Student Services and Enrollment Management Strategic Plan 2022 by University of Oregon

STUDENT SERVICES AND ENROLLMENT MANAGEMENT

STRATEGIC PLAN

Strategic Plan 2022

Framework

STRATEGIC PLANS BY DEPARTMENT

Continuing and Professional Education

Office of Admissions

Office of the Registrar

Office of Student Financial Aid and Scholarships

University Health Services

University Housing

University Testing Center

DEPARTMENT STRATEGIC PLANS

SSEM DEPARTMENT HEADS

Facilitated by department leadership with contributions from their entire team. Many of the individuals listed below contributed to the SSEM strategic plan prior to the COVID-19 pandemic, and many contributed after the planning process resumed in 2021. Some listed are no longer employed at the UO, but their contribution remains meaningful and appreciated.

Sandra Gladney, Continuing & Professional Education

Michael Griffel, AVP Director of University Housing

Jim Rawlins, AVP Director of Admissions

Jeff Bulkley, Director of Testing Center

Julia Pomerenk, AVP University Registrar

Cora Bennett, Director of Orientation Programs

Jim Brooks, AVP Director of Financial Aid and Scholarship Deb Beck, AVP Executive Director of University Health Services

STRATEGIC PLAN FINAL ASSEMBLY

Keith Frazee, AVP and Chief of Staff

Keith Frazee Jonathan Jacobs Shawn Sorenson STRATEGIC PLANNING FRAMEWORK

Steve Robinson

Lauren Stanfield, AVP Director of Strategic Communications and Marketing

STRATEGIC PLANNING COMMITTEE GROUP 1: SERVICE

GROUP 2: COMMUNITY

GROUP 3: ACCESS/AFFORDABILITY

GROUP 4: SUCCESS

Shawn Sorenson, SSEM Research & Assessment (chair)

Sonya Faust, Continuing & Professional Education (co-chair)

Jonathan Jacobs, SSEM Research and Assessment (chair)

Phlllppe Bou Malham, SSEM Research & Assessment (chair)

Shelly Ehlers, Registrar’s Office

Katy George, Strategic Communications (co-chair)

Micah Howe, Orientation

Travis Worrell, Strategic Communications

Stacie Irvin, SSEM Events Clodagh Thompson, Health Center, PTSM Manager

Joelle Goodwin, Admissions Asha Stephen, Counseling Center

Brian Stanley, Admissions

Amy Grainger, SSEM Central Office

Veronica Ramos-Aguilar, Admissions

Alisia Caban, Counseling Center

Karrie Goosmann, Health Center Nurse

Angie Peatow, SSEM Central Office

Gregg Wendland, Health Center, Pharmacy Manager

Angela Long, Health Center, Director of Health Initiatives

Staci Miles, Financial Aid

Deb Mclaughlin, Health Center, HIPAA

Farrah Meade, Housing, Facilities

Steve Mardane, Financial Aid

Silvina Sousa-Ransford, Housing, Res Life Marlene Blum, Strategic Communications

Heather Kropf, Housing, Res Life

Melea Tejedas, Admissions

Leah Andrews, Housing, Marketing & Communications

Margie Hanna, Continuing & Professional Education

Carrie Cook, Continuing & Professional Education

Bryon Booker, Housing, Catering and Conference Services

Paul Crawford, Admissions

Paige Schoenborn, Admissions Natalia Cota, Health Center, Payroll & Travel Jeff Bulkley, University Testing Center Teresa Davis, Health Center, Insurance

Cora Bennett, Orientation

Holli Johnson, Keeton, Financial Aid Laura Potter, Registrar’s Office Ken McClain, Health Services, Physician

MISSION STATEMENT

The mission of Student Services and Enrollment Management (SSEM) is to build a diverse, exceptional, and inclusive campus community. We are committed to providing access, affordability, and essential services that support all students to succeed as engaged, healthy, life-long learners at the University of Oregon and beyond. We aspire to serve our community with excellence, integrity, innovation, and compassion. WHO WE ARE

The Division of Student Services and Enrollment Management advances the University of Oregon’s tradition of excellence by enrolling and retaining high-achieving scholars from Oregon, across the country, and around the world. We work on behalf of prospective students, current students, and their families through each phase of the enrollment process: the college search, admission, registration, financial aid and scholarship, orientation, university testing, campus life, and onward to graduation. The UO continues to achieve unprecedented levels of success in enrollment. The past years have seen the UO set historic records in the academic quality and diversity of incoming classes. We have welcomed increasingly diverse classes of new undergraduate students, and those with diverse racial/ethnic backgrounds account for 36 percent of the most recent class. Incoming classes have also offered socio-economic diversity. Over the past 14 years, PathwayOregon, a program for incoming freshmen from Oregon who are eligible for federal Pell Grants, which are intended for students from lower-income households, has enrolled more than 7,800 students into the program. The average GPA of incoming freshmen remains exponentially higher than a decade ago, and their average SAT and ACT scores have set a new UO record. But we don’t stop there. We care and support students while they live and learn on campus in University Housing or visit University Health Services for support with counseling or health needs. We also support community education through our Continuing and Professional Education program.

