opportunities that make students more aware of their responsibilities as members of a greater community.

Train and educate staff to assist students regarding their rights and available resources.

Identify and improve processes, services, and resources to meet the unique needs of graduate students.

Implement a comprehensive staff professional development program.

Cultivate an evidence-based and outcomes-driven organizational culture.

Develop a fundraising plan for Student Affairs.

Develop an annual budgeting process that is transparent and allocates financial resources to address student needs.

Centralize human resource functions to ensure consistency and compliance with policies and procedures.

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ORGANIZATIONAL DEVELOPMENT

Create a communications plan that will help us effectively disseminate accurate and timely information.

STUDENT ADVOCACY

Create and develop systems and processes that support and nurture students through crisis and critical incidents.

STUDENT ENGAGEMENT

Educate students about the opportunities for engagement at Rutgers University–New Brunswick.

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HEALTH AND WELLNESS

Health and wellness are fundamental to student success.

We promote and nurture holistic health and wellness in our students and within the broader campus community. We provide and support initiatives that connect health and wellness to the academic and personal achievements of our students.

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i1 Develop and implement a comprehensive, sustainable, and evidenced-based harm reduction plan for alcohol and substance use on campus. i2 Promote mental health awareness, decrease stigma, and provide appropriate support and resources for students with mental health needs. i3 Promote programs throughout campus that advance wellness and advocate for a balance between academic, work excellence, and a life-long commitment to healthy living.

STUDENT HEALTH SERVICES • Implementation of paperless immunization compliance form that is used for students across all five Rutgers campuses.

• Highly successful flu vaccination program that resulted in the highest number of campus flu vaccines being given in a year.

• Streamlined tuberculosis testing by negotiating with Quest Diagnostics and the student health insurance service to implement a new blood test. Done at no cost to the department, the new TB test allows students to come in for testing without an appointment, saving an estimated 590 hours of time that may have otherwise been spent on coming to the health center for multiple visits required by the previous testing method.

COUNSELING, ADAP, AND PSYCHIATRIC SERVICES (CAPS) • Collaborated with faculty to obtain a $1 million grant for recovery housing and support on college campuses.

• Increased educational programs in the community for students, faculty, and staff by 44%.

• Expanded the meso-practice to include six community-based counselors in 12 academic and student affairs communities and tripled the attendance in “Let’s Talk” drop-in counseling sessions for students.

RECREATION • The RUREC2GO mobile app, which allows users to browse the fitness and wellness schedule, register for classes and workshops, and receive notifications, was downloaded 10,171 times during its inaugural year.

• Governor Phil Murphy joined 6,605 participants and 325 volunteers in this

year’s Big Chill 5K Run/Walk. An estimated $140,000 worth of toys were collected and donated to 21 local children’s charities throughout the New Brunswick area.

• Thirty-three thousand unique users accessed indoor recreation facilities of which 29,779 (90%) were students. Fiftynine percent of the student population used the indoor recreation facilities at least once.

HEALTH OUTREACH, PROMOTION, AND EDUCATION (HOPE) • Observed a 134% increase in Instagram followers following the implementation of a student takeover initiative.

• Thirty-eight percent increase in utilization of the Alcohol and Other Drugs Peer Education Program, the most requested workshop from HOPE in the last three years.

• In collaboration with VPVA, developed an active bystander training for students related to alcohol and sexual assault.

VIOLENCE PREVENTION AND VICTIM ASSISTANCE (VPVA) • The End Sexual Violence Campaign hosted two signature events as part of Turn the Campus Purple and One Billion Rising programming. Former Vice President Joe Biden rallied more than 2,100 students around the It’s On Us campaign to end sexual assault on college campuses, while Tarana Burke, founder of the #metoo movement, spoke to more than 1,000 students about how the power of empathy is key to a survivor’s healing and shared concrete ways to interrupt sexual violence in our culture.

