2018-19 Division of Student Affairs End-of-Year Report by Student Diversity & Inclusion Services

Division of Student Affairs 2018-19 End of Year Reports

Anderson Student Center (includes Club Sports) Campus Life Career Development Center Dean of Students Office (includes FLAG, Off-Campus Student Life, Office of Violence Prevention & Awareness, Orientation & Registration, Student Conduct, and Veterans Resource Center) Health Services (includes Counseling and Psychological Services and Wellness Center) Innovation and Changemaking Office of Retention and Student Success (includes Proud to be First) Residence Life Student Diversity and Inclusion Services Vice President for Student Affairs

2018-19 Annual Department/Program Report Department/Program Name: Anderson Student Center

Accomplishments: List and briefly describe three to five of your department’s/ program’s most significant accomplishments/highlights of the year. Include any new programs and innovations. 

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Club Sports Program Growth o Under the direction of Kevin Manson, the club sports program has grown significantly since moving under the umbrella of the Anderson Student Center. Originally including Cheer, Dance, Men’s and Women’s Crew, Ultimate Frisbee, and Lacrosse, the Club Sports program now includes Men’s Volleyball, Women’s Volleyball, Men’s Rugby, Men’s Baseball, Men’s Hockey, and Women’s Soccer. Under this new classification, all club sports will be supported by Kevin in terms of advising and club management (financials, purchasing, travel, etc.)  Additionally, this year the Men’s Lacrosse team won the MCLA National Championship giving the program its sixth national title. The Women’s Lacrosse team placed fifth overall at the WCLA National championships. The Dance team took home two national titles at the College Dance Team National Championship, adding their twelfth and thirteenth titles to the program. Bowling Upgrade o In partnership with the Vice President for Student Affairs, the Anderson Student Center was able to purchase and implement a much-needed upgrade for our Bowling Alley this spring. The upgrade brings our bowling management software up to-date and ensures technical support for years to come. More importantly, the upgrade has refreshed the look and feel of the facility, bringing in new and dynamic lighting to help set the scene for an engaging and fun experience in the facility. The new software offers a variety of new game types so that there is a fun option for everyone from kids to adults. New social features and touch-screen interfaces offer ways for us to engage and interact with the students using the facility. The kid-friendly options will be very helpful in maximizing the revenue generating potential of the space. Our external rentals through Conference & Event Services account for between 20 and 25% of our external revenue. Being able to market a variety of kid friendly activities on a stable, easy-to-use

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platform could help draw in more business. There is an opportunity to market this on OneStThomas to employees and their families. University Tickets Upgrade o In August, in partnership with our external vendor University Tickets, we launched a complete overhaul of our online University Tickets ticketing system. This included a visual refresh of the site as well as a complete rework of the internals of the system. The result was a more reliable system with a wide variety of new ticketing and reporting options. We partnered with Athletics to move all season and singlegame ticketing over to the new system. We worked with STAR to provide greater access to the controls and reporting they needed for the events. Allowing them this access resulted in decreased time needed from ASC staff to run reports at odd times. We were able to extend this same access (in a limited scope) to all users so that the ASC staff no longer need to run reservation and financial reports – our users can do this on their own, saving the ASC staff countless hours.

Diversity, Equity & Inclusion: Provide summary of department activities and initiatives that support the University’s Anti-Racism Action Plan. The ASC student training has always included a variety of elements that focused on Diversity & Inclusion. We continue to partner with offices like International Students and Scholars, Student Diversity and Inclusion Services, Violence Prevention and Awareness, and the Dean of Students to help our trainings include things like recognizing personal biases, intercultural communication, being an active bystander and more. Additionally, after working with Human Resources around best practices in student employment, the ASC has committed to making sure that all student employment opportunities are posted through the talent management portal for at least 10 business days to provide equitable access for all St. Thomas students to our job opportunities. This commitment has helped us to hire a very diverse pool of student employees, representing the undergraduate and graduate bodies while maintaining a mixture of students from both gender

Recruitment & Retention Data: Data that captures recruitment activities and retention data including data that highlights impact of programs/services. The Anderson Student Center maintains a very robust student employment program. Student employment on-campus, especially during a student’s first-year on campus, has been shown to increase the probability of their retention. In taking on the Club Sports, we will begin meeting with students as a part of the recruiting process. In future years, we will document the number of prospective students that our department meets with and track whether they enroll, as well as

monitoring their persistence. This would be a great opportunity to partner with the Director of Student Retention & Success. Data and Trend Analysis: Provide a summary and brief analysis of quantitative data and/or qualitative trends that represent effectiveness of the programs and services your department/program provides. Anderson Student Center Building Traffic

Anderson Student Center Events Type of Event Class Conference Event Departmental Event Offline Spaces Student Event Student Recruitment Event Total

Number of Events 83 571 4567 12 2589 169 7991

Percentage 1.04% 7.15% 57.15% 0.15% 32.40% 2.11%

ACUI/Skyfactor College Unions/Student Center Assessment The Skyfactor data is fully available beginning early July each year. This information is from the survey that was administered in FY18, but whose results were not available until the beginning of FY19. Survey was sent out to 3,500 St. Thomas Students in November 2017. With 881 respondents, we had a response rate of 25%, slightly down from the previous year. Across all predictors, there were no statistically relevant changes in satisfaction scores. Longitudinal Trends

The survey trend is showing an overall flattening of our overall program effectiveness; however, we are seeing some increased scores in the 1 st predictor of success â&#x20AC;&#x201C; the College Union Enhances Life and Leadership. Additions to the building such as The Intercultural Center and The Inclusive Leadership Collaboratory are great disruptive steps that will show the importance of strong and inclusive leadership, potentially giving a large boost to our overall program effectiveness. Hopefully we will begin to see strong improvement with the survey to be completed in Fall 2019.

Anderson Student Center in Comparison to External Benchmarks The ASC continues to score very well on the Skyfactor assessment, specifically with our overall program effectiveness scores. We currently score higher than our Carnegie class by quite a bit and outscored the averages of our Select 6 and the averages of all institutions participating.

Anderson Student Center Strengths and Weaknesses Looking at the highest scoring areas, the factors of positive environment, studentoriented student center, source of entertainment, and union staff can be tied back to ASC operations. The ASC staff has implemented many changes including increasing study room availability and posting all available jobs to talent management to increase equity in access. Additionally, our commitment to upholding the student priority booking policy helps to reinforce the importance of the ASC being a student-oriented environment. Going forward, it will be very important for the ASC staff to keep these factors in mind when partnering with offices like Campus Life, Student Diversity and Inclusion Services, Residence Life, and the Dean of Students Office. Because the ASC does not put on a lot of student-facing programming, it is important that students recognize the learning and experiences that they have within this facility when they think about the building and not just the buildingâ&#x20AC;&#x2122;s offerings (bowling, gaming, create[space], etc.) on their own.

The Anderson Student Center and CAS Standards The Skyfactor survey also provides insight about how the Anderson Student Center is performing in regard to the Council for the Advancement of Standards (CAS) Standards for College Unions. The ASC is performing strongly in regard to our Carnegie Class as well as against all institutions. Areas for improvement include enhancing appreciation of the arts and providing leadership training. The ASC has begun to address the appreciation of the arts with its inclusion of Department of Music Concerts in the Atrium twice each semester. Stronger branding and

communication about the reasons why this programming exists could help to increase our scores. Similarly, there is so much leadership training that happens within the ASC but is put on by outside departments. Future efforts to brand the ASC as a destination for student leadership could help to see these scores increase as well.

Data informed actions: Based on data provided, what changes (if any) will you make moving forward? 

Branding around life and leadership: o As a staff, the ASC works with a variety of partners within the Division and at the Institutional-level to enhance the experiences of our students within our facility. The Skyfactor survey has consistently shown the ASC scoring sub-optimally in the area of “enhancing life and leadership”. Through our partnerships, the ASC is involved with many activities that would enhance life and leadership in the ways measured by the Skyfactor survey; however, students do not connect these

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activities with the ASC. Finding a way to help brand the ASC as a place that is beneficial to the student experience could help students to recognize the ways that the ASC supports their success outside of housing other group’s programming. We attempted this with “Lead in the ASC” campaign a few years ago. That was just a poster campaign. A more effective approach would be co-branding relevant programs and making sure the ASC name is visible as well as having ASC staff present and taking part in events. Student employment is essential to the operation of the Anderson Student Center; however, with rising a rising minimum wage and ever-increasing building traffic, the cost of providing exceptional customer service is becoming a barrier. Looking at mid-year evaluations and through conversations with our employees, it is apparent that the large majority of our staff could handle the rigors of the responsibilities related to the building manager position. As a result, the ASC should begin the process of combining the Tommie Central Desk Attendant and Building Manager positions into one student employment opportunity. This would allow the ASC to cut the current Building Manager hours from the schedule. This would allow the ASC to provide a very similar level of service while absorbing the rising minimum wage costs. With the first increase set to take effect on July 1, 2020 (going to $11.50 per hour), FY20 should be used to create a new combined job description, explore what changes need to be made to the training process, and begin transitioning students to the new role or helping them to explore alternative opportunities if they are not interested or their performance indicates they would not be successful in the new role.

Changes/Innovations: Briefly describe any changes/innovations you would like to make in the coming year. 

Changing the Process for Gatekeeping ASC Spaces o Since the ASC opened in January 2012 there has been one individual assigned to gatekeeping (reviewing and assigning event spaces) ASC spaces. While this provides a high level of consistency across all events, it is very time consuming for the one gatekeeper and can cause unnecessary bottle-necks and delays when that individual is out of the office. To counter, the ASC could move to a system where the event assigning is split into two categories – major event spaces (Woulfe, Hearth Room, Dorsey Way/Commons, Scooters, Dance, Bowling) and the meeting rooms. The gatekeeper could focus on the major event spaces while additional staff members or even student employees could process the meeting room workflow throughout each day. These additional staff members would include the Operations Coordinator, the Campus Life Coordinator III, and the ASC graduate assistant. ASC student employees could be trained to manage the meeting room workflow throughout the day – Campus Scheduling used

to use student employees to manage their workflow on a regular basis with no issues. A benefit that would arise from this would be that the Tommie Central desk could potentially begin offering assistance with booking space in the ASC on a walkup basis. This would require additional training and defining the parameters that it would be available, but it would enhance service within the building and help manage the large volume of work that is associated with processing requests in 25Live on a regular basis.

Goals: List and briefly describe three to five goals for next year. 

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Create and institute a charge back policy for ASC staffing for external events. o ASC currently spends over 210 hours of student staff time to staff nontraditional building hours to accommodate Conference and Event Services. With minimum wage quickly approaching $15, the cost of this time will continue to eat into out student employment budget. I will draft a proposal that will allow us to bill back the event for operating outside of standard building hours. Oversee the new expansion of the new club sports program. o Successfully hire 6 new coaches, ensure programs are off and running. o Oversee new Handbook structure w/updated policies o Leverage ASC for advertising to increase student participation Investigate alternatives for the Lower Level Game Room o Current space is dull, costly, and uninviting Move forward with implementing multi gate keepers for ASC space. o Better and more efficient use of space o Quicker customer service for space related requests o Increased student use of the ASC

Club Sports Year in Review

2018-2019

CLUB SPORTS The St. Thomas Club Sports program was widely successful in its first year under Anderson Student Center guidance. Multiple programs qualified for and won National Championships, and many others had successful seasons regionally. The program reached new levels in fundraising, saw increased participation among students and made strides to expand the program starting in the next academic year.

PARTICIPATION Participation in Club Sports saw an increase in the 2018-2019 academic year. Women’s Lacrosse received the largest bump in participation with 10 more members than the year before. Teams that saw a dip in participation also had troubles with coaching or student leadership. The Cheer Team head coach resigned after football season. She was replaced by an assistant coach, but the transition was not as smooth as intended. Several members of the team quit in the fall for various reasons. Women’s Ultimate Frisbee teetered on existence. The club struggled to gain new members after several seniors graduated last spring. The Cheer program has rebounded during spring tryouts and will see their numbers improve next fall.

Men’s Lacrosse Women’s Lacrosse Crew Men’s Ultimate Women’s Ultimate Dance Team Cheer Team TOTAL PARTICIPANTS

Club Sports Participation 2017-2018 44 18 32 20 15 20 19 168

2018-2019 44 28 35 22 10 20 14 173

EXPOSURE St. Thomas Club Sports competed in 15 states this year. Below is a snapshot of where the University was proudly represented through club competition.

CLUB SPORTS FUNDS Club Sports rely on three main sources of income for their expenses. Student Dues, Fundraising, and University allocated funds.

CLUB SPORTS FUNDING

Uni vers i ty Funds; 19.96%

Fundraising; 13.32%

Student Dues

Student Dues ; 66.72%

Fundrai s i ng

Uni vers i ty Funds

FUNDRAISING Through partnership with the Development Office and their individual efforts Club Sports raised over $36,000 through fundraisers this year. Since Club Sports are a largely self-funded operation, successful fundraising efforts help keep costs maintainable for students.

Club Sport Fundraising $18,000 $16,000 $14,000 $12,000 $10,000 $8,000 $6,000 $4,000 $2,000 $0

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STUDENT DUES Student dues for club members range depending on the club and amount of members. Clubs that travel nationally have higher dues to support the costs of bus rides, flights and lodging. Relative to previous years, dues remained stable this year. Each club sport is willing to accommodate students should dues be a hindrance to their participation, often through designated money reserved for this circumstance. UNIVERSITY FUNDS University Funds were awarded to all clubs. Additionally funding was given to clubs on a need based evaluation. Clubs competing at Nationals and incurring those unexpected costs were also given priority for University funds. Clubs that made prior purchases that went against St. Thomas Purchasing Policy were limited in funding as a result.

SUCCESS DANCE TEAM

The St. Thomas Dance Team won the rare double UDA National Championship at the ESPN Wide World of Sports complex at Disney World. The team took first place in both jazz and hip-hop under first year head coach Julia Randall and first year assistant Morgan McGowan. The team also had a few high profile performances, one at US Bank Stadium during the Men’s Basketball event and another at Celebrity Crunch Classic associated with the NCAA Final Four.

MEN’S LACROSSE

After falling short in the last two national championship games, Men’s Lacrosse locked down its 6th MCLA National Championship by beating Dayton in the MCLA Final in Salt Lake City. The Tommies made trips to Missouri, Tennessee, Indiana, North Dakota and Utah this year. Longtime coach and former player, Brian Gross, announced he will step away from the team. He will be succeeded by longtime offensive assistant and Tommie graduate, Jason King. WOMEN’S LACROSSE

Despite not capturing the National Championship, Women’s Lacrosse still put together their best season in program history. The team finished 15-1, with their only loss coming against the Naval Academy in the National Tournament. The team was recognized with 3 AllAmericans and senior Sydney Liebl was named WCLA National Player of the Year, the first Tommie to ever receive the honor.

CREW St. Thomas Crew saw an uptick in membership during fall semester, which helped land St. Thomas back in rowing’s most prestigious event, The Head of the Charles, for the first time since 2015. Over 300k spectators saw the Tommies compete in the two day event on the Charles River between Cambridge and Boston. Crew also traveled to Georgia for the collegiate National Championships where the Women’s 4 boat won the C-Final.

2019-2020 OUTLOOK

Next year Club Sports will welcome six new clubs to the program. Baseball, Hockey, Rugby, Women’s Soccer, Women’s Volleyball and Men’s Volleyball will all receive Club Sports recognition. As the program expands it will continue to provide an outlet for competitive sport for St. Thomas students. The addition of these six clubs rounds out the two year transition from Campus Life to the Anderson Student Center. Over the next year, the ASC will introduce a new Club Sport Handbook governing all club sport policies and procedures. These new guidelines will help improve compliance by our clubs and oversight by the ASC for all club sports operations.

2018-19 Annual Department/Program Report Department/Program Name: Campus Life Accomplishments: List and briefly describe three to five of your department’s/ program’s most significant accomplishments/highlights of the year. Include any new programs and innovations. 

Out of State Initiative o This past year we collaborated with departments across the division to enhance our support of out of state an outstate students. These efforts included:  Identifying resources and developed a website for out of state students/families with resources.  Collaborated with Residence Life for FTFY out of state students (and their roommate) to move in early and we hosted a special evening event at Gameworks at the Mall of America providing students with the opportunity to get to know one another before Welcome Days began.  Collaborated with the Center for Student Achievement and Office of International Students and Scholars to host a welcome event during Welcome Days for out of state/international students  Campus Life instituted a weekly email to all undergraduate students that goes out every Wednesday highlighting student events happening across campus that upcoming weekend. We also hosted a pizza and bowling party during fall break and three social events throughout spring semester.  Supported USG in their implementation a Greater MN/Out of State student senator position on the USG General Counsel.  STAR has hosted a number of excursions to explore the Twin Cities. Co-advisement of DAB who hosted a number of DAB in the Cities restaurant events. All students were invited however they were designed to help expose students to new experiences and help students explore and get to know the Twin Cities while at St. Thomas.

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New Fall Leadership Institute Model o This past fall we piloted a new format for our 2018 Fall Leadership Institute. Day one focused on leadership development for all student leaders on campus. The day included keynote speakers on topics of strategic thinking and behaviors of successful leaders, networking activities and opportunities for leaders across campus to get to know one another.

Day two was dedicated to student club and organization leaders. This half-day training provided club leaders the opportunity to learn more about how to successfully manage their clubs including event planning, budget management, marketing and promotion and how to successfully implement a new community engagement model within their clubs. We hosted our first “Paint your Panel” where club members painted a board that is hung in the Sunberg Leadership Center and helps promote the wide variety and creativity that our clubs have to offer our students. 

Weekend Events email o Based on student feedback this year we implemented and sent out a weekly email to all undergraduate students, including DFC students, highlighting the upcoming events for that weekend. The Weekend Events email was sent every Wednesday and included STAR events, as well as links to University Tickets and Tommie Link. We also included other weekend events happening around campus, including events sponsored by DAB, featured clubs, Homecoming, Residence Life, Office of International Students and Scholars, and more. Data from the fall semester:    

The first email went out on Wednesday, September 12 to 6079 students Average of 50% unique opens within the first 24 hours Average of 75% unique opens (about 4500 unique students) in seven days According to the fall STAR programming survey, 45% of students responded that the Weekend Events email helped them to hear about the STAR event(s) they attended. It was chosen as the most popular method of communication for students who responded to the survey.

Data from the spring semester   

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Average of 72% unique opens on each weekly email Small student survey indicated the email was helpful and informational According to the spring STAR programming survey, 42% of students responded that the Weekend Events email helped them to hear about the STAR event(s) they attended. It was chosen as the second most popular method of communication for students who responded to the survey (Friend was identified as the first).

Inclusive Leadership Collaboratory

This spring, we relocated resources from the Program Resource room to the create[space] to make way for the new Inclusive Leadership Collaboratory (ILC). The mission of the ILC is to foster a multicultural environment where students can engage in foundational learning experiences that will help them develop the attitudes, knowledge, and skills needed for inclusive leadership in an increasingly diverse world. Student groups are encourage to use the Inclusive Leadership Collaboratory for collaboration activities and educational events that support the mission and vision of the space.

In addition to the club meetings and student led conversations that have taken place, all hosted by students, Campus Life hosted a leadership speaker each month on a topic of Inclusive Leadership designed to further develop and strengthen inclusive qualities within our student leaders. These topics included: 

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Creating an Inclusive Community - This session gave students the opportunity to reflect on their own values, while learning to understand how to connect with those around them.