S S E M S T R AT E G I C P L A N 2 0 2 2

STRATEGIC PLANNING OVERVIEW

In 2019 the Division of Student Services and Enrollment Management asked each department to submit a strategic plan that aligned with each of four core service areas defined by the Strategic Planning Task Force. Guidance was provided for the types of metrics to submit in each content area. Following a pause due to the COVID-19 pandemic, the strategic planning process resumed in 2021 to launch in 2022.

1. SUCCESS

2. SERVICE

DIVISION GOALS:

To support positive learning

To cultivate an environment where

experiences and the development

we are empowered and encouraged

of knowledge and skills that foster

to serve university communities

success.

with excellence.

FOCUS: Student Focus, Departmental Outcomes

FOCUS: Team Member Focus, Division Outcomes

The intent of the success goal section is to give all

The intent of the service goal section is to have a

departments a place where they can provide utilization

division focus on best practices for staff engagement

targets or innovation targets specific to their

and enrichment – empowering employees.

department. If there are student-facing, departmentspecific targets, they are intended to go here.

3. COMMUNITY DIVISION GOALS:

To strive for an increasingly diverse,

4. ACCESS AND AFFORDABILITY DIVISION GOALS:

exceptional, and inclusive university

To grow, promote, and champion

community.

the services and opportunities that

FOCUS: Student and Staff Focus, Division Outcomes

The intent of the community goal section is to have a division focus on best practices for community building, equity, and inclusion that apply to both students and staff.

facilitate and enhance a University of Oregon education. FOCUS: Student Focus, Cross-Departmental Outcomes

The intent of the access and affordability section is to identify cross-departmental or division-wide barriers to access and offer solutions for how to break those barriers.

S S E M S T R AT E G I C P L A N 2 0 2 2

CONTINUING AND PROFESSIONAL EDUCATION

MISSION STATEMENT:

University of Oregon Continuing and Professional Education (CPE) connects UO with regional communities. Working in partnership with UO schools and colleges, selected vendors, and national credentialing associations, we serve the public by enabling learning outside of the traditional university setting. You do not have to be an admitted student at the University of Oregon to explore what CPE has to offer. Individuals can access vibrant professional development opportunities, lifelong learning enrichment courses, and community engagement activities that serve more than 5,000 participants annually.

Organizational Goal(s) What are the broad, long-term outcomes the department aspires to achieve by implementing its mission?

ALIGNMENT WITH DIVISION FRAMEWORK

GOAL 1 SUCCESS

Encourage new registrations and retain current students across noncredit programming to achieve net positive revenue across the department.

SSEM1A1

GOAL 2 SERVICE

Serve the variety of student populations/communities by providing additional training or tools for effective communication for staff, student employees, and student volunteers.

SSEM2A3

GOAL 3 COMMUNITY

Leverage and expand the use of our department programs to better serve nontraditional students as well as additional university communities.

SSEM3B1

GOAL 4 ACCESS/ AFFORDABILITY

Explore options for expanding and improving access, affordability, and engagement.

SEEM4A, SSEM 4B

S S E M S T R AT E G I C P L A N 2 0 2 2

Continuing and Professional Education

SUCCESS

Encourage new registrations and retain current students across noncredit programming to achieve net positive revenue across the department.

REF

TACTIC/ACTION/ STRATEGY How will the department achieve or make progress on these goals

1.1

Expand Boot Camp offerings to reach the greater Portland metro area and across the state of Oregon.

MEASURE/TARGET How will the department assess progress or impact of the tactic?

RESOURCE NEEDS/ DEPENDENCIES

CHECK-IN/ DEADLINE

OWNER

Currently offering 4 cohorts of two topics each year, for a total of 8 cohorts. Expand to 2+ cohorts of two additional topics for a total of 14+ cohorts per year.

Continue support of online delivery option after pandemic restrictions allows for in-person learning.

CHECK-IN: WINTER 2022

CPE Executive Director and Assistant Director of Continuing Education

Need to secure additional facility space in Portland suburbs.

CHECK-IN: WINTER 2022

CPE Executive Director and Assistant Director of Continuing Education

DEADLINE: QUARTERLY

CPE Executive Director, SSEM Fiscal Manager, CPE Assistant Directors

DEADLINE: END OF FY22

CPE Executive Director, OLLI Program Managers, CPE Operations Staff

CHECK-IN: ONCE AT END OF FY.

Associate Director of Conference Services

1.2

Maintain efficiency in staffing and staff assignments to support specific programs.

Monitor quarterly, in conjunction with budget review. If necessary, reorganize department org chart and personnel assignments.

Quarterly fiscal reports. If personnel actions are needed, then review and approval by Human Resources will be necessary.

1.3

Grow participation in Osher Lifelong Learning Institute at both Eugene/Springfield and Central Oregon sites.

Increase annual membership by 5% net.

• Grant monies. • Securing anchor location in Central Oregon. • Consideration of additional program formats. (Evenings or weekends?) • Classroom facilities that can enable growth and accommodate flexible learning formats, e.g., hybrid delivery.

1.4

Retain current clients and maintain volume of events and types of services provided by Conference Services.

Assess client list and types of services provided in the year.

Talented staff with ability to add and modify positions to maintain flexibility and responsiveness to client needs.

Continuing and Professional Education

SERVICE

Serve the variety of student populations/ communities by providing additional training or tools for effective communication for staff, student employees, and student volunteers.