• The Clothesline Project, programming designed to honor victims and survivors of interpersonal violence, was experienced by over 1,000 students in fall 2017.

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CAMPUS COMMUNITY

Community is the bedrock from which students can maximize the opportunities and education that Rutgers offers. It is essential for students to feel welcomed, included, supported, and celebrated. We have a collective responsibility to work with partners, especially students, to cultivate a spirit of community.

i1 Develop and implement a series of programs and educational interventions that focus on personal and community safety. Connect students to resources and actions that help keep themselves safe on and off-campus. i2 Develop and implement a sexual violence campaign to increase an on-going awareness and use of resources, reporting mechanisms, and intervention strategies to change campus culture and individual attitudes. i3 Increase cooperation, collaboration, programming, and innovation across student affairs to address issues of inclusion. Help to identify administrative, programmatic, and community needs that cannot be met by individual efforts. i4 Conduct a campus climate assessment to determine how students feel about issues of community and inclusion at Rutgers. Develop programmatic initiatives that foster a sense of belonging and connection to the university community. i5 Develop a capital improvement plan to guide the enhancement of student affairs facilities to foster greater student engagement, campus pride, and community.

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DINING AND RETAIL SERVICES • Relocated the The Rutgers Club from its original location on College Avenue to a newly renovated space within the Livingston Dining Commons.

• Many new vegan desserts have been added to the dining hall menu cycle and other bakeshop recipes have been modified to be vegan.

• A newly instituted reusable bottle program at takeout locations prevented over one million single-use cups from going to a landfill.

RESIDENCE LIFE • Finalized a new 10-year housing master plan in partnership with Institutional Planning and Operations.

• Streamlined transition housing process to reduce the number of moves required of students staying on campus through the end of summer session.

STUDENT CENTERS AND INVOLVEMENT • Invested $2 million in renovating community lounge spaces and meeting rooms throughout all six student centers.

Upgrades included carpeting, furniture, conference chairs, and tables.

• The student involvement website saw a 116% increase in traffic.

• 539 events were funded through fall 2017 budget process, while another 612 events were funded through the spring 2018 budget process.

ASIAN AMERICAN CULTURAL CENTER (AACC) • Delivered 34 programs, events, and/or workshops centered around the APIDA student experience to the Rutgers community, reaching over 14,000 participants.

• Completed second year of the AACC Peer Mentoring Program, increasing the total number of mentees by 15% to 55.

• Continued growth in the meso-practice community-based counseling partnership with CAPS, offering students “Let’s Talk” counseling sessions at the AACC. In the spring semester, CAPS identified a designated meso-practitioner for the AACC.

CENTER FOR LATINO ARTS AND CULTURE (CLAC) • Organized CLAC annual Manifestaciones, a peer led, off-site, three-day retreat for 50 rising Latinx student leaders focused on leadership, time management, planning, team building, and collaborative programming.

• Led a transformative ten-day Alternative Spring Break in the Dominican Republic with 22 undergraduate students. Engaging in service learning, students worked with local agencies in the areas of economic development, education, immigration, and civic participation.

• Celebrated the center’s 25th anniversary with a social media campaign featuring current students and alumni, as well as with a gala dinner and art auction that engaged 200 students, alumni, and community members.

CENTER FOR SOCIAL JUSTICE EDUCATION AND LGBT COMMUNITIES (SJE) • Secured three major gifts including a $200,000 donation to the LGBT Student Emergency Fund and another $50,000 to support mentoring, programming, and capital improvement initiatives. This is the largest gift in the center’s history.

• Celebrated 25 years at Rutgers with an LGBTQIA alumni history project and signature alumni reunion brunch.

• Continued to grow our partnership with CAPS to successfully host an embedded counselor who conducted one-on-one counseling, support groups, and drop-in information hours.

PAUL ROBESON CULTURAL CENTER (PRCC) • Increased student participation at the 26th Rites of Passage Ceremony, with a record attendance of nearly 850 graduating Black and Latinx students (representing a 55% increase since 2016).