Intercultural Communication - This session was a general introduction to intercultural communication and the first steps to take to develop intercultural competence. Democratizing leadership – This session focused on teaching student how to create simple structures to help people find and use their voice, distribute decision-making power, and how to promote collective action with groups they interact with.

Implemented new Community Engagement volunteer model for student clubs o In collaboration with the Tommies Together Volunteer Center (TTVC)/Center for the Common Good, this year we implemented a new community engagement model for our student clubs and organizations that focuses on building meaningful and longer-term relationships between community partners and student clubs. There is a strong focus on connecting the mission of the student club and community partner as much as possible to have an impact on our local community, students doing projects together and a meaningful reflection at the end. Fall semester   

metrics include: Total Number hours submitted – 3433.65 hours Individual Number of participants — 991 Overall Participation (Includes participants involvement from multiple clubs) — 1247

Thus far, Spring semester metrics include:  Total Number hours submitted – 2675.32 hours  Individual Number of participants — 738  Overall Participation (Includes participants involvement from multiple clubs) — 1018

Overall, clubs and organizations have worked with 109 community partners this year

Here are quotes for student regarding the requirement change and about their experiences: o o

o o o o o

“It made me want to do more to help my society and village in Nigeria.” “With a more focused approach on the volunteering scope, we got the chance to be more educated about that specific problem in our society. It is also a great opportunity for my club to get together and spend quality time, apart from usual and conventional club meetings.” “I think it made things a lot easier, because the organizations were able to lead us through our projects and we had to do less work with organizing the event. It also allowed us to create a close relationship with community members and make a bigger impact right in our back yard.” “Working with a community partner made me feel more involved.” “I liked working with community partners. It made the work more meaningful.” “I liked that our club could pick how we wanted to connect with the community.” “It made the experience more relevant to the club and created club unity” “It was less stressful and we could focus more on the quality of time spent volunteering instead of the quantity”

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Implementation of pilot program using Tommie Link paths o This spring we collaborated with the Dean of Students and Center for Student Achievement to pilot a transfer path in Tommie Link. We learned many valuable lessons in this pilot including importance of educating students on what it is, the benefits, marketing throughout the program and dedicated support to managing the path and marketing efforts. These lessons learned will set us up for better success in launching the pilot FYE, SYE and advanced pathways Fall 2019.

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Development and launch of new digital Tommie Mascot images for University in collaboration with campus partners and broader visibility and involvement opportunities for Tommie Mascot o Campus Life introduced an updated digital image of Tommie Mascot. Prior to this updated image, there were two different static digital images of Tommie present on campus – a happy, exaggerated Tommie and a fierce, cat version of Tommie. In an effort to have a consistent image shared across campus that could include flexible poses/options for use, a group of stakeholders (Student Affairs, Athletics, Admissions and Campus Stores) collaborated and worked with MIC and an external designer to develop new digital image of Tommie Mascot that better matches the current appearance of our much-loved Tommie Mascot. Feedback on early designs was gathered from a student focus group last summer and on Tuesday, April 2, Campus Life officially introduced the updated digital image of Tommie Mascot to the campus community. A fun

reveal happened on Tommie’s social media, Tommie handed out stickers, an atrium banner and digital signage with the new image were up and an updated a video on the history of Tommie was posted.

Tommie Mascot has made over 20 appearances already this spring semester. In addition to spreading Tommie spirit and promoting purple on Tommie Tuesdays, Tommie brought lots of spirit to our winter athletic teams during their regular seasons and including playoff competitions. Tommie Mascot was present in Salem, VA to cheer on our Women’s Basketball team in the NCAA D3 Final Four and in St. Paul to cheer on our Women’s Hockey team in the D3 Frozen Four. Tommie also participated in several NCAA D1 Final Four festivities when hosted here in MN including the All-Star Game and in our own arena for the Cheezit-Pringles sponsored Fan Fest and Celebrity Basketball Game.

Programming Numbers for the Year: STAR Programming:  

Total number of events: 103 Total number of attendees: 16,807

DAB Programming:   

Total number of events: 43 Total number of attendees: 3,818 8 DAB sponsored cultural dinners

Tommie Mascot Appearances: 75 10 New Student Clubs added this year:          

American Society of Civil Engineers Book Club Business Professionals of America Choir Club Cycling Club Orthodox Christian Fellowship Powers of Plants Club Running Club Somali Student Association Tommie Outdoors

Total Number of Events Posted on Tommie Link by Undergraduate Student Organizations: 2017 – 2018: 492 2018 – 2019: 521

Benchmark Data: Provide comparison information for your department/program including national data, benchmark institutions.

# of Student Clubs/Organizations: Creighton – 177 Gonzaga – 167* Loyola Marymount – 218* Marquette - 319 Santa Clara - 163 University of Dayton - 269 Villanova - 324 SLU – 200* University of San Diego - 208 University of St Thomas - 146 *may include some graduate student organizations

Student Campus Wide Programming*: St. Thomas – approx. 103 a year Creighton – approx. 68 a year LMU – approx. 40 a year Dayton – approx. 30 a year SLU – approx. 20 a year *these numbers were found online – represents different structures and offerings

Schools with a Mascot: St. Thomas, Loyola Marymount, Creighton, SLU, USD, Marquette, Dayton, Villanova, Santa Clara

Universities that use campus labs (Tommie Link) or other systems:

o o o o o o o o

Creighton - CU Involved through Campus Labs Gonzaga - Zagtivities through Campus Labs Loyola Marymount - through OrgSync Marquette - through Presence University of Dayton - 1850 through Novalsys Villanova - VU Groups through Campus Labs SLU â&#x20AC;&#x201C; SLU Groups through Campus Labs University of San Diego - ToreroOrg through Campus Labs

Inclusive Leadership Collaboratory type space or leadership programs: o

o o o

Creighton - Freshman Leadership Program, Leadership Exchange, Ignatian Student Leadership Programs, Emerging Leaders Program, Markoe Leadership Program, Multicultural Executive Leadership Training, Internships, & Resources Gonzaga - Payne Center for Leadership Development hosts the Experiential Leadership Institute, Student Leadership Retreats and Conferences, Leadership Workshops and Consulting, Access to personal leadership inventories, Guest speakers and professionals in the field, Library of Leadership Resources Loyola Marymount - Ignatian Leadership Institute Marquette - Social Justice in Action Conference, Ignatian Leadership Retreat, and Teambuilding Facilitators University of Dayton - Executive Development, Emerging Leader Certificate, Supervisory Leadership Certificate, and Professional Development, Creating Inclusive Community Spring Mini Course & Creative Inclusive Community Conference

o o

Villanova - Emerging Leaders Workshop, Spotlight on Leadership, Challenge Course, and workshops and lecture on diversity and inclusion SLU - Billikens LEAD Speaker Series and Student Leadership Honoraria University of San Diego - Leadership texts, Team Building exercises, and Team Building supplies available to through the Creative Zone, workshops on communication and conflict, Diversity & Inclusion resources, and Mentorship programs

CLUB EXPERIENCE SURVEY A survey was sent out to all student who participated in a club or organization this past year through the Club Newsletter. The survey asked students about Tommie Link and their overall club experience. From the students who completed the survey: 

89% of students responded with “strongly agree” or “agree” when asked if their club involvement has helped them develop professional skills. o “It's helped me in my career by seeing different people that have received the

o o

o o o

degree I am working towards and the various jobs that can come from that degree.” “It gets me involved and active in the smaller communities that exist at UST. It also gives a more personal and real preparation for what my career will look like in the future.” “It’s helped my leadership and communication skills.” “Club involvement helped me de-stress and allowed me to connect and make friends with many great people. I also improved management and communications skills working as a board member.” “Showed me what it's like to be a part of something and given me ways to work on professional skills.” “It has increased my leadership capabilities and has also allowed me to make personal relationships with a lot of students from all over campus.” “Introduced me to new friends, expanded my network, and taught me valuable skills I can bring into the workplace.”

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96% of students responded with “strongly agree” or “agree” when asked if their club involvement made them feel connected to the campus community. o “Being involved gives me a sense of belonging to the community and o o o o o

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87% of students responded with “strongly agree” or “agree” when asked if their club involvement has enabled them to communicate across diverse perspectives. o “I've met more people with similar interests to mine who I might not have

o o o o

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surrounds me with supportive people.” “It has helped me find close-knit communities within the larger St. Thomas community where I feel connected to other people with the same interests.” “It has allowed me to connect with people who share my identities and make friends.” “It has helped me find new friends and gain new experiences. It has helped me to find community!” “Clubs have allowed me to meet lots of people in a small group setting to allow impactful and meaningful relationships to develop.” “Finding a club I really connect with has helped me feel more at home and feel like I have a group of people to turn to.”

known outside of my usual group of friends, and I really appreciate this wider perspective.” “...Participating in clubs has also allowed me to learn about other’s perspectives and experiences.” “Through clubs, I’ve met so many wonderful people that share the same views as I do, but also help me understand differing views as well.” “It has allowed me to make similar friends and work with individuals of different background then myself.” “You learn to broaden your perspective and walk with people from different backgrounds”

92% of students responded with “strongly agree” or “agree” when asked if their club involvement has helped them develop skills to effectively working in a group or team. o “I am able to lead a team of people while recognizing their skillset and what they can or cannot do.” o “I've been learning more skills in working as a team.” o “I have gained a lot of great leadership experience and experience being on a team/in a group of people.”

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90% of students responded with “strongly agree” or “agree” when asked if their volunteer projects have helped them understand the impact they can have on others. o “It forced me to expand my horizons and allowed me to think more about my impact on the community around me.”

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“We really got to be educated about how prevalent the issue of hunger was in our society, and really saw how even our small actions can generate a big positive impact.” “Throughout my various volunteer activities with St. Thomas, you realize how much you can impact someone’s life.”

98% of students responded with “strongly agree” or “agree” when asked if being involved in a club has improved their college experience. o “Clubs are a great way to meet new people and I’ve met some of my best friends through clubs” o “It has opened up job opportunities, friendships, and experiences I wouldn't have otherwise.”

TOMMIE LINK 

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94% of students responded with “strongly satisfied” or “sati sfied” when asked if

about their overall satisfaction with Tommie Link 92% of students responded with “strongly satisfied” or “satisfied” when asked about Tommie Links ease of use 73% of students responded with “strongly satisfied” or “satisfied” when asked about the promotion of club events

INCLUSIVE LEADERSHIP COLLABORATORY SPEAKER SERIES This spring we piloted a new speaker series out of the new Inclusive Leadership Collaboratory. The series introduced attendees to topics to further develop their knowledge around diversity and inclusion. After a session, attendees were asked to provide feedback. 

Creating an Inclusive Community o 100% of students responded with “strongly agree” or “agree” that the session was useful to their professional development. o 86% of students responded with “strongly agree” or “agree” that the session helped them identify their core values. o 100% of students responded with “strongly agree” or “agree” that the session taught them how to make a positive impact on their community. Responses from what students learned from the session: o “I learned more about social identity and the impact of context. It opened my eyes to the privilege we have within some of our identities.” o “Presenter was very cool and I learned more about my values and how to see myself.”

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Democratizing Leadership o 95% of students responded with “strongly agree” or “agree” that the session wad useful to their development as a leader o 95% of students responded with “strongly agree” or “agree” that the session has prepared them to engage in effective collaboration Responses from what students learned from the session: o “Inclusive leadership starts with understanding self so then there can be a strong us and can structurally lift up voices.” o “As a club we need to revisit our organization structure and how we can collaborate with other clubs/people/orgs to be more inclusive.”

WEEKEND EVENTS EMAIL We sent out a survey on the last Weekend Events email that was sent out on May 15. Although there was a low response rate, the responses were overwhelmingly positive. As this was our first year implementing the Weekend Events email, we plan to find more ways to get feedback from students on the email next year. Of the students who filled out the survey   

100% of students responded with “strongly agree” or “agree” when asked if they found the Weekend Events email helpful and/or informational 100% of students responded with “strongly agree” or “agree” when asked if they were more aware of the various weekend events happening on campus 100% of students responded with “strongly agree” or “agree” when asked if they felt the weekly email included a variety of events (i.e. events from different groups, offices, interests, etc.)

INFORMATION ABOUT THE WEEKEND EVENTS EMAIL FROM STAR PROGRAMMING SURVEYS In the STAR programming surveys, we asked students how they heard about the event(s) they attended. FALL 2018 QUESTION - How did you hear about the STAR event(s) you attended? Please choose all that apply. Out of the 14 listed options, here were the top 5: 1. 2. 3. 4. 5.

Weekend Events email from Campus Life – 237 students Friend – 205 students Digital Signage in the Anderson Student Center – 202 students Instagram – 165 students Word of Mouth – 163 students

SPRING 2019 QUESTION - How did you hear about the STAR event(s) you attended? Please choose all that apply. Out of the 14 listed options, here were the top 5: 1. 2. 3. 4. 5.

Friend – 137 students Weekend Events email from Campus Life – 131 students Instagram – 130 students Word of Mouth – 112 students Digital Signage in the Anderson Student Center – 104 students

STAR PROGRAMMING – Fall 2019 (522 responses) What is your overall satisfaction with STAR Programming? 

97% of students responded with very satisfied or satisfied

If you did not attend any STAR events, what were some of the activities you did instead?  

 

28.8% 25.5% o o o o 17.4% 16.7%

- Studying - Socializing (see further breakdown of this category) 52.6% - Socializing on-campus without alcohol 23.18% - Socializing off-campus without alcohol 17.7% - Socializing off-campus with alcohol 6.5% - Socializing on-campus with alcohol - Visiting home - Working

How did you hear about the STAR event(s) you attended? Please choose all that apply.     

14.7% 12.7% 12.5% 10.2% 10.1%

Weekend Events email from Campus Life Friend Digital signage in the Anderson Student Center Instagram Word of mouth

STAR PROGRAMMING – Spring 2019 (308 responses) What is your overall satisfaction with STAR Programming? 

96% of students responded with very satisfied or satisfied

Did you feel the event(s) created…(Choose all that apply)     

17.7% 16.9% 13.5% 11.0% 10.8%

An opportunity to hang out with friends A fun environment A good break from studying An opportunity to get off campus for a fun activity A chance to try something new

    

9.0% 8.2% 7.5% 3.4% 2.0%

An opportunity to make connections with other people A sense of community A reason to stay on campus for the weekend An opportunity to practice holistic well-being An opportunity to experiment with self-expression

How did you hear about the STAR event(s) you attended? Please choose all that apply.     

14.6% - Friend 14.0% - Weekend Events email from Campus Life 13.8% - Instagram 12% - Word of mouth 11% - Digital signage in the Anderson Student Center

Diversity, Equity & Inclusion: Provide summary of department activities and initiatives that support the University’s Anti-Racism Action Plan.    

Development of Inclusive Leadership Collaboratory Worked with/supported USG through their efforts to represent students and take action Hosted Dr. Abdul Omari for student retreats/speakers o USG Spring Retreat o Spring Leadership Night Attendance at staff trainings and professional development opportunities o Dr. Abdul Omari - Managers Forum Training on Bias o CAS Teach In Tuesdays o Leadership Academy Sessions:  Diversity and Inclusion Series: Confronting Racism Minnesota Style  

Leadership Academy - First Gen Principles of Catholic Social Teaching

Weekends Email Survey/Data o In response to students’ feedback in past STAR programming surveys, we implemented a weekly email to promote Weekend Events on campus. In the first year, we saw an average of 75% of students open the email each week and a very small number of students unsubscribed from the email. This tells us that a majority of our students are opening the email and finding it useful enough that they do not unsubscribe. In the STAR programming surveys sent out this year, the responses listed it as the top one or two ways in which

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students heard about STAR events this year. And over the course of the year, we heard many students reference the Weekend Events email in conversation and interviews. We included a survey in the last Weekend Events email that asked for additional feedback and we had some great comments, indicating that students found the email very informative and helped keep them in the loop on what events were happening on the weekends. Homecoming Survey o The quantitative data from the Homecoming survey shows that 94% of students who responded were satisfied or very satisfied with Homecoming Week overall. The qualitative data shows that overall students like the activities and events we offered during Homecoming Week as many suggested having the same events again next year. Additionally, 62% of the students that responded felt that Homecoming events created an atmosphere of school spirit on campus – which is absolutely the feedback we want to hear. STAR Survey/Data o The quantitative data supports that students are overwhelmingly satisfied with STAR programming and the qualitative data provides some great suggestions on ways to improve STAR programming. The attendance numbers have decreased a little bit for STAR programming. Thursday Night Live has always been an extremely popular event, but the numbers have gone down a bit. According to some survey responses, we could attribute this to a few things: due to a trimmer budget, we stopped providing free/unlimited sodas and stuck to less expensive food offerings. In the survey, students also suggested that we utilize our student performers more often than bringing in outside performers. The data shows that students loved the Homecoming concert, bingo, Thursday Night Live, off-campus STAR Adventures, and trivia nights. There were some great comments from students praising how welcoming the events feel, how great the STAR interns are, and how much fun they had. Clubs/Orgs Survey o The survey data demonstrates that student clubs and organizations continue to provide students strong connections to other students, campus and interests. Students have the opportunity to build on their experiences throughout their time and gain valuable leadership and professional development skills, learn to engage with other students, learn new experiences and feel more connected to the campus community. We will continue to build on the club experience for all of our students. Community Engagement collaboration for Student Clubs o After a pilot year, student clubs are responding very positively to the new model and collaboration with Tommies Together Volunteer Center

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(TTVC). While our overall hours are down from past years, the reflections and survey data support that students are working together (instead of individually) and having a far more meaningful experience. This shift supports a better understanding of what community engagement means and could lead to longer term involvement rather than “just checking the box”. We will continue to partner with TTVC to increase community partner connections and club member involvement. Tommie Link o For our upper-class students, Tommie Link is still “new” to them. We will need to continue with training to assist this last batch of students/student leaders on how to use TL to market events and to know that that is where they can find engagement opportunities.

Data informed actions: Based on data provided, what changes (if any) will you make moving forward? 



 

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Out of State/Out State student retention – with some effort in program and support, retention rates are still low. For next year we have incorporated the out of state intern position in our office into STAR to provide a more consistent connection and programming offerings for students. Popularity and attendance at club leadership dinners, SOC will host two a semester and focus on different topics/needs for club leaders and provide more networking opportunities. Received positive feedback on club logistics focused training on day two of FLI – will continue to build on that success. Student feedback to Inclusive Leadership Collaboratory Speaker series was very positive and we will develop a full year series to be marketed at FLI and will support the pilot Inclusive Leadership Path. We compete with many end-of-the-year surveys so will be looking at other ways to assess student experiences and/or satisfaction with our program offerings. Implementation of paths to support Tommie Advantage learning will help students to engage

Changes/Innovations: Briefly describe any changes/innovations you would like to make in the coming year. 