REF

TACTIC/ACTION/STRATEGY

MEASURE/TARGET

How will the department achieve or make progress on these goals

How will the department assess progress or impact of the tactic?

RESOURCE NEEDS/ DEPENDENCIES

CHECK-IN/ DEADLINE

OWNER

2.1

Department leadership will provide regular, direct messaging (e.g., open communication) encouraging staff to take advantage of university provided professional development opportunities. Messaging will need to include clear guidelines on time commitments and fiscal resources.

Send quarterly emails to staff highlighting opportunities relevant to CPE staff. Review at regular performance reviews.

MyTrack and HR Professional Development websites and resources.

CHECK-IN: EVERY SUMMER

CPE Director, Associate and Assistant Directors, HR Partner

2.2

Identify opportunities for student employees and provide relevant information and time to participate.

Supervisors to send quarterly emails to student employees highlighting opportunities. Review this option at regular performance reviews.

• Skillsoft

DEADLINE: QUARTERLY

CPE Executive Director, SSEM Fiscal Manager, CPE Assistant Directors

• HR Professional Development website • Student Employee Enhancement (SEE) resources

2.3

Formalize and publicize volunteer opportunities within Osher Lifelong Learning Institute program.

Publicize on the OLLI website. Write and formalize volunteer position descriptions. Coordinate volunteer coordinators with CPE staff.

Risk Management approval of volunteer service conditions

CHECK-IN: EVERY SUMMER

OLLI Program Director and Program Managers, HR Partner

2.4

Conference Services will continue to offer a broad range of student job opportunities, providing reallife professional development and training for future employment.

Engage in regular hiring and training cycles throughout the academic year (by term). Success through student retention and evaluation of work at the end of each cycle or work segment.

Ample quantity of workstations, appropriate technology (computers, phones, etc.), access to university software and other campus tools (Adobe, MS Teams, etc.); teleconferencing equipment and tools.

CHECK-IN: TWICE A TERM

Conference Services core service area student supervisors

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Continuing and Professional Education

COMMUNITY

Leverage and expand the use of our department programs to better serve nontraditional students as well as additional university communities.

REF

3.1

3.2

TACTIC/ACTION/STRATEGY

MEASURE/TARGET

How will the department achieve or make progress on these goals

How will the department assess progress or impact of the tactic?

RESOURCE NEEDS/ DEPENDENCIES

CHECK-IN/ DEADLINE

Encourage collaboration between Osher Lifelong Learning Institute (OLLI) and university communities

Joint programming with OLLI and Museum of Natural and Cultural History (MNCH).

Build partnership with MNCH around programming and scheduling.

CHECK-IN: EVERY MARCH/ APRIL

OLLI Program Manager, MNCH Director of Public Programs

Invite Stamps Scholars to present as part of OLLI programming.

Build partnership with University Scholarships around programming and scheduling.

CHECK-IN: EVERY SPRING TERM

OLLI Program Manager, Associate Director and Coordinator for University Scholarships

OLLI members act as stakeholders and serve on focus groups for faculty research.

Build partnerships with university faculty.

CHECK-IN: WINTER 2022

OLLI Director, Vice President for Research and Innovation (VPRI)

OLLI members serving as mentors to Osher Reentry Scholarship recipients.

Build partnership with Undergraduate Education and Student Success (UESS).

CHECK-IN: WINTER 2022

OLLI Director, Vice Provost for UESS

Maintain current faculty engagement.

Sustain Academic Director as liaison with academic faculty.

CHECK-IN: EVERY SPRING TERM

Program Manager, Insight Seminars Academic Director

Recruit new faculty for new topic areas.

Leverage popularity of current enrollment levels to offer new topics. Sustain Academic Director for recruiting.

CHECK-IN: EVERY SPRING TERM

Program Manager, Insight Seminars Academic Director

Sustain and grow faculty participation in Insight Seminars programming

3.3

Serve nontraditional students through professional development opportunities in the digital skills and technology sector

Offer programming (e.g., Coding, Data Analytics, Cybersecurity and UX/UI Boot Camps) for students seeking to launch a new career.

Partner with Trilogy Education Services for curriculum, student recruitment, and career support services. Partner with UO in Portland or other commercial facility providers.

3.4

Conference Services will continue to support clients who offer professional development and training programs to nontraditional students in conference and event settings by providing custom database structures and tools to help manage program development (intake, review, evaluation, publication.)

Offer a robust customizable tool to clients (current and potential)

Talented staff educated in these specific platforms; flexible and customizable tools; appropriate technology; robust teleconferencing equipment and tools (file/screen sharing, video/audio, etc.)

OWNER

CHECK-IN: MONTHLY

CPE Executive Director, CPE Assistant Director of Cont. Ed.

CHECK-IN: ONCE AT END OF FY.

Associate Director of Conference Services; Assistant Director of Conference Services

Continuing and Professional Education

ACCESS AND AFFORDABILITY

Serve the variety of student populations/ communities by providing additional training or tools for effective communication for staff, student employees, and student volunteers.

REF

TACTIC/ACTION/ STRATEGY How will the department achieve or make progress on these goals

4.1

4.2

4.3

4.4

MEASURE/TARGET How will the department assess progress or impact of the tactic?