• Partnered with Residence Life and the Paul Robeson Living-Learning Community to establish a student leadership program that provides opportunities to directly engage with the PRCC beyond their living-learning community experience.

• Collaborated with career services on a Working While Black program which featured a panel of Rutgers alumni and current students who shared their perspectives on thriving and surviving in the workplace.

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STUDENT ENGAGEMENT

Student engagement is the foundation of student learning.

When students are inspired to actively participate they broaden their perspectives and explore their full potential.

Through transformative and intentional experiences, students have the opportunity to examine new ideas and differing points of view, forge new friendships, challenge assumptions, discover their leadership style, think critically, and develop essential skills.

When students are fully and actively engaged, they become proud, well-rounded citizens of the Rutgers community, now and in the future.

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i1 Educate students about the opportunities for engagement at Rutgers University–New Brunswick, with specific focus on departments within student affairs. i2 Develop intentional programs and services that facilitate student learning and competency development to prepare students for postgraduation success. i3 Promote Scarlet Knight pride and engagement by fostering a commitment to citizenship, community, care, and civility.

NEW STUDENT ORIENTATION AND FAMILY PROGRAMS • Introduced 5,567 first-year and 1,266 transfers students to the values of the Knight’s Call, encouraging them to commit to being authentic, inclusive, responsible, resilient, and engaged.

FRATERNITY AND SORORITY AFFAIRS • Eighty-four percent of students who participated in the 2018 Rutgers Dance Marathon were affiliated with Greek organizations, with 67 chapters forming teams. Greek students raised $806,561 of the ultimate $1,055,468 grand total.

• Continued the partnership with the diversity and inclusion committee by introducing and discussing the legacy of Paul Robeson to incoming students during new student orientation.

• Over 680 students participated in the TIPS for University training, a skills-based training program that is designed to prevent intoxication, underage drinking, and drunk driving.

• Piloted a new ID process in partnership with Identity Access Management, Dining Services, and Residence Life, in which students received their ID cards during each orientation session.

• Developed a Lunch & Learn Program focused on how different aspects of diversity relate to the Greek experience.

The four topics were religion and immigration, socio-economic status, equity & access, and LGBTQ and allyship.

• Incorporated the use of Facebook Live during parent association meeting presentations to facilitate participation and engagement of parents and family members unable to travel to campus for monthly meetings.

OFF-CAMPUS LIVING AND COMMUNITY PARTNERSHIPS • Over 12,800 pounds of non-perishable items and toiletries were donated to the student food pantry.

• Finalized the “Food Insecurity Among Students at Rutgers University–New Brunswick” report in conjunction with Department of Human Ecology, Rutgers Against Hunger, Rutgers Graduate School of Education, Office of Institutional Research and Academic Planning, and Student Affairs Research and Assessment • Welcomed the first full-time Muslim chaplain at a public institution in the country.

• Collected 110 tons of bulk items (furniture, appliances, etc.) and doubled the number of curbside pick-up registrations during Project Move Out, a partnership with Community Affairs, Facilities, and the City of New Brunswick.

MAJOR EVENTS AND PROGRAMS • Successfully brought Joe Biden to campus for a Rutgers It’s On Us Rally as part of the End Sexual Violence Campaign.

LEADERSHIP AND EXPERIENTIAL LEARNING • Students participating in the Seeking Success program showed a growth in confidence around taking initiative and risk-taking based on pre- and postassessments administered at the beginning and end of the semester.

• The Rutgers University Alternative Break program hosted its first international trip across the Atlantic Ocean, in Belfast, Ireland.

• Facilitated a full-day retreat that focused on western expectations of interviewing, networking, and leadership for students visiting the U.S. from Beijing No.20 High School in China.

• Expanded the Scarlet Day of Service model to offer Rutgers alumni an opportunity to participate. Twenty-seven alumni ranging in class years between 1977–2018 completed more than 95 hours of service alongside current Rutgers students.