STAR intern position changes o We have restructured the STAR Programming Board positions for next year to include positions that will intentionally be supporting specific populations – these positions will include a Transfer Student Intern and Out of State Student Intern. These student intern positions will communicate, make connections, support and promote events for their specific population. Class committee collaborations with USG/STAR/RHA

In order to intentionally and meaningfully support all of our students on campus, we are coordinating a class committee collaboration between USG, STAR and RHA. These class committees will be tasked with planning, implementing and assessing programs and events that are meant specifically for First-Years, Sophomores, or Upper-Division students. The class committees will support students as they navigate their college career by planning events meant to target the unique First-Year experience, Sophomore-year experience, and the experience of our Upper-Division students. Reassessing graduate student positions o With several staff changes in the last few years we took the opportunity this spring to reassess our graduate student positions. We conducted a design thinking session with our current grads and staff to gain better insight on current positions and new possibilities. With this feedback we have developed four different positions that provide a variety of opportunities and ownership of programs to engage our graduate students and enhance their experiences. Inclusive Leadership Collaboratory o This past spring, we piloted the Inclusive Leadership Series, which o



developing the inclusive qualities needed for leadership in our students out of the Inclusive Leadership focused

Collaboratory. As we move into next year, we will be piloting the new Inclusive Leadership Pathway that will guide students to the Inclusive Leadership Series and other events that will help them learn what it means to be an inclusive leader. We also will continue to add decorations and more books to the leadership library to further develop the welcoming atmosphere in the space. Goals: List and briefly describe three to five goals for next year. 

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Implementation of Involvement Paths o SYE Involvement Path  Develop and implement Second Year Experience path for second year students to increase engagement and knowledge of resources. o Inclusive Leadership Path  In collaboration with Student Diversity and Inclusion Services, develop and implement an advanced path on Inclusive Leadership for students to opt into. Pilot new class committee programs o In collaboration with Residence Life, USG, and STAR implement a new class committee program to increase student engagement through streamlining of resources, student programming support and monthly social programming. Complete external review of Campus Life

Work with Office of Institutional Data and Research to complete external review of department. Advanced Tommie Link Features o Implementation and support for advanced Tommie Link features that further promote student engagement. This includes event app and attendance, club budgets module, Give Pulse, Welcome Days personalized schedule (instead of booklet) and engagement paths. Student Leadership Development o In collaboration with other departments in Student Affairs, implement a new student leader overnight training focused on Diversity, Equity and Inclusion. o Implement campus wide leadership survey o Develop and implement student club and org leader path o



Fun item to share: Spark Week o

Campus Life participated in Spark Week by providing the following option for students to complete:  Each team member collects 25 words from 40 different St. Thomas students (outside of your team) that describes the benefits of getting involved on campus. Use these words to create an involvement Wordle and submit your Wordle. Extra points for using St Thomas brand colors.  The responses reflect how valuable the role of getting involved across campus is to students. These responses reflect the great work of student affairs and others across campus.

2018-19 Annual Department/Program Report Department/Program Name: Career Development Center

Accomplishments: Increased employer outreach and engagement through the following efforts    

Executed a successful on-campus recruitment program hosting over 700 student interviews Conducted national employer visits in San Francisco (Apple, GOOGLE, Facebook, Visa) in partnership with Alumni Engagement Initiated first virtual national employer information session with GOOGLE Offered small/mid-sized employers a “Internship Planning 101” training workshop

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Hosted ten employer information sessions, including: Amazon, GOOGLE, INROADS, Keyot Consulting, Optum, Target Corporation, Triple Tree Investments, U.S. Bank, Wells Fargo, Wright Medical

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Developed the new employer tours/site visits for students: Ecolab for STEM majors, WCCO-TV for COJO majors Added over 154 new employer accounts to our Tommie Careers CRM system

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Produced all new employer leave-behind marketing materials

Deepened internal campus partnerships 



Collaborated with the Student and Academic Affairs divisional leaders and the Directors of Retention and Student Success and Academic Counseling to launch the new Center for Student Achievement Director served on task force to help launch the new CAPE initiative



Executed Study Abroad career training for faculty program directors

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Amber Bieneck Thom (in partnership with Study Abroad) presented at the Career Study Abroad Integration Conference in Washington DC Partnered with Center for Common Good to host a service focused job fair



Added new career development tools 

PATHWAYU, a new online career and major exploration assessment tool. So far, over 777 students and alumni have completed the assessment.



Launched comprehensive Study Abroad career website to assist students with integrating study abroad into their career https://www.stthomas.edu/careerdevelopment/students/abroad/  

Created online credit card payment system for job fair attendees Launched online learning videos

Benchmark Data: First Destination Benchmarking – 2018 Class National Average -NACE *

University of St Thomas

Creighton University

University of Dayton

University of San Diego

Loyola Marymount

Situated/ Success Rate N/A 94% 98% 97% 91% N/A Employed 58% 70% 62% 65% 73% 78% Graduate School 18% 16% 32% 27% 16% 15% Service Program 0.9% 1% 4% 2% 2% 5% Seeking Employment 15% 7% 2% 3% 7% 1% *2017 vs 2018. 2018 national data not available yet. Included to show typical average results of most schools Diversity, Equity & Inclusion:

  



Maintained a weekly presence in SDIS to build relationships and counsel students Coordinated a successful collaboration with the Inroads diversity internship program leading to the hiring of several students Strengthened partnership with the Veterans Resource Center, including the following: o Hosted drop-in hours at the Veteran’s open house o Provided informal resume and job search assistance at the Veteran Alumni Networking event o Secured employers for a Veteran employer panel o Supported first annual Veteran’s Ball Presented to Dougherty Family College students. Developed career center transition strategy for DFC transitioning students as well as its alumni



Continued work on International Student initiatives such as presentations, attending information sessions and fairs to develop students and promote engagement with the CDC



Collaborated with Brad Pulles to administer the IDI assessment to the Executive Education team

Recruitment & Retention Data:

Appointments - Diversity 2017/2018 4 85 47 44 61 30 71

2018/2019 3 85 48 63 100 38 60

2017/2018 1683 968 715

2018/2019 1740 1173 567

Am Indian/AK Native Asian Black or African American Hispanic Race/Ethnicity Unknown Two or More Races International Data and Trend Analysis: Appointment Outcomes Total appointments Appointments Pop-ins

First Destination Satisfaction Survey Utilized Services 2018 2017

Satisfied with Services 73.07% 98.09% 73.87% 96.28%

Data informed actions:   

Researching best practices for employer relations metrics. Will revise metrics as needed Reviewing First Destination survey data and Symplicity data to determine how we can use the information collected for retention Increase marketing and engagement to diverse students and First Generation students

Changes/Innovations: Developed new vision and organizational strategy for Career Development Center. Vision focuses on industry clusters/communities and includes the addition of positions to address UST diverse populations, alumni and experiential engagement.

2018-19 Annual Department/Program Report Department/Program Name: Dean of Students Accomplishments: List and briefly describe three to five of your department’s/ program’s most significant accomplishments/highlights of the year. Include any new programs and innovations.   

 

  

DOS played a significant role in the design and implementation of an on-line bias reporting system. DOS conducted a national search and hired a new assistant dean, Leah Fulton. Leah is an outstanding addition to our team. The Dean of Students Office played a significant role in supporting the initiative of a Foodmobile on campus. This initiative was led by the Center for Common Good in collaboration with Keystone Services. DOS played a significant role on the committee that selected an on-line diversity training for all new first year students. DOS partnered with the Division of Student Affairs and Academic Affairs to plan and implement a comprehensive Welcome Days event. This year we added a required session on respectful conversations. DOS continued to implement restorative justice in appropriate student conduct situations. It is worth noting that DOS played a significant role in our campus response to two student deaths in fall of 2018. DOS continues to co-sponsor the Proud to Be First initiative with Tonia Jones Peterson. Tonia will send data on this initiative.

Diversity, Equity & Inclusion: Provide summary of department activities and initiatives that support the University’s Anti-Racism Action Plan.   



DOS played a significant role in the design and implementation of an on-line bias reporting system. The Dean of Students receives all bias reports and is part of the response team. DOS initiated a planning team for diversity, equity, and inclusion training for all student leaders; the result is two-day retreat for student leaders in August 2019; Student Affairs staff are collaborating to plan this retreat. DOS provided suggested language to Admissions to change the Admissions acceptance letters to new students; language emphasizes the university’s commitment to diversity and inclusion; Admissions adapted language. Welcome Days programming was intentional in providing content that emphasized inclusion (Breaking Ice, Respectful Conversations, Shaun Boothe, Welcome Assembly)

Welcome Days Margaret Cahill and Linda Baughman co-chair the Welcome Days planning committee. Assessment data from Welcome Days is attached. Please note that we did not fully implement the Tommie Advantage for 2018 Welcome Days. For Fall 2019, there is an educational plan for Welcome Days that is written with Tommie Advantage learning goals.

Welcome Days 2018 Assessment (002).pptx

Goals: List and briefly describe three to five goals for next year. 1. Examine and evaluate current FLAG practices with appropriate partners; recommend and implement any relevant changes 2. Rewrite mission statement for Dean of Students Office 3. Contribute to the content development of the first-year experience course 4. Continue to partner with colleagues to increase restorative justice efforts 5. Examine policies and practices with a goal of identifying any barriers for students with marginalized backgrounds. 6. Participate in work teams to further evolve the Tommie Advantage (i.e. developing pathways)

2019-20 Annual Department/Program Report Department/Program Name: Dean of Students Office: FLAG Report Accomplishments:  Participated in the Restorative Justice- Minnesota Peacebuilding Leadership Institute Student Learning Assessment (centered on Tommie Advantage learning goals):  We had not yet fully developed an Education Plan connected to The Tommie Advantage co-curriculum  The existing FLAG team education plan assessment prioritizes four questions; however, existing data management systems limit the degree to which all four questions can be adequately assessed. Consequently, the primary indicator of learning assessment to be used at this time is the fourth and final question, “Is the student retained to the next semester”? Others are pertinent and are encapsulated in the departmental goals. o Have the goals and outcomes of the student conversation been completed in a timely manner? o Are students aware of the resources available to them on campus? o Have they engaged the resources? o Is the student retained to the next semester? Diversity, Equity & Inclusion:  Efforts related to culturally responsive case management are the most evident example of DE&I FLAG efforts (see GOALS #4 & 5)  GOAL: Collaborative efforts over the next year to disaggregate FLAG data to identify, analyze, and address trends related to student demographics (I.E. race, gender, citizenship) as well as class year, first gen status, major, etc. may be a means for FLAG to contribute toward equity within the university. (See GOAL #2) Data and Trend Analysis:

2018-19 Year End As of May 21, 2019

355 Flag incidents: 306 individual students served 

56.5 % Undergrad students retained

(Year End FLAG table data on next page)

Year End – Flag Report

Overal l flag cases

201516 201617 201718 201819

Studen ts served (gradu ate student s)

331

320 (20)

335

326 (8)

413

355 (7) *306 355 (0)

Grad stdt. retained to next semeste r or graduati on 14 (70.0%) 6 (75.0%) 6 (85.0%) N/A

UG stdt retained to next semeste r or graduati on 227 (75.4%) 226 (71.1%) 214 (60.3%) 173 **56.5%

*Graduate students (and colleagues from graduate student serving colleges within the university) did reach out the Dean of Students for support and consultation; however, those cases were not filed under the FLAG process (see GOAL #1). ** Three of the 146 students not registered for the fall 2019 semester are deceased (see GOAL #1). Student Complaints 

28 undergraduate student complaints

FYI/Incident Reports



480 incident reports

Changes/Innovations:  The most significant change is in staffing from the departure of Sister Sharon Howell to the onboarding of Leah Fulton in April 2019.  The FLAG team has had changes in representation within Academic Counseling Services (ACS). Historically, Sister Sharon Howell and Susan Anderson gave leadership to that team. Colleen Stephens and Kathy Hawks



will now be the primary representatives from ACS and Leah Fulton will represent the Dean of Students office. Changes to the FLAG team have prompted a series of summer planning meetings to address student care and crisis management as it relates to: o Clarified purpose, goals/intended outcomes, timelines, campus partners, and practices of the FLAG team

Goals: 1. Establish more clear guidelines regarding what constitutes FLAG versus incident reports/general concerns 2. Create cohesion among the data in the systems from which this role garners its insight (primarily Banner, Salesforce and Advocate) in order to better leverage the data to analyze and respond to FLAG student needs. 3. Re-evaluate the FLAG team education plan to align with the Tommie Advantage 4. Organize a series of FLAG team meetings to begin over the summer that consider:

      

The purpose of our work The intended outcomes of our work Campus partners who should be part of the team (with space for fluctuation depending on the circumstances) Useful tips/insights for process (i.e. appropriate info to include in management systems, when/how to involve parents and various campus partners) What has worked well in the past What may need modification Topics that each of us should be familiar/well-versed in (i.e. FERPA, culturally responsive case management, key university policies for withdrawals, accommodations, etc.)

5. Move toward a case management model that helps us consider which

practices we start, stop, continue, or modify. The framework for evaluation will include:  Research o What pertinent recommendations can we glean from the scholarly literature regarding student case management in higher education?  Best practice (NACADA, HECMA, NASPA, ACPA) o What can we learn from other institutions?  Institutional context (i.e. Catholic, mission-driven, convictions, size, professional capacity) o How does St. Thomas’ identity inform the way we do our work?

2018-19 Annual Department/Program Report Department/Program Name: Off-Campus Student Life Accomplishments:  Utilized a CRM software tool to track FY Commuter Engagement o Identified free, online tool called HubSpot. o Commuter Mentors tracked their communications, meetings, and student engagement in the system. All data was exported and utilized in retention conversations. o Success is leading toward moving to SalesForce for next year.  Renter Education o The change in how on-campus housing selection took place provided an opportunity to engage more people in our renter education efforts. o In total, over 110 students participated in our Renter 101 and/or STEP sessions. o Increasing landlord engagement has supported the development of STEP content.  Increased student engagement in and with the Lounge o Over nine thousand individuals entered the OCSL lounge over the academic year. o Frequently, particularly on Tuesday and Thursday, the space was filled to capacity, with every chair filled. o The energy and life in the space was felt throughout the year.  Piloted new Neighborhood Student Engagement model o Started to experiment with model where Neighborhood Student Advisors are assigned zones in the neighborhood and reach out directly to students living in those areas. o This included in-person, as well as phone connections. o Delivered programming differently. Both Party Packs and Cookie Dough were conducted with NSAs meeting with the students at a property, explaining the goals and outcomes, and engaging a development conversation about neighbor relations. o Implemented a bagel and water delivery to houses planning TommieJohnnie gatherings, to great success. Nearly a dozen properties signed up.  Move Minnesota initiative: o We handed out 100 Business Passports at Bike-Walk-Roll to Campus day on April 25, the most successful of our endeavors with Move MN this past spring.

The others included the passport program itself (which showed up too close to finals), transit tracking (in which some 55 students recorded how they got to and from campus for a month) and Transportation Trivia.

Benchmark Data: Through our bi-annual Commuter and Off-Campus Student Experience Survey (COSES), we have access to comparison data for a limited set of institutions who also participate. This comparison group includes Arcadia University, Cazenovia College, Coastal Carolina University, Immaculata University, Iona College, LaSalle University, Manhattanville College, Marywood University, Neumann University, Ohio University, Texas A&M University, University of Maryland-Baltimore County, University of North Carolina at Asheville, and Walsh University. (Note: COSES is conducted every two years. This data was collected in Spring of 2018).  I feel sense of pride as a [institution] student: o St. Thomas: 87.4% strongly agree and agree o Comparison: 79.9%  [Institution] shows concern for the needs of commuter students: o St. Thomas: 58.5% o Comparison: 43.3%  I know at least on faculty or staff member well: o St. Thomas: 84.8% o Comparison: 75%  I feel connected to student life at [institution]: o St. Thomas: 61.4% o Comparison: 37%  I am involved in one or more campus groups or organizations: o St. Thomas: 71.3% o Comparison: 44.7% Diversity, Equity & Inclusion: 

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Closed the OCSL lounge during the Anti-Racism campaign kick-off and encouraged all students to attend. Commuter Mentors worked to have their mentees meet beforehand and go together. Engaged diversity & inclusion training topics with student staff, including discussions of privilege, inclusion, and how they can work to be anti-racist in their work. Cross-promoted SDIS programs, in particular the opening of the Intercultural Center, the regular weekly discussions, and cultural celebrations

Recruitment & Retention Data: Fall to Fall FY Commuter Retention

F14F15

F15F16

F16F17

F17F18

F18F19*

5yr Avg

84%

91%

80%

81%

79%

83%

Overall First-Year Retention

89%

91%

89%

88%

87%

89%

Difference

-5%

-9%

-7%

-8%

-6%

Year First-Year Commuter Retention

100% 95% 90% 85% First-Year Commuter Retention Overall First-Year Retention

80% 75% 70% 65% 60% F13-F14

F14-F15

F15-F16

F16-F17

F17-F18

*projected based on enrollment as of 6/14/19 Fall to Spring FY Commuter Retention F14F15F16Year S15 S16 S17 First-Year Commuter Retention 89% 92% 92%

F17S18

F18S19

5yr Avg

92%

86%

90%

Overall First-Year Retention

96%

97%

95%

93%

96%

Difference

-7%

-5%

-3%

-7%

-5%

100% 95% 90% 85% First-Year Commuter Retention Overall First-Year Retention

80% 75% 70% 65% 60%

F14-S15

F15-S16

Data and Trend Analysis: COSES Data

F16-S17

F17-S18

F18-S19

Percentage selecting Strongly Agree or Somewhat Agree

Spring 2012

Spring 2014

Spring 2016

Spring 2018

St. Thomas shows concern for the needs of commuter students

59.90%

56.20%

59.30%

58.50%

I am involved in one or more campus groups or organizations

64.70%

66.20%

68.90%

71.30%

75.00% 70.00% 65.00% 60.00% 55.00% 50.00%

Spring Spring Spring Spring

STEP Attendance 2014-2015 34

Participants

20152016 37

20162017 17

2017-2018 104

20182019 94

STEP Participants 120 100 80 60 40 20 0 2014-2015

2015-2016

Percentage selecting Strongly Agree or Somewhat Agree

2016-2017

2014-2015

2017-2018

2015-2016

2018-2019

2016-2017

2017-2018

2018-2019

2012 2014 2016 2018

I learned something new I feel better prepared to live off campus I am more aware of the resources available through Off-Campus Student Services.

90%

100%

90%

100%

98%

100%

98%

88%

92%

100% 90% 80% 70% 60% 50%

2014-2015 2015-2016 2016-2017 2017-2018 2018-2019

OCSL Lounge Entries 2018-2019 Total Entries

2019-2020

2020-2021

2021-2022

9,919

Data informed actions:  In light of the shift in Residence Life’s housing selection process, we will examine our renter education calendar and programs. We will consider where our resources are best invested and make changes as needed.  Given the positive retention rates of First year commuters who participate in the Commuter Learning Community, we will be expanding that effort next year. More about this can be read in the goals section. Changes/Innovations:  In collaboration with the President’s Office and the City of St. Paul, we will be looking at the current structure and work of the West Summit Neighborhood Advisory Committee (WSNAC) and pursuing efforts to bring WSNAC’s structure and work into greater alignment with the current needs of St. Thomas and the neighborhood. Goals:  Minneapolis Campus

Recognizing the potential to serve more students who utilize the Minneapolis Campus, we will work to build relationships with local business, housing complexes, and other entities near our campus in Minneapolis. Immediate goals include increasing the presence of Minneapolis properties on our housing listing site and expanding on existing Neighborhood Relations programs to build a greater campus community. Collaboration with staff in the DFC will also be essential to this work. 