RESOURCE NEEDS/ DEPENDENCIES

CHECK-IN/ DEADLINE

OWNER

CHECK-IN: ANNUAL

OLLI Program Managers, Registration and Payment staff

CHECK-IN: ANNUAL

OLLI Program Managers, Registration and Payment staff

CHECK-IN: EVERY SIX MONTHS

OLLI Program Managers, Design Manager, Registration and Payment staff

• Staff time

CHECK-IN: ANNUAL

OLLI Program Managers, Design Manager, Registration and Payment staff

Annual survey (to recent and past participants). Review results and implement feedback as appropriate.

• Staff time

CHECK-IN: ANNUAL IN SPRING

Insight Seminar Program Manager, Design Manager, Registration and Payment staff

Explore opportunities to offer programming outside traditional office hours of Monday-Friday, 8:00 a.m.–5:00 p.m.

Research aspiration. Metrics to be defined.

• Staff time

CHECK-IN: ANNUAL

Program Managers, potential external partners

Monitor and enhance facilities for accessibility needs.

• In the Baker Downtown Center, address toilet height.

CHECK-IN: EVERY TERM

Program Managers, potential external partners

Explore needs of Osher Lifelong Learning Institute (OLLI) participants.

Annual survey (to all members). Review results and implement feedback as appropriate.

• Staff time

Quarterly survey (to new members). Review results and implement feedback as appropriate.

• Staff time

Bi-annual survey (to nonrenewing members). Review results and implement feedback as appropriate.

• Staff time

Info Hub focus group (annual). Review results and implement feedback as appropriate. Explore needs of Insight Seminars participants

• Survey instrument

• Build partnerships with UO collaborators • Build partnerships with other community-based organizations • Staff time • UO campus facilities support systems

S S E M S T R AT E G I C P L A N 2 0 2 2

OFFICE OF ADMISSIONS

SUCCESS

DIVISION GOALS:

To support positive learning experiences and the development of knowledge and skills that foster success. FOCUS: Student Focus, Departmental Outcomes

THEME 1A: TRACKING AND SHOWCASING SUCCESS AT THE DEPARTMENT LEVEL

THEME 1B: INNOVATE SERVICES AT THE DEPARTMENT LEVEL

Outcome 1A1: Ensure accuracy and frequent reporting on

Outcome 1B1: Ensure that selection practices for

metrics that measure success in the work of the office.

admission, scholarships, and special programs are carried

[ADM1A1]

out in a way that promotes equity and opportunity, and furthers the university’s goals for diversity, equity, and

Outcome 1A2: Showcase stories of Admissions office

inclusion. [ADM1B1]

success to SSEM leadership and colleagues. [ADM1A2] Outcome 1B2: Communicate academic opportunity and offerings to prospective students in a way that serves the goals of UO schools and colleges in concert with universitywide goals. Connect prospective students to their academic paths. [ADM1B2] Outcome 1B3: Convey the concept of community to prospective students in a way that serves the goals of cultural and other communities that make up the university. Connect prospective students to their social and societal paths. [ADM1B3]

Office of Admissions

SERVICE

DIVISION GOALS:

To cultivate an environment where we are empowered and encouraged to serve university communities with excellence. FOCUS: Staff Focus, Division Outcomes, Empowerment

THEME 2A: PROFESSIONAL DEVELOPMENT

THEME 2B: WORK ENVIRONMENT

Outcome 2A1: Proactively promote

culture that is safe and welcoming

Outcome 2C1: Contribute to

participation in internal professional

to all, both in the on-campus physical

professional development across

development activities among all

space and for remote/regionally based

the division by contributing to

Admissions employees (e.g., info

staff. [ADM2B1]

and attending division retreats

Outcome 2B1: Maintain a work

sessions, mini conferences, mentor program). [ADM2A1]

THEME 2C: CROSS-DIVISION/ UNIVERSITY KNOWLEDGE

and conferences, and by offering Outcome 2B2: Create an

Admissions-themed presentations

environment where staff respect

open to all SSEM staff. [ADM2C1]

Outcome 2A2: Maintain and expand

others’ roles and see how each

programs designed to give incoming

contributes to the overall office

Outcome 2C2: Maintain and grow

staff a multi-year plan for professional

structure and goals. [ADM2B2]

strong connections with school/

development, including areas of

colleges and select departments

responsibility and other growth

Outcome 2B3: Involve Admissions

through quarterly meetings with

opportunities. [ADM2A2]

staff in decision making when

Associate Deans (AAGUA), and service

possible, and provide maximum

in the interest of enrollment goals of

Outcome 2A3: Contribute to

transparency in planning and strategy.

academic units. [ADM2C2]

professional development across

[ADM2B3] Outcome 2C3: Provide timely training

the division by contributing to division retreats and conferences,

Outcome 2B4: Ensure consistent,

to Admissions staff on innovations

and by offering Admissions-themed

meaningful recognition of success

and other developments throughout

presentations open to all SSEM staff.

and commitment.

the campus, including guest speakers,

[ADM2A3]

visits to facilities, and other forums for learning. [ADM2C3]

S S E M S T R AT E G I C P L A N 2 0 2 2

Office of Admissions

COMMUNITY

DIVISION GOALS:

To strive for an increasingly diverse, exceptional, and inclusive university community. FOCUS: Student and Staff Focus, Division Outcomes,

Community Building, Equity, and Inclusion

THEME 3A: SENSE OF BELONGING

THEME 3B: PROGRAMMING AND SERVICES

THEME 3C: STRENGTHEN THE ADMISSIONS COMMUNITY

university’s commitment to diversity,

Outcome 3B1: Identify ways to

Outcome 3C1: Advance the IDEAL

equity, and inclusion in all Admissions

increase participation by diverse

Framework within the work of

communications, formal and informal.

prospective students in recruitment

Admissions. [ADM3C1]

[ADM3A1]

and outreach activities. [ADM3B1]

Outcome 3A1: Represent the

Outcome 3C2: Increase awareness of and collaboration with other SSEM units. [ADM3C2] Outcome 3C3: Partner closely with Division of Global Engagement, Diversity, Equity, and Inclusion and each of the Strategy Groups to leverage partnerships and foster a spirit of collaboration in efforts toward recruitment of diverse students. [ADM3C3]

Office of Admissions

ACCESS AND AFFORDABILITY

DIVISION GOALS:

To grow, promote, and champion the services and opportunities that facilitate and enhance a University of Oregon education. FOCUS: Student Focus, Cross-Departmental Outcomes

THEME 4A: REDUCE BARRIERS TO ACCESS

THEME 4B: AFFORDABILITY

Outcome 4A1: Provide pre-college programming that

Outcome 4B1: 3. Work closely with students to help them

builds college readiness and confidence for underserved

understand the full educational costs. Keep them apprised

students. [ADM4A1]

of scholarship opportunities. [ADM4B1]

Outcome 4A2: Provide pre-transfer programming to

Outcome 4B2: Fund programming that enables

community college students that builds confidence and

prospective students to visit campus for group and

belonging prior to application. [ADM4A2]

individual programs or attend other related pre-college programs where cost may be an obstacle. [ADM4B2]

Outcome 4A3: Ensure pre-college program offered by other parts of the university are coordinated in messaging, and strategic in tracking of both attendance and outcomes/ conversion. [ADM4A3]

S S E M S T R AT E G I C P L A N 2 0 2 2

OFFICE OF THE REGISTRAR

SUCCESS

DIVISION GOALS:

To support positive learning experiences and the development of knowledge and skills that foster success. FOCUS: Student Focus, Departmental Outcomes

THEME 1A: TRACKING AND SHOWCASING SUCCESS AT THE DEPARTMENT LEVEL

THEME 1B: INNOVATE SERVICES AT THE DEPARTMENT LEVEL Outcome 1B1: Build on the success

Outcome 1B6: Continue to explore

Outcome 1A1: Demonstrate

of working remotely over the past

electronic forms as an option for

departmental success: Create and

15 months and continue to provide

submission of student documentation.

implement a student satisfaction

excellent service with employees

survey to better assess student and

working in the office and remotely.

Registrar’s Office interactions.

Outcome 1B7: As the institution allows, and compliant with federal

Outcome 1B2: Collaborate with

requirements, implement electronic

Outcome 1A2: Establish and publish

colleagues across the university to

signatures as a means of simplifying

response and production timeframes

gather and share registration-related

documentation submission and

for processes.

data.

verification.

Outcome 1B3: Implement third-party

Outcome 1B8: Build on the

transcript ordering, printing, and

success of electronic appointments

delivery.

implemented during remote work while incorporating these into our

Outcome 1B4: Explore enhanced degree audit processes and products. Outcome 1B5: Implement Banner 9 Self-Service for students.

regular student services.

Office of the Registrar

SERVICE

DIVISION GOALS:

To cultivate an environment where we are empowered and encouraged to serve university communities with excellence. FOCUS: Staff Focus, Division Outcomes, Empowerment

THEME 2A: PROFESSIONAL DEVELOPMENT

THEME 2B: WORK ENVIRONMENT

Outcome 2A1: Proactively promote

that is culturally representative, safe,

Outcome 2C1: Create additional

participation in internal professional

warm, and inviting.

opportunities for cross-departmental

Outcome 2B1: Create a workspace

development activities among all

THEME 2C: CROSS-DIVISION/ UNIVERSITY KNOWLEDGE

employee trainings and orientations

full-time employees and student

Outcome 2B2: Create a workspace

employees (e.g., UO Leadership

where positive working relationships

Outcome 2C2: Participate in the

Academy, info sessions, mini

with supervisors and recognition of

annual student success summit to

conferences, mentor program).

good work are the norm.

increase sharing of Registrar’s Office

Outcome 2A2: Proactively promote

Outcome 2B3: Use existing and ad

participation in external professional

hoc work groups to review student

Outcome 2C3: Encourage

development activities among all

service model and recommend

participation in SSEM committees and

Registrar’s Office employees (e.g.,

enhancements to better support

working groups.

PACRAO Leadership Development

students.

information and updates.

Outcome 2C4: Encourage

Institute, training, conference Outcome 2B4: Create opportunities

participation in campus committees

for student employees to develop

and working groups and increase

Outcome 2A3: Engage with

paraprofessional skills in a

exchange of information obtained

professional organizations

professional work environment.

through cross-division/university

attendance).

by presenting at professional

interactions, as appropriate.

conferences and serving on national and regional organizing committees and/or boards.