• Developed and managed a year-long project where students submitted photos with a narrative. This informed the impact programs have on building community, gaining new perspectives, and engaging in the co-curricular experience.

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STUDENT ADVOCACY

Students are at the heart of all we do. We foster an environment where all students feel valued, supported, empowered, and challenged.

Effective advocacy holds students accountable for their actions and behaviors, while facilitating a culture of respect and care for individuals and the Rutgers community.

i1 Create and develop systems and processes that support and nurture students through crises and critical incidents. i2 Provide opportunities that challenge students and make them more aware of their responsibilities as members of a greater community. i3 Train and educate staff to inform students of their rights and available resources in order to help foster a sense of self-reliance, resiliency, and self-discovery. i4 Identify and improve processes, services, and resources to meet the unique needs of graduate students.

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• Consolidated four separate offices into a central location at 88 College Ave that now functions as one cohesive office.

COMPLIANCE AND TITLE IX • Collaborated with the College Support Program to develop a two-part program to educate students and peer mentors on the university’s sexual misconduct policy and issues related to consent, sexual misconduct, and healthy relationships.

• Saw a 29% increase in student walk-ins, 12% increase in faculty emails or calls about students, and a 21% decrease in parent emails or calls about students.

• Processed approximately 140 reports of alleged sexual misconduct, which represents a 40% increase from the number of reports processed in 2016-2017.

• Awarded over $5,000 from Student Emergency Fund and the LGBT Student Emergency Fund, which provide assistance to students experiencing unusual and nonchronic financial hardships.

• Collaborated with the Dean of Students Office to begin offering students the option of resolving Title IX cases using mediation and restorative practices.

DEANS OF STUDENTS • Conducted 7,351 service consultations this year.

• Saw a 15% increase in students coming to the dean of students office who identify as Asian or Pacific Islander (830 students), a 12% increase in international students (191 students), and a 362% increase in undocumented students (194 students).

STUDENT CONDUCT • Hosted second annual Data & Dine event that was attended by over 160 stakeholders and highlighted unit’s data collection and assessment efforts.

• Completed wholesale revision of Code of Student Conduct that modernizes and streamlines administrative processes to better serve students and campus stakeholders.

• Worked with Dean of Students Office, New Student Orientation, Title IX, and Residence Life on successful implementation of restorative justice conferences and circles.

• Designed, printed, and distributed more than 17,000 postcards to staff and faculty that describe university employees’ reporting obligations, list the available campus and community resources for students who disclose to a faculty or staff member, and include tips about how to support students through the reporting process.

STUDENT LEGAL SERVICES • Held first-ever joint Middlesex County Bar Association and Continuing Legal Education Luncheon. Attended by 50 attorneys and 60 student affairs professionals, it gave attendees a chance to observe the strength of the office’s formalized referral program administered in conjunction with the Middlesex County Bar Association and the wide range of support provided to students with legal issues.

• Serviced 672 students, presented in 722 matters, and saved students an estimated $346,123 in attorney’s fees over the course of the year using referral attorneys.

GRADUATE STUDENT LIFE • Increased visibility of the office with the creation of an Office of Graduate Student Life website that features information on resources and a calendar of events geared towards graduate students.

• Worked closely with VPVA to design programming around personal violence and harassment that addresses the specific needs of graduate students.

Piloted a program involving more graduate students aimed to improve outreach with SCREAM theater.

• Collaborated with library staff to create a space for writing support on the graduate floor of Alexander Library. Created more fall programming catered to masters and doctoral levels, including a dissertation boot camp.