Expand Commuter Learning Community Through a great deal of work and collaboration, Academic Affairs has assigned four sections of THEO and PHIL to serve as sections for the Commuter Learning Community. This will allow 95 first year commuters to experience a supportive co-curricular experience, aiding their transition and development during their first semester. Our goal is for the retention of this cohort of students to be within two percentage points of the overall first year retention.



Engage SalesForce for tracking FY commuter engagement Through partnerships in ITS, our Commuter Mentors will have access to document and track their commuter student’s engagement within the SalesForce product. This will build on our success with HubSpot, but allow for greater integration with existing St. Thomas retention practices and data.



Online Move-Out Learning Module There is a great deal of information that would be helpful for students as they move out of their on-campus properties. However, recognizing our limited ability to reach students during the month of May, we will develop an online course that will engage students in this content, and integrate and assess the appropriate Tommie Advantage learning outcomes.

2018-19 Annual Department/Program Report Department/Program Name: Dean of Students/Office of Violence Prevention & Awareness Accomplishments: List and briefly describe three to five of your department’s/ program’s most significant accomplishments/highlights of the year. Include any new programs and innovations. Successfully piloted a new multi-session program: Voices Against Violence. A six-workshop series for student leaders interested in deepening their knowledge around healthy relationships and sexual violence prevention. (see Data and Trend Analysis for details) Increased Visibility, Communication, & Transparency We utilized a number of new and improved strategies to spread awareness and visibility of sexual violence prevention efforts at St. Thomas:  New: Title IX & Sexual Violence Prevention Newsletter. In collaboration with the Title IX Office, we developed a twice a semester newsletter sent to the entire St. Thomas Community, with information about sexual misconduct reporting numbers to the University and highlighting sexual violence prevention efforts. Newsletters are also achieved and accessible to the St. Thomas community anytime on the Office of Violence Prevention OneStThomas site. 



Increased social media presence by the creation of the Office of Violence Prevention & Awareness Instagram account. Our Instagram presence increased student use of the confidential advocate support hours for victim/survivors. While a small number of students frequented the drop-in hours in previous years, this year students attended all but three of the available sessions and five new students utilized the service. Several students reported the Instagram post promoted them to attend. Coordinated prevention and awareness messages campaign in Spring Semester that covered information about reporting sexual misconduct, where to find support for survivors and prevention tips. Messages were coordinated through social media, digital posters, and OneStThomas articles. Sexual Assault Awareness Month: successful new program, What Were you Wearing and significant increase in participation across campus for annual Denim Day event. Over 40 different groups of students, staff and faculty pledged their commitment beforehand by signing up as Denim Day Champions.

New Partnership: Weekly Office hours at the Luann Dummer Center for Women. The sexual misconduct prevention program director held weekly office hours in the LDCW. This allowed students an opportunity to drop-in and talk prevention in a comfortable, informal setting.

Completed Culture of Respect Year End Assessment. This year concluded our formal participation in the culture of respect collective. Our year end assessment shows significant improvement in our campus sexual violence prevention and response efforts. Key accomplishments captured in our end year report include implementing training for all new employees, increased assessment of our prevention programming, and requiring training for all student athletes. See Data and Trend Analysis for details. Diversity, Equity & Inclusion: Provide summary of department activities and initiatives that support the University’s Anti-Racism Action Plan. Online Diversity Training:  Advised committee implementing diversity online training with lessons learned from implementing the sexual misconduct online training.  Continue to support the implementation of the online diversity training by providing resources from the sexual misconduct online program. Continue to Partner with Student Diversity and Inclusion Services Office and DAB on programming.  Facilitated Purple Couch Discussions once a month during Fall Semester  DAB Event: Hot Wings & Hot Topics: Conversation on Brett Kavanagh 

DAB in the Cities Co-Sponsored event with ENGL 218 Course to attend the play Actually, which explored themes of racial identity, religious identity, gender and campus sexual assault.

Continued professional development: participated in White Fragility book discussion and SDIS J-term book club, attended and participated in Mid-Week Conversations discussions in SDIS. Recruitment & Retention Data: Data that captures recruitment activities and retention data including data that highlights impact of programs/services. No data at this time. Data and Trend Analysis: Provide a summary and brief analysis of quantitative data and/or qualitative trends that represent effectiveness of the programs and services your department/program provides. Culture of Respect End Report The following graphs provide a summary of the endpoint report from our participation in the Culture of Respect. While still room for growth, you’ll notice we improved from our baseline score 296/604 to an endpoint score of 384/604.

Online Training Below represents pre- and post-test data from the online sexual misconduct training required for all incoming undergrad and graduate students. This program requirement sends a message to incoming students about the importance of preventing and addressing sexual misconduct in our community. The qualitative and quantitative data reflect that students are most confident intervening in high-risk situations, such at intervening at a party with an intoxicated person. Interestingly, students report less confidence in â&#x20AC;&#x153;lower-risk situations,â&#x20AC;? such as expressing discomfort at a sexual comment directed at a classmate. While 90%-92% of student reporting being somewhat or very confident intervening in these situations, a larger proportion of students (31%) report being somewhat confident versus (59%) very confident, when compared to higher risk situations.

How confident are you intervening if a friend or acquaintance is attempting or planning on having sex with someone who is very drunk: After training, 95% of students report being somewhat or very confident intervening.

: How confident are you saying sometime to a friend who has shoved, grabbed or physically threatened their significant other? After training, 94% of students report being somewhat or very confident intervening.

How confident are you say something to a friend who talks disrespectfully to their significant other: After training, 92% of students report being somewhat or very confident intervening.

How confident are you expressing discomfort if a classmate makes inappropriate sexual comment or gestures: After training, 90% of students report being somewhat or very confident intervening.

How knowledgeable are you about where to make a report of sexual misconduct at the University of St. Thomas? After training, 87% of students report being very or extremely knowledgeable about where to report.

How knowledgeable are you about where to get help at the University of St. Thomas if you or a classmate experienced sexual misconduct? After training, 88% of students report being very or extremely knowledgeable about where to get help.

Welcome Days Programming

Sample of – – – – – – –

Qualitative Data: Be who you are not what somebody else wants you to be Stand up for your beliefs. Doing you, managing time wisely, and don't be afraid of making friends with someone with different views than you It’s okay to not be okay and there are resources at St. Thomas that can help you. all of [the panelists] discussed overcoming difficult times which made me feel better that I don't have to be at my best in college all the time. Everyone is feeling the same way [The panelists] spoke on getting to know and then befriending people who are good for you and for whom you are good, and not being afraid to avoid people who are not good for you, despite any kind of pressure.

Voices Against Violence Series We piloted this 6-part workshop series for two reasons. First, in response to our division moving towards a student affairs circular approach after exploring what was the most effective way for students to achieve our learning goals in relationship to sexual violence prevention. Second, there was a desire from students leaders to build upon the information they received on bystander intervention, consent and healthy relationships, and exploring gender stereotypes through their student leader training (OL’s, Res Life student leaders, and FLI participants).

Each session built upon the knowledge and skills from the previous session. Trust amongst group members increased throughout each session, which contributed to student learning. Topics at each session include: 1. 2. 3. 4. 5. 6.

Exploring personal identities Intersectionality of Sexual Violence: How identity impacts victim/survivors Exploring Personal Values Healthy Romantic Relationships Sexual Decision Making and Consent Turning knowledge into Action: Using what we’ve learned in everyday life

As a result of participating in the voices against violence series, participants will:  Identify connections with others. (Tommie Advantage learning goal 2a) 

Listen to the perspectives of others. (2b and 3b)



Clarify their own values. (1a)



Increase confidence in making healthy choices that align with their values. (1d)



Understand how social identities (i.e. race, gender, sexual orientation) might impact experiences of sexual violence. (3c)



Report increased confidence addressing problematic situations (5b and 5c)

Quantitative Data: After the series, 100% of participants reported the workshops very much:  Helped them connect with others.  Increased their understanding of how social identities (race, gender, sexual orientation) impact experiences of sexual violence.  Feel better prepared to engage in healthy relationships in their own lives. After the series, participants reported:  an increased ability to make healthy choices that align with their values (60% very much, 40% somewhat)  increased confidence addressing problematic situations (80% much more confident and 20% Somewhat more confident)  an increased sense of clarity on their own values around relationships and sexuality (80% much more confident and 20% Somewhat more confident) Qualitative Data:  This series helped me evaluate myself and my relationships to make them more healthy.  I am going to be more assertive about what I do and don’t want in relationships.  Being able to discuss openly in a small group and having engaging activities helped me to put into words my thoughts and values around relationships.

What Were you Wearing Exhibit for Sexual Assault Awareness Month An undergraduate student volunteer intern took the lead on coordinating this program with mentorship and support from the Sexual Misconduct Prevention Program Director. St. Thomas students, alumni, staff, and faculty anonymously submitted a brief description of their experiences of sexual violence, along with a description of the outfit they were wearing at the time of the assault. We re-created 10 of the outfits described in the submissions for a display that ran for one week in April and included an opening reception. The intention of the exhibit was to dispel the myth that victims of sexual violence cause their assault by their actions, such as the clothes they were wearing. Participants reported an increased awareness about who is affected by sexual violence at St. Thomas and under what circumstances. In an open-ended reflection, 60% of participants articulated a new learning around the range of people affected my sexual violence at St. Thomas.  After seeing some of these outfits and seeing how “reserved” some of them are, really shows that clothing plays no part in the assault.  This happens at St .Thomas. This happens at Tommie Johnnie. It happens in our bubble.  This exhibit helped me see that sexual violence is complex. It shows how common sexual violence is (across ages, class, race). Many people who submitted their stories and responded to the reflection reported finding healing in the exhibit.  Seeing my [experience displayed at the exhibit] and then everyone else’s was extremely healing. It helped me realize that I am not alone.  [This exhibit] made me feel safe and comforted knowing more survivors are out there at St. Thomas. Data informed actions: Based on data provided, what changes (if any) will you make moving forward? I will make changes to the welcome days programming, the assessment of the Voices Against Violence Series, and sexual assault awareness month events, see learning objectives reporting worksheet for details. Changes/Innovations: Briefly describe any changes/innovations you would like to make in the coming year. In addition to the changes outlined in the learning objectives reporting worksheet, much of the work the work in the coming year of the Office of Violence Prevention and Awareness will be focused on integrating into the new Center for Wellbeing. Exactly how that looks is still under development. Some initial areas of focus are creating more coordinated education and outreach efforts between the Wellness Center and the Office of Violence Prevention and Awareness. This has begun with the inclusion sexual health promotion into the Wellness Center, more collaboration on Welcome Days Programming and Residence Life student leader training. We have also discussed several other areas for potential

collaboration, including developing a training and orientation program for Center for Wellbeing graduate assistants, with the possibility of including interns from Counseling and Psychological Services. We have also discussed a coordinated marketing and messaging campaign from the Center for Well-Being. Messages will be informed by the expertise of clinicians and education staff and ACHA survey. We discussed creating an annual calendar of health promotion messages that align with student needs and is coordinated across campus (digital posters, messages in Res Halls, social media, etc.) Goals: List and briefly describe three to five goals for next year. 1. Support integrating sexual violence prevention work into the new Center for Well-Being. 2. Design course content for sexual violence prevention module for first year experience course. 3. Implement Tommie Talks program over welcome days.

2018-19 Annual Department/Program Report Department/Program Name: Dean of Students / Student Conduct Accomplishments: The Student Conduct Code and student conduct process was revised last summer. It resulted in a conduct code that is hopefully more clear and easier to understand. The student conduct process is now paperless. Conduct officers use iPads to facilitate student conduct meetings. University Conduct Board case files are now shared securely in OneDrive. This has resulted in a more sustainable process and seems to be appreciated by most people involved in student conduct. A lesson plan for conduct meetings and University Conduct Board meetings was created. Jesse Langer will discuss this process with the conduct officers and the board chairs to determine what changes need to be made going forward. However, the lesson plans have created a more purposeful learning experience for students who experience the student conduct process.

Student Learning Assessment (centered on Tommie Advantage learning goals): DOS developed an education plan for the student conduct process with Erica Thompson and members of Residence Life. They also developed a lesson plan for student conduct meetings. The University Conduct Board chairs and Assistant Dean Jesse Langer developed a lesson plan for University Conduct Board meetings. The education and lesson plans were developed based on the Tommie Advantage learning goals. Each student received a Qualtrics assessment following their conduct meeting to assess learning. Learning Goal 1.1 Self-Understanding â&#x20AC;&#x201C; Identify their core values. Two questions assessed studentsâ&#x20AC;&#x2122; understanding of their core values: A. The behavior I engaged in during the incident aligns with my personal values. Answer

Count

Strongly Disagree

17.74%

Disagree

48.39%

Agree

16.13%

Strongly Agree

17.74%

Total

100%

B. The conduct process helped me to evaluate my core values. Answer

Count

Strongly disagree

14.29%

Somewhat disagree

18.18%

Somewhat agree

37.66%

Strongly agree

29.87%

Total

100%

Learning Goals 5.2 & 5.3 Acting Wisely â&#x20AC;&#x201C; Integrating community values and Practicing accountability within communities. Three questions on the assessment asked students about Acting Wisely: A. Before the incident occurred, how knowledgeable were you of the student expectations outlined in the Student Conduct Code? Answer

Not Knowledgeable at all

25.42 % 27.12 % 45.76 %

Not Knowledgeable Knowledgeable

ď&#x201A;ˇ

Count 15 16 27

Extremely knowledgeable

1.69%

Total

100%

Note: this data tells us that we need to do more to make students aware of expectations in the student conduct code. DOS will work with our orientation program and Residence life to do more communication around code of conduct expectations.

B. The conduct meeting helped me understand how my choices and actions directly or indirectly affected other people.

Answer

Count

Strongly Disagree

7.79%

Disagree Agree Strongly Agree Total

14.29 % 55.84 % 22.08 %

11 43 17

100%

C. The conduct meeting helped me to consider my actions from the perspective of the University’s mission and convictions. Answer

Coun t

Strongly Disagree

3.19%

Disagree

9.57%

Agree Strongly Agree

48.94 % 32.98 %

46 31

I do not know the University's mission and convictions

5.32%

Total

100%

Diversity, Equity & Inclusion:  Student representatives of the University Conduct Board were diverse in terms of race and gender. This allowed us to make strong efforts to be intentional about having multiple identities represented on our Conduct Boards.  Race and gender identities of all University Conduct Board members were considered when scheduling each possible meeting to ensure a diverse representation of the university for each University Conduct Board. Data and Trend Analysis:

2018-2019 Year-Year Conduct Analytics Report July 1, 2018 through June 30, 2019

Overall Conduct Information Total incidents

210

Total students involved in incidents

475

Students found not responsible of all violations

Alcohol Policy Students charged with violations of alcohol policy

273

Students responsible for violations of alcohol policy

271

Students under 21 found responsible for alcohol violations

249

Students over 21 found responsible for alcohol violations

Students with 2 violations of alcohol policy Students with 3 violations of alcohol policy Students with 4 violations of alcohol policy Marijuana/Drug Policy Students found responsible for violations of marijuana/drug policy

Students with 2 violations of marijuana/drug policy Students with 3 or more violations of marijuana/drug policy Other Violations Students responsible for weapons violations

Students responsible for damage to or destruction of property

Additional Information Number of students suspended

Number of students placed on conduct probation

Number of students removed from the residence halls

Administrative appeals

Hearing Board cases

Grievance & Disciplinary cases

Pre-enrollment incidents processed

FYI reports processed

586

Neighborhood Complaints

406

Goals: To have regular, planned University Conduct Board training meetings. We only had one this year â&#x20AC;&#x201C; early in the Fall semester. This summer, Jesse Langer will plan and schedule four University Conduct Board trainings for the 2019-2020 academic year. Jesse will research topics and created agendas/lesson plans for each training that will occur in the 2019-2020 academic year. Create a direct assessment to pair with our current indirect assessment of student learning. I will follow the advice and guidelines given by Sarah Smith and Tonia Bock.

2018-19 Annual Department/Program Report Department/Program Name:  St. Thomas Veterans Services Accomplishments:  VA Mental Health Summit o On August 20, 2018, St. Thomas Veterans Services partnered with the VA to host the annual VA Mental Health Summit. o Mental Health professionals from around the state attended. o Will be a recurring annual event here at St. Thomas  Gap Scholarship o Established a new Gap Scholarship with generous gifts from donors. o Assists with a “gap” balance which results between military education benefits and remaining costs of tuition.  Tommie Veterans Alumni Association o Formed the first Tommie Veterans Alumni Association, connecting those veterans who graduated from St. Thomas to the existing Veterans Services.  Military Friendly o St. Thomas was designated a Military Friendly institution for the second year in a row. st  1 Annual PTSD Awareness Conference o Hosted the 1st Annual PTSD Awareness Conference on February 25.



o This is the only event of this kind in the state. o 144 in attendance. Veterans Ball o Held Inaugural Veterans Ball o 125 in attendance o Brought together student, faculty, staff, alumni, and community members together to honor our veterans Veterans Week o Held 1st Veterans Week o Daily events for veterans and student community Deployment Policy o Worked with Dean of Students office and Legal Services to update St. Thomas deployment policy

Benchmark Data: (In comparison to Benchmark Institutions)  Four of our nine benchmark institutions are designated “military friendly”

Recruitment & Retention Data: Retention data related to veteran students is tracked by Institutional Effectiveness each year. Data reported below is from the Fall 201 Veterans Fact book. At this point, veteran status is still tracked via usage of veteran benefits.  Fall-to-Fall Veteran Retention Rate o Fall 2017 to Fall 2018  FTFY 100.0%  Transfer 82.1%  Four Year Veteran Graduation Rate o Fall 2014  FTFY 46.2%  Transfer 66.7% Recruitment Activities o In the fall semester, our Veterans Admissions staff member worked with Admissions. o Director of Veteran Services responded to over ten prospective students answering important GI Bill and Admissions questions. Data and Trend Analysis:  Veterans Resource Center o Installed digital people counter - 5/29/2018 o Averaging over 65 visits daily  VA campus visit – provide off campus services to students o 4 off campus partners attended o 15+ students attended  PTSD Conference o 144 people in attendance Data informed actions:  Increase marketing to increase awareness of center  VA visits will be once a semester to address needs of students  PTSD Conference will be annual event to address needs of those working with individuals with PTSD  Established an individual orientation option for veteran students to meet with Director for their orientation appointment. Changes/Innovations  Include more campus partners in events  Increase contact with more off-campus partners  Open up events to wider audience

Goals:  Community-wide Veterans Event o Partner with community member to establish event to address veterans needs  Health Fair o Make sure this becomes annual event to address health needs of students  Absence Policy o Ensure new absence policy is in place to address military service and VA appointments  Social Media o Increase social media presence to reach a wider audience

2018-19 Annual Department/Program Report Department/Program Name: Counseling & Psychological Services

Accomplishments: Increased counseling services by adding a full-time psychologist on the Minneapolis campus and three half-time counselors (funded by Undergraduate Student Government) in St. Paul. Completed a successful search for a FT Multicultural Counselor, who will begin in July 2019. Expanded the Letâ&#x20AC;&#x2122;s Talk program to provide daily off-site consultation services to students. Inaugural PTSD Awareness Conference On February 25, 2019, Veterans Services, along with Counseling and Psychological Services, hosted the 1st Annual PTSD Awareness Conference focusing on PostTraumatic Stress Disorder. This is the only conference of its kind in the Twin Cities and 141 professionals from the metro area attended. Benchmark Data: Fall 2018

St. Thomas

FY 20 St. Thomas

Dayton

Gonzaga

Loyola Marymount

Marquette

San Diego

St. Louis

Creighton

Student Headcount 10,035

10,035

10,899

7,566

9,484

11,400

8,330

12,853

8,654

Employee FTE (clinical staff only)

8.32

1: 1,206

1 : 1,557 1 : 1,513

1 : 1,185

1 : 1,425

1: 1,041

1: 1,836

1 : 1,236

5.32

Ratio of FTE Staff to 1 : 1,886 Students (IACS recommends 1:1000 to 1:1500 ratio)

St. Thomas

Dayton Gonzaga Loyola Marquette San Marymount Diego

St. Louis

Creighton

Student Headcount 10,035

10,899

7,566

9,484

11,400

8,330

12,853

8,654

Employee FTE (clinical staff only)

5.32

Ratio of FTE Staff to Students (IACS recommends 1:1000 to 1:1500

1 : 1,886

1 : 1,557

1 : 1,513

1 : 1,185

1 : 1,425

1 : 1,041 1 : 1,836 1 : 1,236

ratio)

Diversity, Equity & Inclusion: CAPS continues to show increases in services to diverse students and targeted populations. Self-Identified at First Session Students of Color LGBTQ International Student First Generation College Student

14-15 15-16 16-17 17-18 18-19 17.80% 17.70% 18.20% 22.50% 20% 8.70% 9.80% 8.70% 11.20% 14.20% 4.10% 2.80% 3.30% 6.40% 4.90% NA

13.20% 13.60% 15.90% 13.30%

Data and Trend Analysis: Provide a summary and brief analysis of quantitative data and/or qualitative trends that represent

Changes/Innovations: Briefly describe any changes/innovations you would like to make in the coming year.    