S S E M S T R AT E G I C P L A N 2 0 2 2

Office of the Registrar

COMMUNITY

DIVISION GOALS:

To strive for an increasingly diverse, exceptional, and inclusive university community. FOCUS: Student and Staff Focus, Division Outcomes,

Community Building, Equity, and Inclusion

THEME 3A: SENSE OF BELONGING

THEME 3B: PROGRAMMING AND SERVICES

THEME 3C: STRENGTHEN THE SSEM COMMUNITY

and community-building with campus

Outcome 3B1: Continue to assess

Outcome 3C1: Advance the IDEAL

partners related to student support.

and research the best practices to

Framework within the Registrar’s

remove/reduce barriers to student

Office by encouraging and tracking

success.

education and application of

Outcome 3A1: Enhance collaboration

Outcome 3A2: Represent the

framework department goals.

university’s commitment to diversity, equity, and inclusion in all SSEM

Outcome 3B2: Identify and support

communications, formal and informal.

students at risk points during their

Outcome 3C2: Increase awareness

progress toward degree completion.

of and collaboration with colleagues from Financial Aid, Admissions, and

Outcome 3A3: Represent the university’s commitment to diversity,

Outcome 3B3: Invite representatives

Orientation in areas of recruitment

equity, and inclusion through

and speakers from across campus

and retention.

reviewing policies and practices to

to educate the Registrar’s Office

check for bias.

about the opportunities available to

Outcome 3C3: Collaborate with

students on campus.

campus partners to increase knowledge of Registrar’s Office

Outcome 3B4: Continue to grow

services to improve the success

relationships with other offices to

and experience of students from all

enhance services and support to

backgrounds.

students. Outcome 3C4: Continue to partner Outcome 3B5: Enhance our web

with campus offices in delivering

resource to support all students.

FERPA and user training for campus communities. Outcome 3C5: Actively recruit department staff that are representative of the University of Oregon student body. Outcome 3C6: Support and expand on pandemic planning across SSEM.

Office of the Registrar

ACCESS AND AFFORDABILITY

DIVISION GOALS:

To grow, promote, and champion the services and opportunities that facilitate and enhance a University of Oregon education. FOCUS: Student Focus, Cross-Departmental Outcomes

THEME 4A: REDUCE BARRIERS TO ACCESS

THEME 4B: AFFORDABILITY

Outcome 4A1: Reduce barriers to access through

Outcome 4B1: Leverage current and future technology to

simplification of processes.

better serve our constituents with as little cost as possible.

Outcome 4A2: Reduce barriers to access through

Outcome 4B2: Work with university colleagues to make

automation of processes.

course material costs and all associated course fees available as soon as possible.

Outcome 4A3: Increase student access to existing information and other resources.

Outcome 4B3: Work with university colleagues to identify and reduce barriers to timely degree completion.

Outcome 4A4: Reduce barriers to access through expansion of services.

Outcome 4B4: Work with university colleagues and colleagues across the state to streamline transfer success,

Outcome 4A5: Revise and align communications to

including implementing common course numbering.

students to reduce barriers to success.

S S E M S T R AT E G I C P L A N 2 0 2 2

OFFICE OF STUDENT FINANCIAL AID AND SCHOLARSHIPS

SUCCESS

DIVISION GOALS:

To support positive learning experiences and the development of knowledge and skills that foster success. FOCUS: Student Focus, Departmental Outcomes

THEME 1A: TRACKING AND SHOWCASING SUCCESS AT THE DEPARTMENT LEVEL

THEME 1B: INNOVATE SERVICES AT THE DEPARTMENT LEVEL

Outcome 1B7: As the institution

Outcome 1B1: Improve student

requirements, implement electronic

Outcome 1A1: Demonstrate

budgeting by using technology to

signatures as a means of simplifying

departmental success: Create and

better track education costs and

documentation submission and

implement a student satisfaction

options. Shorten time to budget and

verification. [SSEM1B7]

survey to better assess student/

award funds. [SSEM1B1]

allows and compliant with federal

Outcome 1B8: Expand advising

financial aid office interactions. Outcome 1B2: Implementation of

capability by sustainably

campus Financial Wellness Center, and

implementing a long-term hybrid

Outcome 1A2: Use automated

services to support student financial

virtual and in-person advising module

scheduling software data to track

wellness growth. [SSEM1B2]

to meet students and families where

[SSEM1A1]

they are. [SSEM1B8]

interaction effectiveness and efficiency. [SSEM1A2]

Outcome 1B3: Expand campus partnerships in a central scholarship

Outcome 1B9: Expand outreach to

repository. [SSEM1B3]

incorporate both in-person and virtual asynchronous options to educate

Outcome 1B4: Expand campus

students and parents about paying for

usage of the scholarship dashboard.

college. [SSEM1B9]

[SSEM1B4] Outcome 1B5: Develop transitional support for incoming scholarship recipients. [SSEM1B5] Outcome 1B6: Continue to explore electronic forms as an option for submission of student documentation. [SSEM1B6]

Office of Student Financial Aid and Scholarships

SERVICE

DIVISION GOALS:

To cultivate an environment where we are empowered and encouraged to serve university communities with excellence. FOCUS: Staff Focus, Division Outcomes, Empowerment

THEME 2A: PROFESSIONAL DEVELOPMENT

THEME 2B: WORK ENVIRONMENT

Outcome 2A1: Proactively promote

that is culturally representative, safe,

participation in internal professional

warm, and inviting. [SSEM2B1]

Outcome 2B1: Create a workspace

development activities among all full-time employees and student

Outcome 2B2: Create a workspace

employees (e.g., info sessions, mini

where positive working relationships

conferences, mentor program).

with supervisors and recognition of

[SSEM2A1]

good work are the norm. [SSEM2B2]

Outcome 2A2: Increase annual

Outcome 2B3: Implement staff

participation in external professional

workgroups to review student service

development activities among all

model and recommend enhancements

Financial Aid Office employees (e.g.,

to better support students.

training, conference attendance, in

[SSEM2B3]

person and virtually). [SSEM2A2] Outcome 2B4: Create opportunities Outcome 2A3: Engage with

for student employees to develop

professional organizations

paraprofessional skills in a

by presenting at professional

professional work environment.

conferences and serving on national

[SSEM2B4]

and regional organizing committees and/or boards. [SSEM2A3] Outcome 2A4: Use data from customer satisfaction and outreach surveys to target areas for training emphasis for full-time staff and student workers. [SSEM2A4]

THEME 2C: CROSS-DIVISION/ UNIVERSITY KNOWLEDGE Outcome 2C1: Create additional opportunities for cross-departmental employee trainings and orientations. [SSEM2C1] Outcome 2C2: Participate in the annual student success summit to increase sharing of financial aid information and updates. [SSEM2C2] Outcome 2C3: Encourage participation in SSEM committees and working groups. [SSEM2C3] Outcome 2C4: Encourage participation in campus committees and working groups. [SSEM2C4] Outcome 2C5: Facilitate opportunities to provide training on basic financial aid information, processes, and timelines to campus partners to encourage appropriate referral and reduce bounce. [SSEM2C5] Outcome 2C6: Seek and create partnerships that will increase student and campus engagement with Financial Wellness Center programming. [SSEM2C6]

S S E M S T R AT E G I C P L A N 2 0 2 2

Office of Student Financial Aid and Scholarships

COMMUNITY

DIVISION GOALS:

To strive for an increasingly diverse, exceptional, and inclusive university community. FOCUS: Student and Staff Focus, Division Outcomes,

Community Building, Equity, and Inclusion

THEME 3A: SENSE OF BELONGING

THEME 3B: PROGRAMMING AND SERVICES

THEME 3C: STRENGTHEN THE SSEM COMMUNITY

and community-building with campus

Outcome 3B1: Continue to

partners related to student support

assess and research the best use

and success. [SSEM3A1]

of institutional funds to remove/

Outcome 3C1: Advance the IDEAL Framework within the financial aid office by encouraging and tracking education and application of framework department goals. [SSEM3C1]

Outcome 3A1: Enhance programming

reduce barriers to student success. Outcome 3A2: Represent the

[SSEM3B1]

university’s commitment to diversity, equity, and inclusion in all SSEM

Outcome 3B2: Identify and support

communications, formal and informal.

students during their transition to the

[SSEM3A2]

institution. [SSEM3B2]

Outcome 3A3: Build a community

Outcome 3B3: Invite representatives

through programming for scholars.

and speakers from across campus

[SSEM3A3]

to educate the financial aid office about the opportunities available to

Outcome 3A4: Continue to

students on campus. [SSEM3B3]

build relationships with diverse communities around the state.

Outcome 3B4: Continue to grow

[SSEM3A4]

relationships with other offices to enhance services and support to students. [SSEM3B4]

Outcome 3C2: Increase awareness of and collaboration between Financial Aid, Admissions, Orientation, and Registration in areas of recruitment and retention. [SSEM3C2] Outcome 3C3: Collaborate with campus partners to increase knowledge of financial aid services to improve the success and experience of students from all backgrounds. [SSEM3C3] Outcome 3C4: Continue to partner with campus offices in delivering a suite of financial wellness services to campus communities. [SSEM3C4]

Outcome 3B5: Expand our virtual offerings as a means of outreach to students and families. [SSEM3B5]

Outcome 3C5: Actively recruit department staff that are representative of the University of Oregon student body. [SSEM3C5] Outcome 3C6: Support and expand on pandemic planning across SSEM. [SSEM3C6]

Office of Student Financial Aid and Scholarships

ACCESS AND AFFORDABILITY

DIVISION GOALS:

To grow, promote, and champion the services and opportunities that facilitate and enhance a University of Oregon education. FOCUS: Student Focus, Cross-Departmental Outcomes

THEME 4A: REDUCE BARRIERS TO ACCESS

THEME 4B: AFFORDABILITY

Outcome 4A1: Reduce barriers to access through

Outcome 4B1: Annually review the cost of attendance to

simplification of processes. [SSEM4A1]

ensure that is a realistic representation of university costs and is compliant with federal regulations. [SSEM4B1]

Outcome 4A2: Reduce barriers to access through automation of processes. [SSEM4A2]