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ORGANIZATIONAL DEVELOPMENT

A healthy, responsive, and productive organization provides the foundation for effective program and service delivery. We are committed to investing time, energy, and resources in key operational areas to fully develop the division’s capacity for positively shaping the Rutgers student experience and the work experience of our employees.

i1 Create a communications plan that will help us consistently and most effectively disseminate accurate and timely information to appropriate parties. i2 Implement a comprehensive professional development program to ensure all staff members have the skills and perspectives to serve students well and excel professionally. i3 Cultivate an evidence-based and outcomedriven culture that leverages data to inform decisions and practice. i4 Develop a fundraising plan for student affairs focusing on students, parents, alumni, friends, and corporate and nonprofit organizations. i5 Develop an annual budgeting process that is transparent and allocates financial resources to address student needs and fulfill divisional priorities. i6 Centralize human resource functions to ensure consistency, quality of services, and compliance with university and divisionwide policies and procedures for all employees, including students.

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STUDENT ACTIVITIES BUSINESS OFFICE (SABO) • Developed an official treasurers’ training website utilizing Sakai, used by over 500 student treasurers. This training allows students to become recognized treasurers of their organization after attaining a grade of 80% or better on an informational quiz.

• Check and transfer transactions increased by over 23% due to an increase in the number of organizations that SABO serves.

• A number of student organizations participated in crowdfunding opportunities through the use of the Rutgers Foundation, equating to 8 campaigns raising a total of $18,000 in donations.

RESEARCH AND ASSESSMENT • Data & Dine program influenced the expansion of recreation weekend hours, implementation of medical amnesty buttons, and the addition of rounds during home football games.

• Strengthened the relationship with Institutional Research and improved the response rate of the Cooperative Institutional Research Program Freshman survey to over 50%.

• Collaborated with Leadership and Experiential Learning, Major Events and Programs, Fraternity and Sorority Affairs, Residence Life, and Student Centers and Involvement in the administration of the Multi-Institutional Study of Leadership survey.

• Partnered with the Campus Climate Advisory Board and the Office of the Vice Chancellor for Student Affairs to initiate and implement the vice chancellor of student affairs holding office hours while riding the purple bus to engage in conversations about resources available to help prevent sexual and interpersonal violence and promote the #iSPEAK survey.

COMMUNICATIONS AND MARKETING • Roll-out of new video format to promote events, programs, and services that helped lead to an 83% increase in viewership compared to last year.

• Implemented central shared drive and project management software to more easily collaborate across divisional marketing offices.

DEVELOPMENT • Raised $1,031,278 in gifts and pledges division-wide.

• Directly solicited $767,500 of the divisionwide total.

• Held a development training session in conjunction with the Office of Research and Development and RUF’s foundation relations teams to train student affairs staff in cultivating new relationships, finding prospective donors, and university accounting resources and policies.

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Miniscule IN A BLACK AND WHITE photo composition Mehul Vora titled “Miniscule” is a mesmerizing army of fish with a lone SCUBA diver immersed in an intimate moment. In a flash you immediately feel minuscule, but in awe of the grandeur. While browsing through his social media accounts @MehulVoraPhotography, his eye for intricate details and clever captions lure you into his world.

Currently a senior scientist at Rutgers–New Brunswick’s Waksman Institute of Microbiology, Vora is also a part-time, volunteer SCUBA instructor for Rutgers Recreation. This new-found passion for underwater photography would not have been possible had Vora not discovered the program while studying for his doctorate at the university in 2005. Because of a car accident in the seventh grade, Vora is unable to fully commit to any land sports since running is problematic.

“I got into swimming and upon coming to Rutgers, I decided to give SCUBA a shot and absolutely fell in love with it,” says Vora. “The first time I descended on an underwater wreck dive at Point Pleasant Beach in New Jersey and witnessed the countless sea creatures among the starfish and anemones was nothing short of magical.”

“I could move in three dimensions, hover motionless with nothing but the sound of my bubbles,” Vora says. “I knew I would be diving the rest of my life.”

Since then, Vora’s adventures have included Indonesia and countless SCUBA trips with recreation, including the Bahamas and Florida Keys. As a SCUBA instructor, Vora has infused his love for diving to over 80 students from ages 8-68 through the over 50 SCUBA classes Recreation offers.