Plan for integrated counseling services as a key partner in the Center for Well Being. Hire a multicultural specialist counselor. Hire a substance abuse specialist counselor. Expand number of therapy groups from four to five groups per semester.

2018-19 Annual Department/Program Report Department/Program Name: Center for Well-Being: Health Services & Wellness Center Accomplishments: List and briefly describe three to five of your department’s/ program’s most significant accomplishments/highlights of the year. Include any new programs and innovations. Created Center for Well-Being: 

 



  

Collaboratively with Health Services, Counseling, Wellness & Violence Prevention created vision, mission, and guiding framework for the Center for Well-Being (CWB) with the assistance of an outside consultant - Dr. Bill Brendel from the Transformative Learning Institute. Created organizational structure for CWB. Created and updated the following Job Descriptions within the CWB: o Multicultural Counselor o Operations Director o Director Health Promotion, Prevention, and Resiliency o Substance Use Disorder Counselor o Behavioral Health Counselor o Health Case Manager Hired the following new employees: o Multicultural counselor hired o Interim Director Counseling and Psychological Services appointed o Operations Director hired o Interim Counselor hired o Nurse Practitioner hired Initiated shared electronic health records implementation project Completed building renovation plan - construction underway - Target opening November 2019 Closed the Center for College Sleep

University of St. Thomas Health Services patient volume: July 1 -June 24 Total Freshman Sophomore Junior Senior Graduate Law 1 Law 2 Law 3 Faculty Staff

2018-2019 Patient visits 7784 268 1578 1150 2218 779 18 5 16 430

Flu Clinic 1320 38 230 187 366 113 11 2 16 357

Total 7784

American College Health Association: National College Health Assessment Past 12 months experience University of St. Thomas High Risk Drinking Felt Overwhelming Anxiety Felt Very Sad Felt Very Lonely Felt Hopeless

2016 33% 56% 64% 61% 47%

2019 32% 62% 69% 67% 51%

University of St. Thomas 2019 Patient Experience Factors impacting academic success

Care received in Health Services allowed me to: Avoid missing classes Remain in school Provided me with on-campus referral Would recommend Health Services to other students

1. Stress 34% 2. Anxiety 26% 3. Sleep 25% 30% 21% 13% 97%

Benchmark Data: Provide comparison information for your department/program including national data and/or benchmark institutions. National ACHA NCHA High Risk Drinking Felt Overwhelming Anxiety Felt Very Sad Felt Very Lonely Felt Hopeless

2018 28.5% 62% 68% 63% 53%

Attended national American College Health Association meeting connecting with other leaders across the nation who are in the process of integration further supporting St. Thomas strategic plan. Recruitment & Retention Data: Data that captures recruitment activities and retention data including data that highlights impact of programs/services. Care in Health Services impacted 21% of students receiving care to remain in school.

Goals: List and briefly describe three to five goals for next year. 1. Continue with Center for Well-Being integration and moving process 2. Complete hiring and onboarding of new staff 3. Assist in the development and implementation of resiliency program

4. Expand Tommie Advantage initiatives

University of St. Thomas Wellness Center 2018-2019 Summary Report

Violations

 

Alcohol Responsibility Course– 223 Marijuana E-Checkup - 19

Alcohol 417 students served ●

●

● ●

Truth or Myth: Alcohol Edition ○ 65 students served ○ Initiative: To provide education about the importance of implementing protective factors and the positive outcomes associated with Stop@Buzzed Coasters and Cocoa ○ 45 students served ○ Initiative: To provide education about the importance of implementing protective factors and the positive outcomes associated with Stop@Buzzed What’s Really Going On? The Physiology Behind Alcohol ○ 20 students served ○ Initiative: To provide education on alcohol poisoning and the science behind alcohol on our bodies Eat Before You Go Out Granola Bars ○ 144 students served ○ Initiative: Provide education about the importance of implementing protective factors Mario Kart Drunk Goggle Edition ○ 20 students served ○ Initiative: To show the danger of driving drunk in an educational way and to demonstrate alternatives to drinking alcoholic beverages. Dr. Siegel Talk ○ 65 students served ○ Initiative: To make students aware of how alcohol affects their athletic performance Tabling outside the View ○ 50 students served eCheckup2go ○ 8 students served ○ Initiative: To make students more aware of their drinking patterns through an online educational program that students can use as an educational resource

Fitness 469 students served ●

17th Annual Wellness 5K Run/Walk ○ 300 students served ○ Initiative: Provided a physical activity for students to get active and have fun with friends, family and the community. ● Power Yoga and Power Snacks ○ 18 students served ○ Initiative: Provided a different style of yoga to students to help boost energy and feel good, also show that yoga can be a great form of exercise. ○ Collaboration: Nutrition Indicator ● Yoga in the Lib--Spring into Yoga ○ 6 students served ○ Initiative: Showed students that there are many different ways to exercise and relax at the same time, it doesn't have to be super intense! ● How Alcohol Affects Fitness ○ 65 students served ○ Initiatives: Students that came learned a lot about alcohol and how it affects the body and how that can translate to athletic performance as well as other big health issues. Meditation 471 students served ●

●

Therapeutic Thursdays (10 in total) ○ 7 students served at each event ○ 70 students served in total ○ Initiative: Provide a warm, green, and happy place for students to de-stress, drink tea, and try out a walking meditation. ○ Collaboration: JRC Greenhouse and Nutrition Indicator Mindfulness Meditation (44 in total) ○ 5 students served at each event ○ 220 students served in total ○ Initiative: To give students, staff, and faculty the opportunity to learn and build life-skills based in mindfulness meditation, in an effort to cultivate greater mental and emotional well-being. Mindfulness Journaling Program ○ 21 students served ○ Initiative: Empowering students to gain better agency over their mental habits, deepening insight into their thoughts, and gaining a sense of how to transform their thinking patterns to develop a better quality of life. Don’t Cancel That Class (8 times total) ○ 20 students served at each event

○ ○

○

160 students served in total Initiative: Instead of canceling class due to illness/other obligation, professors had a Wellness Center employee visit their class and guide mindfulness meditation. Professors were also able to make this presentation an addendum to their coursework. Collaboration: The faculty of St. Thomas

Nutrition 663 students served ●

●

Fruit/Veggie of the Month (7 in total) ○ 50 students served at each event ○ 350 students served in total ○ Collaborations: Brightside Produce ○ Initiatives met: Provided nutrition information on increasing fruits and vegetables into diet with recipes, provided healthy snacks, gave out nutrient dense foods, increased students’ accessibility to fruit and vegetables, and handed out information on how to USDA My Plate (magnets) Grocery Trivia (7 in total) ○ 30 students served at each event ○ 210 students served in total ○ Initiatives Met: Provided nutrition information about USDA My Plate, healthy eating, and how to eat healthy on campus. Also provided a bag of groceries to winners to increase student accessibility to healthy foods. Christina Meyer-Jax Nutrition Talk ○ 35 students served ○ Initiatives: Provided nutrition education for athletes and physically active students at UST to learn how to make healthy choices for their bodies. Fall-A-Palooza RHA Event ○ 75 students served ○ Collaboration: RHA ○ Initiatives: Handed out nutrition MyPlate magnets and told students more about the Wellness Center and the different events planned throughout the year. Make Your Own Overnight Oats ○ 1 student served ○ Initiatives: Student learned about the benefits of eating breakfast and then a easy recipe for a fast and healthy breakfast that they can grab and go in the mornings. Yoga With Happy Tommies ○ 3 students served ○ Collaboration: Happy Tommies ○ Initiatives: Provided an introduction to yoga and it's stress relief benefits. Sustainability Tea Event

○ ○

●

65 students served Initiatives: Students learned about the health benefits of drinking tea and learned how to do it sustainably. Healthy Cooking Class ○ 10 students served ○ Initiatives: Students learned about how to make a variety of health meals and snacks. Students were able to try the food they made and take home recipes. ○ Collaboration: Head Chef of Dining Services

Stress & Wellbeing 421 students served ●

●

Finals Week Survival Kit (2 in total) ○ 67 students served at each event ○ Initiative: Students learned numerous healthy ways about how to deal with the stress of finals - through fun school supplies, destress tools, sleep kits, and snacks! ○ Collaboration: The Library Aromatherapy ○ 19 students served at the event ○ Initiative: Students learned about the benefits of essential oils on stress and wellbeing and how to create their own. Create Your Own Vision Board ○ 12 students served at the event ○ Initiative: Students learn about the benefits of vision boards and how visualization can decrease stress. Partner Massage ○ 10 students served ○ Initiative: Students learned how to give others massages to help them destress and relax. Reflexology ○ 10 students served ○ Initiative: Students learned the benefits of a reflexology massage. Create Your Own Tea Bags ○ 25 students served ○ Initiative: The students learned about how beneficial tea can be. They were able to destress while being creative in making their own tea bags. As they came up to choose the tea that they wanted to put into their bags we told students about each teas nutritional and stress aiding benefits! ○ Collaboration: Nutrition Indicator Study Night in the Library (2 times total)

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50 students served at each event 100 students served in total Initiative: Students were able to destress with free chair massages and meditation, and utilize tutors and writing center workers to decrease their stress about assignments. Gratitude Station - Thank You Notes (2 times total) ○ 35 students served at each event ○ 70 students served in total ○ Initiative: Students learned the value of expressing gratitude to others. ○ Collaboration: Meditation Indicator De-Stress with the St. Paul Chamber Orchestra ○ 8 students served ○ Initiative: Students learned about how music is linked to our emotions, so it can help manage and reduce stress. Going to this concert helped reduce stress for students and showed how powerful music can be as a tool for managing stress. Tabling Event w/ Fitness (2 times total) ○ 50 students served at each event ○ 100 students served in total ○ Initiative: Students were able to learn about the Wellness Center and the events that we would be offering. Also a good way to hand out some WC swag and get the word out about Learn 2 Live. ○ Collaboration: Fitness Indicator

Sexual Health 415 students served ●

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Intentional Dating Talk With Dr. Buri ○ 50 students served ○ Initiative: Students learned about dating and relationships, from a psychological and healthy perspective. Healthy Relationships Trivia ○ 20 students served ○ Initiative: Students were able to identify characteristics of healthy relationships. Hopefully this increased the number of students who make choices around sex and dating that are intentional and healthy. In addition, students will be able to discern what choices will lead them to healthy relationships. Consent Cupcakes ○ 50 students served ○ Initiative: Students got a free cupcake with a fact about consent attached to it. Students were able to define affirmative consent and provide examples of verbal and non-verbal signs of consent and non-consent. Learn Your Love Language Table

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50 students served Initiative: Students identified skills for enhancing effective communication and explored personal values about relationships. Students were be able to explain their own values on dating and relationships and this can help lead to sustainable, healthy relationships that are consistent with their own values. Healthy Relationship Do's and Donuts ○ 100 students served ○ Initiative: Students learned what a healthy relationship looks like and gained an understanding of things they must and mustn't do in order to maintain healthy relationships. Healthy Relationship BINGO ○ 25 students served ○ Initiative: Students gained a better understanding of characteristics related to healthy relationships. Milk, Cookies, and Mythbusters ○ 100 students served ○ Initiative: Students learned the truth behind common misconceptions about sexual health. Free STI self-screening at Health Services ○ 20 students served ○ Initiative: Students were able to take control of their sexual health by making an appointment to get tested for Chlamydia through a self-screening service. Students were given handouts that taught them more about Chlamydia and how to make their sexual health a priority. Resources like Learn2Live and CAPS were also discussed in the handouts.

Sleep 215 students served ●

DIY Blackout Curtains ○ 10 served

○ Initiatives: Provide sleep products that aid in quality of sleep ●

DIY Aromatherapy Heating Pads ○ 19 served

○ Initiatives: Provide sleep products that aid in quality of sleep ● ●

DIY PJ Pants ○ Initiatives: Provide sleep products that aid in quality of sleep Fall Sleep Challenge ○ 40 served

○ Sleep Challenge Kick Off ○ 20 served

○ Initiatives: Identifying three major elements in developing healthy sleep - importance of

● ●

consistent, restorative, & sufficient sleep; positive outcomes associated with sufficient sleep; basic sleep hygiene tips to decrease sleep latency and improve the quantity and quality of sleep Sleep Lecture to HLTH 250 Students ○ 20 students served Caffeine Reduction Tea Party ○ 4 served

○ Describe reasons why electronics, poor time management, stress, caffeine, and alcohol interfere with healthy sleep ●

Spring Sleep Challenge ○ 36 students served

○ Initiatives: Identifying three major elements in developing healthy sleep - importance of consistent, restorative, & sufficient sleep; positive outcomes associated with sufficient sleep; basic sleep hygiene tips to decrease sleep latency and improve the quantity and quality of sleep Sleep Challenge Kick-Off

○ ○ 8 served ○ Initiatives: Organized Saturday and/or Sunday morning activities to encourage consistent ● ●

sleep patterns Brain Awareness Week Talk ○ 30 served Peer Ministry Training Lecture ○ 10 served

○ Initiatives: Educate community partners on the relationship between sleep and academic performance, athletic performance, retention, and co-curricular experience Aromatherapy Heating Pads & Bath Bombs

○ 30 served ○ Initiatives: Provide sleep products that aid in quality of sleep ●

DIY Meditation Cushions ○ 6 served

○ Initiatives: Provide sleep products that aid in quality of sleep ● ●

Lecture with Neuroscience Club ○ 10 served Afternoon Nap Session with the Create[space]

Tommies Unplugged 168 students served

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Unplug & Unwind with Yoga in the Library ○ 21 students served Tommies Unplugged Mindfulness Meditation ○ 10 students served ○ Offered guided meditation to learn the connection between technology and mindfulness and take some time away from technology devices. Digital Detox Movement ○ 33 students served ○ Daily reminders to unplug digtitally and reconnect with yourself and the world around you. The Digital Detox Movement was a great way for students to regain focus on school, work, and relationships after spring break. Finals Week Survival Kit ○ Allows students to find healthy ways to destress before finals week Fall-A-Palooza RHA Event Digital Detox Movement ○ 24 students served ○ Daily reminders to unplug digtitally and reconnect with yourself and the world around you. The Digital Detox Movement was a great way for students to regain focus on school, work, and relationships after spring break. Wall Chargers ○ 50 students served Handouts ○ Marketing for upcoming events Tabling with Stop at Buzzed STAR Sustainability Event ○ 30 students served ○ A unique event focused on the connection between technology and sustainability Tech-Mindful Study Night ○ Providing a technology-mindful study space for students on Study Monday. As technology can be a distraction during finals week, Tommies Unplugged provided a place where students were encouraged to unplug and focus on their studies. A safe place for technology to be dropped off was provided at the event

Wellness Center Health Fair 75 students served Indicator collaboration included nutrition, sexual health, Stop@Buzzed, and sleep Conclusion: In total, 3,314 students served.

Wellness Center Highlights Implemented the ACHA-NCHA to identify the most common health and behavior risks affecting students' academic performance and design evidence-based health promotion programs with targeted educational and environmental initiatives Served a total of 3,314 students through Wellness Center programming and promotion. Collaborated with faculty in Psychology, Health and Exercise Science to provide a lecture-based program for athletes and non-athletes entitled â&#x20AC;&#x153;How Alcohol Affects Fitnessâ&#x20AC;?. In an effort to expand our work with stress relief and mental health, an enhancement to the meditation program was created called Therapeutic Thursdays. It was a student-led walking meditation among the plants and foliage in the JRC Greenhouse, followed by tea and down time. This provided a unique, healthy study break incorporating nature during the long winter.

2018-19 Annual Department/Program Report Department/Program Name: create[space]/Innovation Hub & Changemaking Accomplishments: List and briefly describe three to five of your department’s/ program’s most significant accomplishments/highlights of the year. Include any new programs and innovations.



Featured in Newroom & OneStThomas o https://news.stthomas.edu/whats-been-made-in-the-createspace/ o https://one.stthomas.edu/news/45361/create-space-aka-the-dreamplace Events hosted 108 for the academic year o Weekly Events:  SBDC and LegalCORPS Free Advice Clinic Tuesdays 3-5pm  Podcast Hour Tuesday and Wednesday  Pathways to a Better YOU with Counseling and Psychological Services o Schulze School of Entrepreneurships  Freshmen Innovation Emersion  National Women Entrepreneurship Week  Angelina Lawton  Women Entrepreneurs in Science  Women Entrepreneurs Women Craft Market Academic Classes/Academic Partnerships: o

create[space] has hosted over 20 academic class sessions from different disciplines including the following: 

Health and Exercise Science 



Dr. Leslie Scibora - Wellness LLC-Design Thinking

Art History 

Dr. Craig Eliason - Font Design

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Project on Stencils and Graffiti Art with Dr. Amy Mickelson

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Project on Stencils and Graffiti Art with Dr. Heather Shirey (fall and spring)

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Projects on learning how to create engaging work Dr. Gretchen Burau

Theology

 

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Entrepreneurship 

Design Thinking Crash Course with Dr. Alec Johnson

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Dr. Alec Johnson and Dr. Jay Ebben - The ShowRoom

OPUS College of Business 



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Food and Culture with Dr. Paola Ermantraut

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Vision boards Dr. Shirley Nieto Kramer

Communications and Journalism: Cojo 470 presentations

Engineering 

Dr. Annmarie Thomas - ENTR490-Maker Spaces

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Focus on Making with Dr. AnnMarie Thomas and the playful learning lab

Dougherty Family College 

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Product Creation with Dr. Nakeisha Lewis

Modern and Classical Languages (Spanish)

 

Theology and the Environment with Dr. Amy Levad

Art History: Clay Based Monolithic Alphabets with Dr. Andrew Webster

Spring SPARK WEEK o

As a Changemaking Campus, Spark Week was born from wanting our community to engage with different changemaking attributes such as creativity, innovation, team work, failure, connections, resilience, competition, empathy and more.