“Being underwater is exciting and challenging,” says Vora. “Becoming a good diver and finally instilling those skills in others requires patience, focus, and perseverance.”

“Developing my people skills as I instruct students in a fun and engaging manner are skills that I use every day in my professional career,” says Vora. “I am a senior scientist at Rutgers and often work with teams. The skills that I’ve developed while diving are directly applicable to everyday professional life.”

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Blazing a Trail: Meet Dawud Hamdan DAWUD HAMDAN WAS JUST 13 years old when his life changed forever. It started as a sharp pain in his upper shoulders and back. Within moments his arms and hands were numb. Minutes later it was unbearable.

B.E.S.T. Hall as his future home. But with limited dexterity in his hands, Hamdan couldn’t properly operate the automated door system in the building’s entryways, which required a student to swipe their ID card through a reader.

Initially taken to the Capital Health Regional Medical Center in Trenton, NJ, the cause of Hamdan’s sudden pain remained a mystery. Transferred to the Children’s Hospital of Philadelphia he underwent a battery of tests before doctors finally identified the culprit, transverse myelitis.

To compensate, Assistant Director for Student Support, Justin Kelley, worked to have an access system implemented that would allow Hamdan to simply tap his ID. A similar automated door system was also installed in his suite. Inside his space, Hamdan’s furniture had to accommodate his motorized wheelchair and included a customized desk and microfridge that allowed for easier access. In the bathroom, handrails were added along with a bench and adjustable head in the shower.

A neurological condition, transverse myelitis, causes inflammation along a segment of the spinal cord. The pressure created interrupts messages that nerves send throughout the body, resulting in pain, muscle weakness, sensory problems, and/or paralysis.

Eventually moved to the Center for Rehabilitation, Hamdan began the painstaking work of rebuilding his strength. Missing the beginning of his first year of high school, he eventually resumed his studies with the help of a school-appointed aide. Over the next couple of years, he underwent several procedures that increased the mobility in his arms and hands. Before he knew it, it was time to start thinking about college.

“Commuting would be really hard for me to do,” says Hamdan. “I originally wanted to go to Monmouth University, but they didn’t have the accommodations for me to live there. My dad and I were always on the phone trying to get connected with people from different universities to see if any of them could offer me any special living arrangements.”

When Hamdan was accepted to Rutgers, he contacted Residence Life about his need for special accommodations, and the student support staff identified

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In addition to modifications to physical spaces, Kelley also worked with several nursing agencies to provide Hamdan’s aides with access to B.E.S.T. Hall and his suite. Kelley also acted as his liaison to several campus partners, including the Office of Disability Services, transportation services, and facilities, ensuring Hamdan’s successful transition into the community.

After three years on Busch Campus, Hamdan’s friends decided it was time for a change of scenery. They were looking to move to Livingston Campus so Kelley went to work on modifying a Livingston Apartment studio to prepare it for the 2017-18 academic year.

“This school really helps a lot,” says Hamdan. “The whole experience really helped skyrocket my self-confidence and my motivation to do things. I was never turned down for anything and I was able to participate in whatever was going on.

It wasn’t difficult here, it came naturally.”

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Text-to-Order IMAGINE WALKING into the dining hall to get a quick breakfast of jam and toast before class. The jam is placed directly next to the peanut butter—is it possible the serving utensils were mixed? While they’re labeled, there’s no guarantee cross contamination did not occur. Most students are used to having meals prepared with their personal dietary and nutritional requirements in mind. But at a university as large as Rutgers, the circumstances are vastly different.

Aware that many students face this problem, Rutgers Dining Services came up with a solution: the Text-to-Order Program. A project spearheaded by Director of Nutrition Services, Dr. Peggy Policastro, the program allows students to use online menus to select their food choices and text their order to their dining hall of preference.

“The program is specifically for students who have the most severe dietary needs,” says Policastro.

“Students really like the program because it provides a way to communicate directly with the dining halls at a time that is convenient for them.”

Featuring several options that include a wide selection of allergyfree foods, such as gluten free, dairy free, and vegan products, the program streamlines the process while ensuring that each meal will be medically safe. Taking a

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holistic approach towards health and nutrition, Dining Services often collaborates with other student affairs departments, including health services, disability services, and residence life.

“This year alone, our nutrition team contacted over 1,600 students with special dietary needs,” says Policastro. “Along with nutrition specialist Marina Vineis, we meet with these students to create individual nutrition care plans that best fit their lifestyles.”

Policastro and Vineis also aim to educate students on good nutritional habits, thereby setting the precedent for future generations in the hopes of combating chronic diseases such as obesity. Providing students with the necessary life skills to thrive outside the classroom, Policastro hopes the program also teaches students about the importance of self-advocacy as they learn how to make the best food choices for themselves, both at Rutgers and beyond.

“The best compliment we’ve received is when a student came to us and said their allergist told them that if they were really concerned about their meals, go to Rutgers,” Policastro says. “They know how to do it right.”

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DIVISIONAL STAFFING Non-Aligned (F/T and P/T) 481

AFSCME Local 1761 COLT 58

PROFESSIONAL STAFF EMPLOYEES

URA-AFT Administrative 206

1,403

AFSCME Local 888 648

TOTAL EMPLOYEES

Professional Staff Employees

Student Employees

3,738

Graduate Students 44

STUDENT EMPLOYEES

2,335

STUDENT WAGES: $5,795,112

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Physicians Council 10

Students 2,291

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PHILANTHROPY Friend 10.7%

Parent 5.4% Corporation/ Organization 5.4%

Faculty/Staff 11.3%

Student 4.8%

2017-2018 TOTAL GIFTS AND PLEDGES

$1,033,050

Alumni/ae 62.4%

2016-2017 TOTAL GIFTS AND PLEDGES

$465,677

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FUNDING PRIORITIES EMERGENCY ASSISTANCE Every year we witness students who are struggling to continue their education after experiencing an unforeseen financial emergency. Such emergencies can include accidents, theft, domestic incidents, food or housing insecurity, and family rejection due to sexual orientation.

While we have made tremendous strides in our ability to support students in crisis, the financial strain caused by such events can still derail a student’s education. Gifts from more than 200 donors has allowed us to provide swift emergency financial relief to students in crisis.

LEADERSHIP & ENGAGEMENT Student engagement is at the core of what we do in Student Affairs.

Taking on a leadership role in a student organization, participating in an alternative break, internship, or immersive experiences are opportunities for our students to impact the community and gain the skills that will stand out to future employers. Support from over 400 donors has allowed us to remove the financial barriers that prevent students from fully engaging in the Rutgers experience.

RETENTION SCHOLARSHIPS Every year, students who have demonstrated academic success and a commitment to their coursework are unable to continue their degree progression. It could be due to a change in their residency or family financial status, or the end of previous aid award.

This situation is especially heartbreaking for those students who are just a few hundred dollars short of covering their term bill or are just a few semesters from graduating. Recent gifts have allowed us to create new avenues to help ensure that promising Rutgers students can complete their degree, regardless of socioeconomic status.

HEALTH AND WELLNESS Health and well-being are fundamental to success, in all aspects of life. It is our responsibility to foster a balance between academic and work excellence while promoting a life-long commitment to healthy living. Almost 500 donors supported programs and services that promote and nurture the holistic health and wellness in our students and the broader campus community.

To learn more about these or other opportunities to support or partner with the Division of Student Affairs, contact Shawna Rodgers at 848-932-8188 or shawna.rodgers@rutgers.edu.

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DIVISION OF STUDENT AFFAIRS RUTGERS UNIVERSITY–NEW BRUNSWICK COLLEGE AVENUE STUDENT CENTER, 4TH FLOOR 126 COLLEGE AVENUE NEW BRUNSWICK, NJ 08901 848-932-8576