Hosted four major events: 

Big Idea Talk 

A TED Talk style story telling event focused on inspiring peers to action and social impact. This year’s event

featured students Fatoumata Jaiteh, Andrew Mohama, and Sofia Leyva. 

Big Gathering Table 



Screw Up Night 



Screw Up Night aimed to show students that mistakes happen, but they are a part of any success. St. Thomas community members shared stories of the times that they had made mistakes and what they li

The Hunt 



Based on lessons learned from the 2019 Ashoka U Exchange in Boston, the Big Gathering Table is a studentled community building event where students come together to explore issues currently facing our community. The group works together to explore solutions and actions that can be taken immediately to make the community a better space.

Over 20 student teams formed to find creative responses to 30 clues and challenges that brought them all around campus to learn about the many facets that make the St. Thomas community great.

Excited to be engaging with the planning of AshokaU 2020 Exchange as a potential site visit for the conference. Design and Innovation at the University of St. Thomas How can universities foster innovation among students, faculty, and staff? What facilities and resources are necessary to support the next big idea? How can principles of design enable anyone to become a changemaker? This site visit will take participants to the St. Paul campus of the University of St. Thomas to visit the create[space]—where creativity and innovation unite, the Innovation Hub—where design connects to real world challenges, and STELAR—where the classroom meets technology design. Participants will join in hands-on learning sessions at each location, highlighting processes and programs that can be recreated at other institutions. o

Diversity, Equity & Inclusion: Provide summary of department activities and initiatives that support the University’s Anti-Racism Action Plan. 

Partnerships with Clubs such as ANSA for Africa Night, ASIA club for Chinese New Year, QSA for Pronouns Event, HOLA for Dia de Los Muertos and Hispanic Heritage Month, MSA for Muslim Eid button making.

Recruitment & Retention Data: Data that captures recruitment activities and retention data including data that highlights impact of programs/services.

ď&#x201A;ˇ ď&#x201A;ˇ

Partnership with Proud to Be First for events both in fall and spring semester Hosted sessions for REAL program

create[space] visit by numbers 28478

Vi s i t Numbers 2017

18677

27403

28807

Vi s i t Numbers 2018

Fa l l 2 0 1 7

Spring 2 0 1 8

Fa l l 2 0 1 8

Spring 2 0 19

The data in the below graphs is a subset of the students who choose to sign into the create[space] when using the space.

Academic year of create[space] users

other; 1.45% fres hmen ; 3.69% s eni or; 33.30% s ophomore; 39.44%

juni or; 22.12%

Academic School of Students using create[space]

other; 1.90% Arts & Sci; 25.25% undeclare ; 39.11% Coll of Bus; 14.41% BA Soc Wk; 1.12% Sch of Ed; 3.69% BSCPE Coll of Eng; 14.53%

Data informed actions: Based on data provided, what changes (if any) will you make moving forward?  

Focus on creating more partnership with first year communities to welcome more first year students into using the create[space]. Have students sign-in more. I know that our Coll of Bus and Coll of Eng numbers seem lower than they should be given our partnership.

Changes/Innovations: Briefly describe any changes/innovations you would like to make in the coming year. 

  

Upgrades this academic year: o Two new 3D printers with grants from the Pepsi Fund  Ultimaker 3 o A Glowforge - 3D laser cutter from grants from the Pepsi Fund, Student Affairs and the Anderson Student Center o Mayku - a form box in partnership with the Biology department o Glass Projector for increased visibility of advertising efforts o Two sewing machines replaced Upgrade the remaining 3D printers for 2019-2020. Focus on creating more partnership with first year communities to welcome more first year students into using the create[space]. Create more events that are partnerships with student organizations, classes and clubs which help in the sharing and co-creating of ownership for create[space].



Invite more faculty to utilize the create[space] for their classes and class projects. Adding value to the importance of creativity and innovation through experiential learning.

Goals: List and briefly describe three to five goals for next year.   

Integration and cohesion with programming in Innovation Hub with Gener8tor. Adding lesson plans and goal focused programming with Tommie Advantage. Re-place older 3D printers with newer technology.

2018-19 Annual Department/Program Report Department/Program Name: Retention and Student Success Accomplishments: List and briefly describe three to five of your departmentâ&#x20AC;&#x2122;s/ programâ&#x20AC;&#x2122;s most significant accomplishments of the year. Led the CSA effort in developing and implementing Salesforce and ScheduleOnce technology aimed to foster information sharing, ease of scheduling and enhanced support to better serve St. Thomas students. o o o o

In efforts to achieve this, collaboration with Academic Counseling, Career Development, Undergraduate Research Opportunities Program, Tutoring Services and our Salesforce CRM team were critical Served as the liaison to build, develop, test and launch technology Implemented Salesforce Showcase (May 2019) as a method to highlight St. Thomas departmental use of Salesforce technology As of March 2019, Academic Counseling, Career Development, UROP, Tutoring, Pre-Health Professions Advising and Retention and Student Success are currently utilizing this technology. Results: more than 1550 appointments have been scheduled during the spring semester. UROP, Tutoring, Pre-Health Professions Advising and Retention and Student Success have all utilized a self-service scheduling model for undergraduate students. Additionally, Math Placement Tutoring and English Language Consulting use Salesforce exclusively for notetaking.

Launched the CSA physical space during the 2018-2019 academic year. o o

o o

Hosted opening celebration in October 2018 in collaboration with Student Affairs and Academic Affairs colleagues (over 10,000 student visits have occurred since Oct. 2018). Led CSA program/event development by collaborating with CSA partners, Academic and Student Affairs to host non-partner events in the CSA space. Results: over 100 programs focused on student success, time management or campus engagement delivered. Developed and oversaw all marketing content, materials, promotion and initiatives for the CSA generally, for events, Math Placement Tutors (MPT), and English Language Consultants through Instagram, Twitter, Email, Newsletters, Articles and the Web. Developed Welcome Desk student worker training, daily tasks and revised key job responsibilities aimed to better serve students and our guest presenters. Engaged and empowered student workers to develop and implement key messaging, event management and events. Negotiated ITS collaboration and coverage for the Welcome Desk aimed to better support students. Engaged students in influencing design and needs of the space.

Developed and launched 6-week Check in Survey for First-Year Students. o

Recognizing their was no national survey to pull data from in 2018-2019, the Office of Retention and Student Success developed a 6-week Check-In survey in collaboration with IDAR. This survey was meant to assess how FTFY students were feeling early in the semester.

o o

We had nearly a 50% response rate and robust data to pull from regarding perceived issues or concerns. In response to this, personalized outreach was provided to more than 100 students who requested it.

Degree Completion Outreach Projects and departmental collaborations led to a 68.8% 4-year graduation rate for the FTFY 201440 class. o o

Several degree completion outreach campaigns were completed during the 2017-2018 academic year which led to this record graduation rate. These efforts yielded St. Thomasâ&#x20AC;&#x2122; highest 4-year grad rate to date.

Bechnmark Data Trend Analysis:

FALL 2013

RETENTION TRENDS 2013 2017

85%

FALL 2014

89%

FALL 2015

88%

FALL 2016 FALL 2017

88% 86%

FTFY Retention Trends and Analysis While our FTFY second fall retention goal remains high, we experienced a dip in retention for our FTFY 2017 cohort following three years of relatively stable retention rates. Our decrease in retention was seen across nearly all demographic groups. This dip in our retention rate

came as a surprise and may be attributed to normal attrition. The Withdrawal Form data did not present any new reasons or emerging themes (with the exception of decreased retention for students who earned F’s or W’s in their first term- see above), rather the reasons for withdrawal have remained consistent over time. One key retention data point uncovered this year was that 94% of FTFY Fall 2017 students who had on-campus jobs were retained. Areas of opportunity based on data trends:   

Belonging and connection are two areas that we can focus our efforts in the coming years. Support for students who earned F’s or W’s in his/her first term. If we wish to enhance further, we should look at a more holistic approach to better serving students who are struggling in their first term. Utilize on-campus jobs as a retention initiative in collaboration with Human Resources- this is especially critical for our historically marginalized student populations.

Reasons for Leaving Too close to home Health Challenges St. Thomas wasn't my first choice Always intended on transferring Didn't connect with faculty Campus Climate Wanted to be closer to home Major not offered Didn't connect with students Financial Aid Belonging 0

Academic Suspension Trends: Regarding FTFY students facing suspension, we have seen an overrepresentation of students of color and an overall reduction of students submitting an appeal of their academic suspension. When further examining these numbers, intersectionality themes of SoC, FirstGen and/or Pell permeated this group in FTFY 2017 (right side). Areas of Opportunity based on Data Trends: Recognizing there is overrepresentation of historically marginalized students facing suspension, we can and should:  

Further examine this dynamic Engage with this student population to better understand the issues that are impacting their academic experience and develop initiatives aimed to better support the needs of this population.

Light Purple= FTFY 2016 facing suspension Dark Purple= FTFY 2017 facing suspension

Intersectionality and Impact on Retention Trends: While we have historically retained certain populations at lower rates (Commuter, First Gen, SoC, Pell Recipient, etc). We began to see even more disparity when we analyzed how intersectionality plays a role in retention. For example, if a student is first-gen, Pell and a SoC, we only retain about 76% vs. our overall of 86%. W/F in first fall coupled with being either first-gen or Pell recipients highlights a need to better support our students.

Areas of Opportunity based on Data Trends:

ď&#x201A;ˇ ď&#x201A;ˇ ď&#x201A;ˇ

Identify the challenges that our students in these populations are facing Review the current institutional procedures and policies that are in place that may contribute to this dynamic Make adjustments to institutional procedures and policies to better support students in addition to infusing support within currently existing programs.

Improved 4-and 6-year graduation rates: As an institution, we have worked hard collaboratively to promote improved outcomes regarding 4-and 6-year graduation rates. Retention and graduation are interdependent, therefore to continue to see gains in these areas, we must retain our students at high rates. Our 201440 FTFY cohort boasted the highest 4-year graduation rate to date at 68.8% marking a 3.5% annual change. We continue to see an upward trend in 6-year grad rates.

Areas of Opportunity based on Data Trends:    

Continued focus on 4-year graduation planning Continued degree completion outreach Analyze disparities that exist for student populations, determine any barriers that impact successful degree completion and create initiatives aimed to support timely degree completion Marketing campaigns designated to support timely degree completion (for example: #FinishInFour campaign)

Assessment: Briefly discuss department/program assessment conducted for the year and results of that assessment. 6-Week Check In Survey (See Full Survey for More Details): developed and administered to all FTFY 2018 students in October 2018. When asked what best describes their decision to attends St. Thomas:  Over 65% indicated it was their first choice  22% 2nd choice  Over 5% was 3rd or lower -this can be indicative of their commitment to St. Thomas thus leading to retention challenges.

When asked about primary concerns, the Top 8 Responses were: 1. 2. 3. 4.

Determining a Major or Career Path Financial Concerns Study Skills and/or Test Taking Skills Making Friends and Meeting people

5. 6. 7. 8. Areas

Academic Course load Finding an On-Campus Job A General Sense of Belonging Health of Opportunity:

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Campus colleagues can use this data to better understand and address the needs of our students and/or develop (or enhance) programming that supports addressing these concerns. Proud to Be First: (See Full Report for more details) In 2018-2019, Proud to Be First conducted an end-of-year survey. Engaging attendees and non-attendees in a series of questions that will provide direction in planning for 2019-2020. Further, they had the following suggestions:   

Include more sessions or information on student employment Loan Advice More information on the individuals who are hosting these events and their college life. We will incorporate these suggestions in 2019-2020 programming.

English Language Consultants (see full report for more details): Year-end survey was developed and implemented to evaluate student perspectives on our services this year and what students would like to see changed or remain the same. https://forms.office.com/Pages/ResponsePage.aspx?id=efBoIwx7EWV8zjrwoAUcnA0aYpX2kVGprw7__v7GzRUOFFYSTM1RlBDWk0zNTdKTjI2WVJLTE4yMi 4u Results and Analysis will follow

Math Placement Tutors (see full report for more details): During the January and Spring terms of 2018, we had 32 student tutoring sessions. During that same period in 2019, we had 74 student sessions, representing an overall increase by about 230%

Total Sessions for the 2018-2019 Schoolyear: 161

Number of Unique Students: 59 Proportion of students* who passed their course: 13/15 Proportion of students* who achieved their desired Math Placement: 8/16 *These are students that met with us at least once before taking their final MPE or completing their course

A survey has been administered for students utilizing Math Placement Tutors. Results and analysis will follow.

Diversity, Equity & Inclusion: Provide summary of department activities and initiatives that support the Universities Anti-Racism Action Plan.     

Partner with IDAR to access and analyze data related to the experience of underrepresented students. Share out data related to current disparities in student success for underrepresented students in efforts to help inform programming and initiatives campus-wide. Serve on campus committees providing a diverse voice at the table. My office serves as a safe space for students. Co-led first-generation programming at St. Thomas which has been attended by predominantly diverse students.

Challenges: Discuss challenges you encountered this year and ideas for addressing those challenges.  

Buy-in for utilization of Salesforce and Schedule Once. With clear expectations to be laid out in 2019-2020, I believe these issues will be addressed. St. Thomas remains decentralized in regard to CRM and database usage. Further, many of these systems do not speak to one another. While rich, robust data is collected, it can be difficult to pull together relevant data related to retention. We will continue to find was to address this issue to best serve our students. Strong

partnerships with Student Affairs colleagues has been incredibly helpful in this work given this challenge. Improvement: Briefly describe opportunities you see for improvement in the year to come.   

Improved usage of Salesforce, Schedule Once and its reporting capabilities. Improved process for scheduling and hosting events. Continued collaboration with CSA and Campus Partners to deliver programming aimed at student success.

Changes: Briefly describe any significant changes you would like to make in the coming year. (This answer may be covered above.) 1. In 2019-2020, the Office of Retention and Student Success will plan to dive deeper in the data and further analyze and disseminate data in meaningful and tangible ways. 2. Develop systems that support Math Placement Tutors and English Language Consultants ownership in data allowing for more independent work. 3. Develop standardized CSA programming for brand recognition, ease of use, and student-centered programming to best serve our students. Goals: List and briefly describe three to five goals for next year. 2.

Utilize existing data to develop institution-wide initiatives aimed to support Retention. o Retention:  -Work collaboratively with Human Resources and other key campus partners to identify and implement structures that support on-campus job attainment specifically for our underrepresented student populations (first-gen, Pell, Out-of-State, SoC, etc)  -Work collaboratively with MIC to develop a marketing campaign that targets current students regarding key messages that may positively affect retention (Value of Liberal Arts Education, On-Campus Job Attainment, Belonging, etc)  -Refine and Administer 6-week survey for FTFY 2019 students as well as a follow-up Spring Survey. I will engage the Retention and Persistence Work Group in this endeavor.  -Collaborate with Academic (and Student) Affairs colleagues to better support students who earn F's/W's in first term. Utilize existing data to develop institution-wide initiatives aimed to support 4-year graduation. o Graduation Initiatives:  -Work with MIC (if possible) to develop a marketing initiative aimed to #Finishin4 to support our institutional goals of raising the graduation rates  -At the request of Provost Plumb, collaborate with ITS partners (IDAR and SDAR) to identify students who are near graduation and help them develop a path to degree completion.  -Work strategically with Department Chairs, SDAR, Vice Provost and Associate Vice Provost to make our current academic policies, procedures and tools more efficient to improve the student experience but also to allow us to focus more on students who need assistance. (Ex: 1 cr waiver policies, updating degree evaluations to minimize

manual changes, etc). Further: engage Academic Counseling and Department Chair colleagues more in outreach projects. ď&#x201A;§ Engage Academic Counseling staff for Degree Completion Outreach. During the 2019-2020 academic year, I would like to improve and expand Salesforce beyond the CSA to benefit the student experience and retention. Given the challenges listed above, the Office of Retention and Student Success would like to engage more campus partners in either utilizing Salesforce or streamlining data collection from current programs and CRMâ&#x20AC;&#x2122;s with Salesforce resulting in more robust, centralized data gathering.

2018-19 Annual Department/Program Report Department/Program Name: Proud to Be First: An Academic and Student Affairs collaborative initiative steered by the Dean of Students Office and the Director of Retention and Student Success. Departmental representation on the Proud to Be First committee include: Academic Counseling, Admissions, Dean of Students Office, Dougherty Family College, Faculty, Financial Aid, GHR Fellows/Opus College of Business, Residence Life, Retention and Student Success as well as an undergrad and graduate student. Accomplishments: List and briefly describe three to five of your departmentâ&#x20AC;&#x2122;s/ programâ&#x20AC;&#x2122;s most significant accomplishments/highlights of the year. Include any new programs and innovations. 1. 2018-2019 marked an intentional Increase in the number of events offered to be consistent, monthly, and relevant to the time of year. Our monthly Proud to Be First events were developed in collaboration with key departments and stakeholders within the St. Thomas Academic and Student Affairs community. The most well-attended programs in 2018-2019 included: Welcome Reception (for first-gen students and families), Navigating the Hidden Curriculum, First Gen College Celebration, Study Abroad workshop, and End-of-Year Relaxation event.

2. New: Celebrating first-gen students and their accomplishments. November 8 th, 2018 marked our first First-Gen College Celebration in conjunction with the National First-Gen events. We look to expand this in 2019-2020. In February 2019, PTBF collaborated with SDIS to host an event celebrating the accomplishments of the 3 Tommie Award finalists who were Students of Color and first-generation college students.

3. New: Proud to Be First engagement/attendance tracked in Salesforce. In the spirit of centralizing data and ability to show student engagement with our institution, we tracked all attendance in Salesforce adding to the wealth of data present for retention. Data represented below from November-May 31.

4. New: Coffee Chats and drop-in mentoring hosted by our graduate assistant and undergraduate intern were launched in 2018-2019. This development was based on feedback from firstgen students that they wished to have this type of support and opportunity. PTBF held 1-2 coffee chats per month and varied between formal programming (such as Setting Your Priorities) and informal gatherings. These events were held in CSA partner space: LIB 108. 5. New: Launched #firstgenfriday social media initiative through the Center for Student Achievement highlighting first generation students, faculty, and staff. In 2019-2020, we will offer separate first-gen specific social media.

Benchmark Data: Provide comparison information for your department/program including national data, benchmark institutions. Benchmark data on retention rates for first-gen students is not readily accessible for benchmark institutions. We are currently researching our aspirational peer institutions and their offerings for first-gen students and will report in 2019-2020.

Diversity, Equity & Inclusion: Provide summary of department activities and initiatives that support the Universityâ&#x20AC;&#x2122;s Anti-Racism Action Plan. Proud to be First is a space for diverse students to feel a sense of belonging at St. Thomasâ&#x20AC;&#x201D;regardless of what identities (beyond first-generation) that they hold. Recruiting and retaining students of color often (though not always) includes recruiting and retaining first-generation students. Recruitment & Retention Data: Data that captures recruitment activities and retention data including data that highlights impact of programs/services. More than 90 students were recorded as attending events (starting in November 2018) *This data does not include early fall programming and Welcome Reception. There were 44 distinct students. The most

well attended event was Study Abroad/Financial Aid with 19 students. There were 20 students who attended the Spring Relaxation (non-programmatic) event. Data and Trend Analysis: Provide a summary and brief analysis of quantitative data and/or qualitative trends that represent effectiveness of the programs and services your department/program provides. An average of 3-5 students attended coffee chats. Engagement with monthly workshops averaged around 10 attendees per session with a low of 3 and a high of 20. We attribute our less attended events with time of year, not with the content. For example, the CAPS event was right before spring break and while the content was excellent, attendance was low. We will be more cognizant of the schedules when determining dates for events. Data informed actions: Based on data provided, what changes (if any) will you make moving forward? 

Intersectionality data (above): has illustrated a need to consider all identities when supporting first gen students. Further, this data us to prioritize individualized outreach to student populations that had intersecting identities negatively impacting retention and those who earned F’s or W’s in their first term.

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Dip in first-gen retention rates suggests needs to further examine retention data. What factors led to this decline in retention for the FTFY 2017 cohort?

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An end-of-year survey was sent to students at the end of the academic year to have students forecast when they anticipate they will be able to attend events in 2019-2020 in an effort to provide more intentional and timely programming. We also asked students for feedback on the workshops held this year (i.e. are there any topics they feel were missed?)

Changes/Innovations: Briefly describe any changes/innovations you would like to make in the coming year. We will be offering more opportunities for feedback (blank notecards at events and digital feedback opportunities), programmatic assessments so that we can determine whether students have ideas for various ways to improve programming to meet their needs. We also plan to incorporate more nonprogrammatic events around high-stress periods. Goals: List and briefly describe three to five goals for next year. 1. Develop a Proud to Be First pathway for first year students in Tommie Link. 2. Increase the attendance at PTBF events, workshops and coffee chats expanding the reach of valuable and timely programming. Providing student input on sessions, improvements in marketing and social media and consistent, timely messaging will help. 3. Incorporating feedback from this year’s students on how to continue to engage students after their first year in efforts to expand the scope of programming for sophomores, juniors and seniors. 4. Develop distinct social media presence for Proud to be First.

5. Fully integrate learning outcomes into the Proud to be First program, assessments per each learning outcome and utilization of the pathways.

2018-19 Annual Department/Program Report Department/Program Name: Residence Life Accomplishments: List and briefly describe three to five of your department’s/program’s most significant accomplishments/highlights of the year. Include any new programs and innovations. 1.

3. 4.

Effectively managed occupancy for the 2018-19 academic year, with special focus on the largest first-time first-year class ever arrival in Fall 2018 and selection into housing for Fall 2019. We changed the process of Room Selection for returning students to allow for our FTFY students to enter a lottery and then select from any space on campus except for some Flynn Hall apartments. To date, we have over 600 rising second-year students assigned to housing. This is approximately 100 more than previous years. In support of the new Student Affairs/University co-curriculum program called Tommie Advantage, we created a year-long educational plan that delivered learning to our residents around 5 learning goals and 15 learning outcomes, utilizing 8 core learning strategies. With a focus on FTFY retention, and the use of a new software tool called Roompact, we enhanced our ability to record our relationship building and connection efforts, and to identify students at risk for not retaining. Building on the efforts of the Campus Master Plan and Housing Strategic Plan, we continued to engage with University leadership and partners to improve our housing facilities. We engaged in specific conversations, presented data, and made decisions around constructing two new residence halls, renovating Ireland Hall summer of 2019, and renovating Dowling and Brady Halls in the summers of 2020 and 2021.

Diversity, Equity & Inclusion: Provide summary of department activities and initiatives that support the University’s Anti-Racism Action Plan: Systems Approach: 

 

Worked with Admissions to have language added to all acceptance letters about expectations around creating an inclusive campus. In addition, working with Admissions and MIC on incorporating a diversity and inclusion piece in the View book, travel brochure and all visit documents. This includes the creation of a new marketing piece for the University focused on the Tommie Experience/Life providing space for diversity and inclusion language and examples, along with Tommie Advantage content. Re-writing and branding of all Res Life materials and web site to be more clear/candid about diversity and inclusion. We are constructing new halls and renovations where culture through space matters. We are working with Opus and Ryan to design the interior space with a lens of diversity and inclusion.

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We are moving toward co-educational or gender inclusive halls where students who learn, study and socialize together, can also live and learn together. These are healthier and more inclusive environments. We are expanding the Living Learning Program by integrating it with the FYE, and looking for opportunities to create living learning communities focused on diversity and inclusion, including into the second year. Continued focus and priority on recruiting, hiring, and retaining diverse professional staff and student leaders. Partnering and continuing to educate and train student leaders utilizing the expertise of a cross divisional team. We are providing a vision and plan for education of student leaders that is comprehensive and prepares them to serve as leaders and peer educators in their respective campus roles.

Day to Day:    

Student leaders and professional staff interacting 1:1 daily trying to role model and influence positive behaviors. Creating messaging throughout the halls celebrating and reinforcing the value of inclusion. Facilitating small group and roommate conversations, especially where difference is a challenge. Individual hall events, discussion groups, inviting in guests, and promoting campus events.

Recruitment & Retention Data: Data that captures recruitment activities and retention data include data that highlights impact of programs/services. 1. In partnership with Enrollment Services, we: a. Provided overnight hosting and events for prospective students b. Provided meeting space in Koch Commons for the Prospective Family Presentation by Admissions Counselors. c. Met with prospective students on visit days and presented to them important information about housing and programs we offer, I.e., Living Learning Communities. d. Hosted a Residence Life Night, in partnership with Enrollment Services, where guests visited the halls, submitted class confirming deposits, and began completing the housing preference form. e. Communicated with prospective students via mail, email, phone and social media about coming to St. Thomas, living on campus and how to get involved. 2. To more effectively connect with residents and support our residents connecting with each other and the University, Residence Life implemented Roompact. a. Information from Roompact was shared with the Director of the CSA to utilize in engaging with students for retention purposes. b. Information was used in FLAG situations with students that needed additional support to retain at St. Thomas.

Data and Trend Analysis: Provide a summary and brief analysis of quantitative data and/or qualitative trends that represent effectiveness of the programs and services your department/programs provides. 1. Skyfactor Resident Satisfaction Survey Fall 2018 Outperformed Goal = 5.5-7.0, Within the Goal Target = 5-5.5, Below Target = 0-4.99

Factor Program Effectiveness Satisfaction Learning Personal Interactions Sense of Community Hall Environment Diverse Interactions Alcohol and Drug Use Community Environment Self-Management 2.

Score 5.17 5.52 5.2 5.42 5.85 5.55 4.92 5.45 5.94 5.08

Occupancy Trends Fall 2018 10th Day Occupancy

Population First Time (FT) First Year FT Transfers FT Internationals Returning Students TOTAL

Occupancy Number 1461 33 29 1033 2556

Historical 10th Day Occupancy

Fall 2018 2017 2016 2015 2014 2013 2012

Occupancy Number 2556 2436 2360 2439 2443 2352 2515

Year 2018 2017 2016 2015 2014 2013

Occupancy Number 171 142 135 121 116 102

Summer Occupancy

Changes/Innovations: Briefly describe any changes/innovations you would like to make in the coming year. 1. Changes and innovations to our housing portfolio are the most significant. 2. Changes/Enhancements to our Tommie Advantage will also be important. 3. We are adding a new position that will work directly with our LLCs.

Goals: List and briefly describe three to five goals for next year. 1. To prepare for the implementation of a Two-Year Residency Requirement beginning for FTFY students Fall 2021. 2. To effectively manage occupancy for the 2020-21 academic year (prior to the residency requirement), with special focus on second-year students selecting into housing for Fall 2020. 3. In support of the Student Affairs co-curriculum program, Tommie Advantage, we will continue to enhance the planning, delivering and assessing of the learning to our residents. 4. Successfully plan and implement the construction of two new residence halls for Fall 2020 opening, the renovation of Ireland Hall for Fall 2019 opening, and the renovation of Brady or Dowling Hall for Fall 2020 opening.

2018-19 Annual Department/Program Report Department/Program Name: Student Diversity and Inclusion Services Accomplishments: List and briefly describe three to five of your department’s/ program’s most significant accomplishments/highlights of the year. Include any new programs and innovations. SDIS Highlighted Events   

SDIS had their grand opening for the Intercultural Center in March 2019. The Center is open daily for students during ASC operating hours. SDIS celebrated ST. Thomas’ first Multiracial Identity month. We hosted weekly events for the moth recognizing the intersectionality of our students’ racial identities. SDIS celebrated the 50-year anniversary of the University of St. Thomas providing services to unrepresented students.

Student Development  SDIS launched Intercultural Leadership and Education Program (iLED) a new initiative for students to build on their cultural competence and intercultural development. Within the month of recruitment there was a total of 52 applicants, currently there are 12 active participants in the program. Programming  Mid-Week: Started February 6, 2019: we have had heart to heart conversations on the following social identities: African American, MultiRacial, and Asian American Pacific Islander. Attendance ranges from 5-30 members each week including students, staff, and faculty. People in attendance state they were experience the following: o

listened with empathy

an enhanced sense of community

engaged in critical thinking,

reflected on their on social identity

communicated effectively across diverse perspectives

engaged in truth telling and healing

engaged in cultural competency development

identified their own biases and triggers.

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Quickbites: Started February 27th held every day at 12:15 PM. SDIS shows quick video clips on topics related to diversity and inclusion such as: spoken word and inspiring TEDTalks.

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SDIS Travel Grant for Excel! Civil Rights Trip: SDIS selected and paid the airfare for two students (both juniors, one Latinx male and one White female) to go on the Civil Rights Trip. The students presented on their experience through their own racial lens on Friday, April 12 th and Friday, April 26th during Purple Couch.

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Shared Spaces: Dr. Buffy Smith held office hours in the Intercultural Center on April 18th from 2:30-4:00 PM. Laura Bru from Undergraduate Research Opportunities Program has been holding office hours in the Intercultural Center since February 2019. Violeta from Career Development has been holding office hours every Thursday since Fall 2018 semester, and Academic Counseling held office hours for Grad Checks in both Fall 2018 and Spring 2019 semesters.

DAB Updates  DAB was able to provide funding for Hispanic Organization for Leadership and Achievement (HOLA) first every cultural dinner, which was attended by over 150 people  DAB had its first ever DAB Mixed Tape Series in showcasing underground artists to the campus community.  DAB in the Cities has been very successful in connecting students to the surrounding communities in the Twin Cities such as the Penumbra Theatre, and Minneapolis Indian American Center, as well as attending the arts in seeing Hamilton, Minneapolis Institute of Arts, and The Hate You Give. Additionally, students have had an opportunity to meet with local entrepreneurs of color at their various restaurants from Venezuela to West Africa, in addition to attending cultural events in the Twin Cities communities.  DAB hosted the first Pop Up Dinner with The Sioux Chef in March 2019. In working with Catering Services and St. Thomas indigenous students, DAB was able to bring Chef Sean Sherman to educate students on Native American cuisine and decolonizing one’s palate.  SDIS, ACD, DAB, and English Dept. collaborated during February 2019 on the 5th Annual Slam Poetry Week with a record-breaking attendance throughout the week, there was over 300 attendees.

Benchmark Data: Provide comparison information for your department/program including national data, benchmark institutions.

Diversity, Equity & Inclusion: Provide summary of department activities and initiatives that support the Universityâ&#x20AC;&#x2122;s Anti-Racism Action Plan. ď&#x201A;ˇ

SDIS navigated and facilitated various campus out-of-classroom programs in response to racial incident on campus. We provided opportunities for

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students to process, communicate, and engage around the topic of racial diversity and the campus racial climate. While the framing of racial issues is at times difficult, SDIS worked on these efforts in order to affirm racial diversity and provide comfortable, inclusive environments for all students. SDIS continues to provide a positive climate for diverse students on campus through advocacy and support for various needs base on race, ethnicity, gender, or sexual orientation, etc. SDIS staff coordinated efforts to advance the University’s Anti-Racism Action Plan by serving as diversity liaisons in the following committees: o UST Student Code of Conduct Revised/Review – Jesse Langer (July 31st, 2018) o Residence Life – Community Resource Fair “SDIS” (August 20th, 2018) o Tommie Advantage – Tommie Link Pathways Committee o Restorative Justice- Where We’ve Been and Where We’ve Headed (September 11, 2018) o UST Fact Finder/Process Advisor o Minneapolis Public School – Parent Participatory Evaluators o DSA Cookie Cart Volunteer (December 7th, 2018) o American Texture All Campus Program (February 11th, 2018) o HHMI Grant Committee o Dean of Students Diversity and Inclusion Training Committee o UST Student Leadership Scholarship Committee o UST FYE Global and Intercultural Competence Committee o Building Our Future Campaign – Abusive International Marriages; Campaign organizer o Coalition of Asian American Leaders o Hmong in Higher Education o Student Clubs - Advisor – Asian Students in America (ASIA) o Employees of Color Engagement Committee o Alumni of Color advisory for DFC and UST alumni o University Committee on Global Strategy o Forum on Workplace Inclusion o Welcome Days - Convictions Panel and Facilitator Training o Group O &R 2020 Diversityedu o Retention and Persistence Work Group o Diversity Student Leader Retreat o DOS Student Misconduct Hearing Board Purple Couch continues to serve as a gathering time/pace for our community and our students to process current events. For example, in response to the tragedy in NZ we were able to hold space for the St. Thomas community members to process (many of whom were Muslim women). SDIS, Dean of Students, and Residence Life continued the conversation about racism starting the spring semester with the program American Textures, which was facilitated by Jonathan Santos. This was attended by 250 students.

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SDIS believes that it is important to share a common language while working towards a wholly inclusive and equitable community through our work in areas of diversity, inclusion, and equity; we created a glossary of vocabulary/terms “Shared Language, Shared Understanding” SDIS promoted via social media the use of the University’s Bias reporting system. SDIS recruited students and facilitated focus groups in order to get input related to our initiative for on-line diversity training with DiversityEdu.

Recruitment & Retention Data: Data that captures recruitment activities and retention data including data that highlights impact of programs/services. 

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New: SDIS partnered with Academic Counseling and Retention and Student Success to complete Fall/Spring Grad Checks for SOC/Indigenous students in the SDIS office, especially for Juniors/Seniors. This initiative was very impactful as students were able to make sure they were on track to graduate and also they were able to confirm whether or not their study abroad credits transferred appropriately. New: SDIS partnered with UROP for the Meet the Mentor and Grad Fair events. Also UROP scheduled on-going office hours in SDIS to promote paid research opportunities. These initiatives helped students get connected with faculty members and also learn about paid campus resources that can help fund their passions and discipline interests. Additionally, the Grad Fair event encouraged Juniors/Seniors to think about their next steps after graduation which gave them an extra push and incentive to graduate on time. New: SDIS partnered with the business office to open up lines of communication regarding outstanding balances for SOC/Indigenous students. SDIS helped advocate for students and worked with the business office to structure reasonable payment plans for the students. This helped students with outstanding balances register for classes on time and access other financial resources that was not previously available to them. On-going: DEASE/REAL Program/Linkages Mentor Program. SDIS/Center for Common Good work together to facilitate monthly workshops for DEASE Scholars, in addition to, Fall/Spring retreats. SDIS staff also scheduled 1:1’s with the students each semester. The monthly meetings allowed the SDIS staff to have regular check-in’s with the students and provided time to give the students information on tips and tools regarding academic success and career readiness. This newer cohort model helped build a sense of belonging on campus for these scholarship recipients which correlates to a higher retention rate. The cohort model also gave students time to reflect on the UST vision “All for the Common Good” as they engaged in volunteer opportunities throughout their academic career. SDIS’ REAL Program is to be a retention -based initiative for underrepresented students. The REAL students are a part of summer bridge cohort model program allowing students to become familiar with the campus

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environment and resources early on in their academic career. This creates a sense of community before the school year begins and builds trust between the students and the SDIS department. This year, SDIS staff observed an increased involvement from former REAL participants as these students were engaged in the SDIS office/Intercultural Center programming. Again, this created a sense of belonging and it allowed SDIS staff to casually check-in with students on a regular basis regarding academics and personal concerns. SDIS/Student Success and Retention/DOS continue to work together to ensure students are aiming towards academic success by reviewing mid-term and final grades and engaging in outreach interventions for students who have below average GPAs. SDIS’ Linkages Mentor Program uses peer mentorship as a retention-based initiative for under-represented students. The Linkages Mentor Program is a retention-based initiative for both the mentors and mentees. For instance, the Linkages Mentor Program gives mentors an opportunity to be leaders on campus and gain recognition for their contributions, and mentors help firstyear students navigate college by meeting with them frequently to answer questions and connect them to campus resources. Additionally, the monthly workshops gives the mentors/mentees an opportunity to be in community with other students to discuss their identity, campus resources, concerns about college, and career opportunities. Lastly, the mentors/mentees get to know the SDIS staff and the Linkages Mentor Coordinators (student workers) through 1:1’s. Through the 1:1 meetings students become more connected to more campus supports which also helps with retention efforts. On-going: SDIS provides students with internal and external scholarship resources. SDIS plans to enhance the promotion of scholarships by having the dates, links, and descriptions of various scholarships readily available on the SDIS webpage. Financial limitations is a top reason students do not graduate on time or at all from UST and SDIS believes making scholarships more readily available will help with retention efforts.

Data and Trend Analysis: Provide a summary and brief analysis of quantitative data and/or qualitative trends that represent effectiveness of the programs and services your department/program provides. SDIS Annual Report - Programming 2018/2019 Academic Year 25 Programs 1,006 Attendees Culture Stew (90) Latinx Impacts and Historical Contribution to our Society Today – Dr. Gabriela RicoSpears OutFront: Gender Fluidity – Eva Wood & Jac Stringer Mixed Race Conversations – Student/Alumni Panel AAPI Identities through Generations – ASIA/HUSA/Alumni

Teach In (70) Nike and Diversity – UBC & Opus College And Still We Rise (91) Ancestral Emergence and Revolutionary Act of Healing – Dr. Aida Martinez Narrative of a QPOC – Dr. Saby Labor Native American Women – Dr. Katrina Phillips Black Girl Magic – Shani Tran If You See a Buddha on the Road..You Kill It, A Conversation of Self Actualization – Shiranthi Goonathikaka Asian American Organizing Project – Isabele Alesna Movies that Matter (174) Food Chains One Vote Mankiller Blackkansman The Loving Series American Revolution: Grace Lee Boggs Social Justice Summit 11/11/2018 (55 Attended/170 RVSP) Emotional Journey through Movement and Belonging – Dr. Shakti Butler J Term Book Club (165) “The Hate You Give” by Angie Thomas Slam Poetry Week 2/26 – 3/2/2018 (361) Writer’s Workshop – Mike Mlekoday Slam Poetry Artists Performances Slam Poetry Contest SDIS Programs Qualtrics Survey FY 2018 – 2019

Averages

How often do you have conversation with a person or group of this topic? 45 40 35 30 25 20 15 10 5 0 Almost Always Often Sometimes Seldom

Never

Responses

We had a total of 174 respondents of our programming surveys.

Responses

Almost Always

13.58

Often

17.6

Sometimes

38.45

Seldom

30.97

Never

12.45

When attending SDIS programs, about 81.87% of attendees SOMETIME to NEVER had a conversation about these topics with a person or group.

Averages

How often has this topic been discussed in your UST courses? 45 40 35 30 25 20 15 10 5 0 Almost Always Often

Sometimes Seldom

Never

Responses

Responses Almost Always

% 7.69

Often

11.82

Sometimes

23.82

Seldom

41.81

Never

29.19

When attending SDIS programs, about 69.06% of attendees were Average to Very Poor awareness of the program topics discussed PRIOR in attending.

How would you assess your knowledge AFTER attending this program? 70 60

Averages

50 40 30 20 10 0

Excellent Above Average Average Below Average Very Poor

Responses

Excellent

21.37

Above Average

60.97

Average

22.71

Below Average

Very Poor

After attending an SDIS program, 82.34% of attendeesâ&#x20AC;&#x2122; awareness of the topic was Above Average to Excellent after attending our programs.

A ve rag e s

As a result of this event I was able to recognize the important and the barriers to creating more equitable & inclusive community 60 50 40 30 20 10 0

Responses

Strongly Agree

46.54

Agree

50.79

Not Sure

Disagree

Strongly Disagree

About 97.33% of attendees in result of SDIS programs recognize the importance and barriers in creating more equitable and inclusive community. DAB Annual Report - Programming 2018/2019 Academic Year 43 Programs 3,818 Attendees 7 Programs Surveyed 56 Responses How would you rate the overall content and format of the event? Respondents overall felt that DAB programs/events were 95% very good to excellent.

How would you rate your awareness of the topic PRIOR to attending this event? Respondents that attended a DAB event/program, about 56.36% had good to poor awareness of the DAB topics that were presented prior to attending.

How would you rate your awareness of the topic AFTER attending this event? Respondents that attended a DAB program/event, 85.18% rated that after the event their awareness of the topic was very good to excellent.

First-Year Dease Scholar Cohort Spring 2019 Volunteer Retreat Survey Data

First-Year Dease Scholar Cohort Spring 2019 Volunteer Retreat Qualitative Data: What was the most impactful part of the service retreat? Definitely being able to volunteer in a safe space with various types of service and seeing the direct affect. Visiting the homeless shelter Serving the meals and touring the shelter building. Linkages Mentor Program: The data (available via crosstabs in our SDIS Qualtrics account) says of the 92 responses between 6 workshops: ď&#x201A;ˇ

75 agree or strongly agree that a workshop increased sense of belonging

ď&#x201A;ˇ

85 agree or strongly agree that a workshop provided skills that will help with academics

ď&#x201A;ˇ

88 agree or strongly agree that a workshop provided information about helpful resources

ď&#x201A;ˇ

69 agree or strongly agree that a workshop helped them understand the impact of their identities

See chart below for the Linkages Mentor Program workshop data:

Data informed actions: Based on data provided, what changes (if any) will you make moving forward?  

SDIS will align both our Dease and Linkages programming with the learning objectives of the Tommie Advantage. SDIS will enhance the iLed program. Shanea Turner-Smith will become a qualified IDI facilitator. During Spring 2020 we will be able to double the number of participants in the program.

Changes/Innovations: Briefly describe any changes/innovations you would like to make in the coming year.  

DAB and SDIS will integrate programming and student intern/programmers. SDIS will develop an initiative called the “The More You Know” This week of presentations will offer undergraduate students the opportunity to disseminate findings on critical issues within their respective fields. Undergraduate students from all disciplines may submit proposals related to diversity in all areas, including culture, ethnicity, race, gender, sexuality, and ability status. We will particularly welcome posters (as well as other types of displays) based on projects conducted by students in undergraduate courses on any topic related to diversity, and/or experiences such as Study Abroad, Internships, and Social Innovation. We are, however, also looking for submissions based on research, scholarly, or creative work. Both group and individual presentations will be accepted.

Goals: List and briefly describe three to five goals for next year. 

DAB will be integrating within SDIS space and programming this academic year. This combination will allow for overall campus diversity programming to be more consistent and well supported. In this combination, diversity programming from SDIS will be integrated with the Diversity Activities Board. To ensure diversity programming will be impactful and meets the missions of our campus, SDIS will be doing the following: o Hiring an additional graduate assistant for support in supervising the DAB student workers o Creating a workstation within SDIS office space for DAB student workers o Creating new program initiatives for each DAB student worker to meet for the year

Creating a better finance process for cultural dinners, co-ops, and diversity programs o Central contract for all diversity program collaboration to be within the SDIS office Intercultural Leadership and Education Development Program (iLED) first cohort will be coming to its end of Fall Semester and recruitment will be happening for the second cohort this Fall 2019. Within recruiting we saw a high level of students applying, and with that we found that there is a need for more personal one on one coaching in intercultural development for cultural competence and identity development. SDIS will be expanding the iLED program by doubling the students in the cohort from 10 to 20 students, and having another SDIS Staff be IDI certified. SDIS will also be allocating funding for participating students to create their final capstone for the program and awarding them an award of completion. Expand our LGBTQ programming and services in order to better support trans and queer students. Approach LGBTQ student support through an intersectional lens that accounts for students’ multiple identities (e.g., race, SES, age, veteran status); and provide leadership development opportunities specifically for LGBTQ students of color that do not require them to prioritize one identity over another. Inform our work based on these recommendations. SDIS will help support the retention of the first DFC Transitioning Scholars cohort through three touch point workshops and by working with the new Graduate Assistant for Student Retention and Success to monitor academic progress, social connections (sense of belonging on campus), and to coordinate support services. Touch-points: o August 1, 2019 SDIS will send a survey to the DFC Transitioning Scholars to gather baseline data on their expectations, concerns, and needs as the transition to the St. Paul campus. o DFC Transitioning Scholars’ will be added to the SDIS distribution email list and will be personally invited to attend SDIS/DAB events. o Three Touchpoint workshops with the DFC Transitioning Scholars:  Welcome Resource Reception held September 5, 2019  Fall check-in held November 12, 2019  Spring check-in held in April 7, 2019  Schedule 1:1’s as needed o

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REAL Program Exit Interview Themes

FINDINGS Summary 

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Social nights were super important for this group. Almost all of them reflected on the social nights and/or the general bond and connection made within the group! o There were even suggestions to do weekend events Tension about living with someone they didn’t know came up for quite a few students, a couple of them had some issues There was some drama which some students felt was not addressed o For some students this was in relation to the case study o For others, it was roommate related Even students who had some tough times really enjoyed the program

Quotes             

“There was a sense of community for us students of color – that was a contrast from orientation.” “I valued the friendships the most – I wasn’t expecting it.” “The last week got so chaotic/bgggusy. The talent show was a surprise!” “I don’t feel like I am on my own [at St. Thomas].” “Please address roommate issues if they come up.” “I liked that the workshops were not just academic but on well-being too.” “Campus feels like home.” “I wish we talked more about how hard it might be as the only person of color in a class.” “I went through a lot of change and found independence.” “If I could get through [the REAL program] I can do this.” “I learned to manage little pockets of time.” “I am still at my work study job and good friends with my coworkers.” “The social nights showed us that just because we are in college doesn’t mean all days have to be boring!”

My suggestions  

Can there be like a Microsoft site with info for students to check for information once they are in the REAL program but before it starts? Perhaps a roommate preference system would alleviate some tension/anxiety around roommates? o Maybe a survey with a question that says write a short introduction to your REAL program roommate. You will get the same from them!

THE DATA

The (#) reflect how many students made this comment. It is in order of most popular to least popular. Some outliers of note are in red. Be advised – some students provided more than one answer per questions so totals per question might be more than 16.

What did you value most about being a student in the REAL Program?         

Sense of community/bonding/friendships (8) Living on campus (4) Getting a feel for the college experience (3) Being around other students of color – real contrast from orientation (3) The course was good (3) Workshops – one student especially liked that they weren’t just about academics but well-being too (2) Self-discovery/independence (1) Care from the organizers (1) Job (1)

What did you value the least?        

Mornings (4) Workshops (4) Case study was rolled out late – hard to plan (2) Class 3 hours (2) Students not open minded sometimes (1) Living here (1) Drama (1) Roommate relationship/pairing process (1)

REAL Program is intended to help prepare students coming out of high school for their first year in college. As you’ve gone through your first semester, how successful or unsuccessful do you think REAL Program was in doing accomplishing this?           

Helped with time management (5) I was prepared – did a lot of college prep before (3) More connected/helped socially (3) Familiar with campus (3) I am well informed now (2) Know where to do homework (1) Helped prepare for college life (1) Still a big change, culture shock (1) Good to get a feel for homework and studying (1) Different because I commute now (1) Helped with tips and tricks and expectations (“street smarts”) (1)

What were your thoughts on the workshops that were provided? Did any stand out as being particularly helpful or not helpful? 

Career good (6)

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Excel good (5) Personality one great (5) Some were repetitive and/or not engaging (2) Stress management good (2) Skills good (1) Sleep good (1) Pub safety good (1) $1000 good (1) Sleep good (1) Liked where we go to hear from students’ previous experiences (1) Felt long (1) The public safety one was not relevant (1)

What were your thoughts on the time commitments involved with REAL Program?        

Manageable (7) Good to be busy (3) Adjustment (2) Needed more homework time (2) Was weird to have a set schedule and not being able to do own schedule (1) Felt like a lot at the time, now that I started college it was good (1) Hard not to procrastinate further in (1) Was already prepared (1)

What part of REAL Program do you really want to make sure continues in the future?           

Social nights (11) Job – still there/friends (5) Class (4) Bonding (3) Career workshops (2) End celebration (1) Case study (1) Team work activities (1) Excel workshop (1) Value workshop (1) Self-discovery aspects (1)

Do you feel you had the support you needed? If not, what was missing?     

Yes (6) Mentors were great! (5) Liked “levels” of leaders (e.g. peer mentors, staff, Patricia) (1) Knew it was there, didn’t utilize (1) Yes – but was only male person of my racial group was hard (1)

Now that you are midway through your first semester, what would you recommend to help us create a better experience for future REAL Program students? What should we do more of, less of, or the same?           

Trying to get students to stay weekends/have weekend socials (2) Wish there was more time after class ended (for case study and celebration and socializing)(1) Help more with conflicts (1) Loved t shirt (1) Liked altering between work and study time (1) Talk more about being only person of color in class (1) Felt out of place at orientation (1) It was hard having work before an exam (1) Wish there was on campus activities or clubs (1) More bonding/social nights/on campus hang out time (1) Maybe a cooking night (1)

Is there anything you wish you had known going into your experience in REAL Program that you think we should let people know in advance?            

Felt informed (6) Roommate info (2) Talent show (2) Lot of reading (1) Where to get textbooks or textbook buying tips? (1) That the tuition bill would come but be covered (1) Case study (1) More reminders on what to bring (1) That you can leave on weekends (1) Not as bad as you think (1) Class was long (1) Might be drama (1)

What other advice, recommendations, or insights can you share that might help keep the REAL Program strong?              

Use the CDC (1) Tell students it is not all about class – get connected with resources/network (1) More events in different buildings (1) Weekend stuff? (1) More homework time (1) More bonding! (1) Can you facilitate some of that student life aspect (e.g. clubs) (1) Class felt a little easy (1) Advertise more in advance, more for students unsure (1) Pick case study groups? (1) More clarity about REAL program application (by vs. on) due date (1) Bad experience with O.L. (1) Felt like culture was misunderstood (1) Please address roommate issues (1)

2018-19 Annual Department/Program Report Department/Program Name: Vice President for Student Affairs Office Accomplishments: â&#x20AC;&#x153;As a result of studentsâ&#x20AC;&#x2122; co-curricular experiences at the University of St. Thomas, students will become leaders who meaningfully advance the common good.â&#x20AC;? This educational priority of Tommie Advantage is designed to bring an intentional focus on student learning to our work and inspire collaboration across co-curricular units on campus. On a national level, Tommie Advantage is referred to as a curricular approach, a shift away from traditional programming approaches in Student Affairs to a more intentional, developmentally sequenced approach that is defined by institutional mission and purpose. A video was created by undergraduate student affairs social media interns as an introduction to Tommie Advantage.

The National SEED Project is a peer-led professional development program that creates conversational communities to drive personal, organizational, and societal change toward greater equity and diversity. Rachel Harris from Student Affairs together with Rama Hart from Opus College of Business and Michelle Thom from Human Resources were trained as SEED leaders and facilitated the inaugural SEED seminar for faculty and staff at St. Thomas. The seminars are designed to include personal reflection and testimony, listening to others' voices, and learning experientially and collectively. Through this methodology, SEED equips us to connect our lives to one another and to society at large by acknowledging systems of oppression, power, and privilege. Evaluation comments from participants identify the powerful change SEED is bringing to St. Thomas: "I have used concepts from SEED in the classroom to facilitate difficult dialogues about white silence (serial testimony and cross talk) and I have been inspired to take greater risks in my teaching (around topics of race) and trusting I can handle student reactions. Additionally, I have been sharing learning with my fellow faculty peers and I see how SEED concepts and processes could be used within my department to assist our work and how we work with cohorts of students. I see this as impacting all aspects of education: admissions, in the classroom, and as graduates who take their awareness and skills out in to the world. To me, SEED could turn out to be a really excellent vehicle for helping our campuses become the anti-racist places we want them to be. The more people on campus who experience SEED, to more we will be able to have organic conversations outside of formal programming." - SEED Cohort 1 participant "I have found that I look at everything I do in my day-to-day work with a more critical eye around issues of race, gender, and other identities. When someone proposes a new project, for example, I think about whether this will make St. Thomas more inclusive or not. I do my best to see everything through that lens, and it has helped me become much more aware of the structural and unconscious racism that exists all around me on a daily basis. As a white person, I don't see it naturally, but SEED has created something of a new reflex in me around this topic, which I greatly appreciate." - SEED Cohort 1 participant

Welcome Days is a required comprehensive educational and social program designed to prepare incoming first-year students to succeed at St. Thomas. This video was created by undergraduate student affairs social media interns as a recap of the 2018 Welcome Days experience.

The new Center for Well-Being is scheduled to open in the fall of 2019. This initiative will put the health and wellness of our students front and center while making St. Thomas an innovator in student well-being. The center will integrate counseling, primary health services, wellness and violence prevention into one location. Students who seek help will be able to access both physical and mental health services in an integrated care setting, in a timely manner. The center will promote the health of mind, spirit and body to help our students become resilient learners and engaged members of our university community. Planning and preparation for the renovation of the Child Development Center and the implementation of expanded health, mental health and resiliency initiatives have been front and center in our work during the 2018-2019 academic year. Along with the planning for the opening of the Center for Well Being, this year has included the compassionate planning and implementation of the closing of the Child Development Center. This was a very difficult decision. The CDC has done a wonderful job over the years developing children. Deep care was shown for the employees and families who use the CDC and certainly for the children who attend. We made it a priority to give the employees, families and children adequate time to deal with this closure. A transition plan supported those impacted. We identified other child care options for families and provided resources, including one month of free child care, to help with the transition. Two-Year Residency Requirement Beginning with the Fall 2021 entering first-year class, the University of St. Thomas will implement a new policy requiring full-time, undergraduate, first- and second-year students to live on campus at St. Thomas. We believe that living on campus in a student’s first and second years provides learning opportunities that are holistic and transformative. Benefits of living on campus the first two years at St. Thomas include:  

Developing a sense of belonging to the campus community. Creating meaningful connections with students, staff, and faculty that support a student’s academic and career journey.  Experiencing co-curricular learning aligned with the Tommie Advantage.  Engaging in campus events and taking advantage of campus resources.  Guaranteed housing on campus for a student’s first two years. Students feeling fulfilled with their university experience. Tommie Johnnie Game The Johnnie-Tommie football game has a long, storied, and successful tradition that draws enormous crowds. Student Affairs works with students to make every effort to maintain a safe,

fun and family-friendly environment for fans. This year our undergrad student affairs social media interns created a TOJO survival guide video for students. Student Affairs Fellows Launched a pilot Student Affairs Fellows leadership development program targeting mid-level student affairs professionals, offering shadowing experiences and broader understanding of student affairs leadership this fall with six professionals participating. Participants were each paired with three directors within the division for a shadowing experience and met monthly to discuss various topics of student affairs leadership. Each participant also attended one leadership council meeting and had a 1:1 meeting with Karen.

Center for Student Achievement. The Division of Student Affairs and Academic Affairs launched the next phase of the Center for Student Achievement. Collaborative programming initiatives targeted increased retention of first-year students, students of color, first-generation students and commuter students.

Student Affairs hosted the annual Late Night Breakfast for all student on Study Monday. Students have enjoyed this late night breakfast at St. Thomas for over 25 years. Over fifty individuals from Student Affairs volunteered their time and skills in cooking, greeting, serving, washing dishes, organizing games and cleaning. Celebrity volunteers from across campus helped serve the delicious breakfast of eggs, sausage, potatoes, fruit, and baked goods to just under 1000 students.

Student Affairs planned the â&#x20AC;&#x153;American Texturesâ&#x20AC;? film screening followed by a dialogue with Jonathan Santos, Facilitator, Soul Singer and Cultural Organizer and one of individuals featured in the film. Over 400 undergraduate students attended this event that kicked off the spring semester of classes.

The Inclusive Leadership Collaboratory (ILC) was created within the Frank and Judy Sunberg Leadership Center. The mission of the ILC is to foster a multicultural environment where students can engage in foundational learning experiences that will help them develop the attitudes, knowledge, and skills needed for inclusive leadership in an increasingly diverse world. Campus Life collaborates with faculty and students to use the Inclusive Leadership Collaboratory for collaboration activities and educational events. Programming on Inclusive Leadership this spring included:   

Creating an Inclusive Community Intercultural Communication Democratizing Leadership

The Intercultural Center within Student Diversity and Inclusion Services (SDIS) celebrated its grand opening in March 2019. Programming in the Center includes: Mid-Week Conversations: Starting February 6, we have had heart-to-heart conversations on the following social identities: African American, Multi-Racial, and Asian American Pacific Islander. Attendance ranges from 5-30 members each week including students, staff, and faculty. People in attendance stated they experienced: 

empathy

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an enhanced sense of community

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engagement in critical thinking

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reflection on their own social identity

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communication across diverse perspectives

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engagement in truth telling and healing

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cultural competency development

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identification of their own biases and triggers.

Quickbites: Starting February 27th and held every day at 12:15pm, SDIS shows quick video clips on topics related to diversity and inclusion such as: spoken word and inspiring TED Talks. Then SDIS has students, staff, and faculty write reactions to the video on the SMART Board in the Center.

Shared Spaces: Dr. Buffy Smith was the first faculty member to hold office hours in the Intercultural Center on April 18th. Laura Bru from the Undergraduate Research Opportunities Program, Violeta Lara from the Career Development Center, and staff from Academic Counseling also hold office hours in the Center. Purple Couch continues to serve as a gathering time/space for our community and our students to process current events. For example, in response to the tragedy in New Zealand we were able to hold space for the St. Thomas community members to process (many of whom were Muslim women). University Action and Response Team The University Action and Response Team (UART) designed and rolled out an online active shooter training to the entire St. Thomas community this year. UART coordinated the institutional response to a bomb threat to the St. Paul campus in the spring. This response allowed UART to execute the emergency training and protocols that they practice through tabletop exercises each quarter. As is protocol, a hotwash of the incident response identified areas that the university can improve in its emergency campus response. UART continues to train, practice response through tabletop exercises and improve campus readiness and resilience.