Outcome 4B2: Continue participation in advisory board discussions and advising of campus leadership as it relates

Outcome 4A3: Increase student access to existing

to tuition setting and the cost of attendance. [SSEM4B2]

resources. [SSEM4A3] Outcome 4B3: Regularly assess the use of our Outcome 4A4: Reduce barriers to access through

institutional funds to increase affordability and support

expansion of services. [SSEM4A4]

student access. [SSEM4B3]

Outcome 4A5: Revise and align student communications

Outcome 4B4: Continue the support of development of

to reduce barriers to success. [SSEM4A5]

donors and funding streams. [SSEM4B4]

Outcome 4A6: Update current communications to be

Outcome 4B5: Aggressively promote PathwayOregon as

inclusive of aid options for DREAMER, undocumented, and

a path for a high quality, affordable education option for

DACA students. [SSEM4A6]

Oregonians that qualify. [SSEM4B5] Success

S S E M S T R AT E G I C P L A N 2 0 2 2

UNIVERSITY HEALTH SERVICES

Soaring Toward Success

I. BACKGROUND

H2O is everyone’s everyday work, inspired by our five core values. In September 2019, UHS Executive Director Deb Beck presented to all UHS staff a strategic plan designed to create a healthy, happy place to work with staff aligned around a meaningful mission and vision. This plan was inspired by mutual core values: respect, resource stewardship, collaboration, continuous improvement, and, advancing diversity, equity, and inclusion, and cultivating health and wellbeing at the UO. She challenged all staff to answer three questions every day in their work, which became “H2O” (the first letter of each question). The H2O water metaphor represented being fluid, forgiving, flexible, and forceful—an apt way to describe everyone’s everyday work and the kind of organization we seek to become. •

How can I help one more person today? (accessibility)

•

How can I make one more person feel valuable today? (culture of respect)

•

One way I can save or generate resources? (resource stewardship)

The UHS 2019–2020 strategic plan oriented around making H2O a part of everyone’s everyday work.

In December 2019, UHS adopted a new vision statement designed to connect us all to the “positive core” of the work we do:

UHS VISION:

We help the UO community SOAR:

STRONG IN MIND AND BODY ON THEIR PATH TO SUCCESS ASPIRING TO LIFELONG HEALTH RESILIENT IN THE FACE OF CHALLENGE For an individual student (or staff), SOARing means that health and wellness challenges are not impeding their ability to be successful at UO. This is a thought-provoking and aspirational vision, and each element of SOAR is powerful in its own right: •

“Strong in mind and body” means having the emotional, cognitive, and physical capacity to move through life with a sense of strength. For UHC, it asks us to work towards improving our students’ physical and mental well-being, decreasing the incidence and prevalence of illnesses and injuries as well as chronic and communicable diseases.

•

“On their path to success” means having the ability every day to access the opportunities at UO without unnecessary interference from illness and injury. For UHS, this means orienting students and staff towards staying in class, staying at work, having positive experiences, growing, and learning, becoming and staying career ready.

•

“Aspiring to lifelong health” means understanding how to access and utilize healthcare, implementing health-increasing behaviors, and reducing health-decreasing behaviors. For UHC, this reminds us to empower and educate our students to be informed active partners in healthcare.

•

“Resilient in the face of challenge” means having the reserve to buffer challenges as they inevitably arise, developing and using support systems, and having a sense of meaning and purpose. For UHC, this is a reminder that we must all remain engaged with our purpose, stay socially connected, and remain engaged with issues of social equity.

S S E M S T R AT E G I C P L A N 2 0 2 2

University Health Services

II. UHS ORGANIZATIONAL GOALS

UHS overarching goals for the health center, developed by Executive Director Debra Beck drawn from all individual departmental goals. They are the goals that will be front facing and summarize, at a high level, individual departmental goals. We help the UO Community SOAR by:

1. Championing Health Equity and Access to Services as Critical to Student Success (Foundational, Primary, Secondary, and Tertiary Goals) a. Reduce health barriers that prevent students, faculty, and staff from being successful b. Increase access to and education about health care/and health insurance c. Find ways to provide access to students who are under-insured or don’t have insurance at all d. Increase services to marginalized populations e. Provide wraparound services including community-based services f. Provide care that meets the needs of the populations UHC serves SSEM GOALS: Service, Success, Community, Access and Affordability

2. Improving Health Outcomes of the Campus Community (Primary, Secondary, and Tertiary Goals) a. Reduce communicable disease and its negative impact on the UO community b. Reduce health barriers to success, including but not limited to injury, disability, and chronic disease c. Minimize mental health impediments to student success, including associated substance abuse d. Improve sexual health outcomes including reducing sexually transmitted disease e. Increase access to effective, evidence-based programming on body acceptance, food security, and disordered eating f. Increase access to effective, evidence-based programming related to social connectedness, coping, and resiliency g. Reach out to under-represented groups on campus with intention of listening to their concerns regarding health outcomes and better understanding their unique healthcare and wellness needs with the mindset of creating infrastructure to address these concerns and needs SSEM GOALS: Service, Success, Community

University Health Services

3. Creating Efficiencies in our Day-to-Day Work (Foundational Goals) a. UHS will have a supply chain system that is focused on organizational needs and is collaborative with optimized logistics and an overall outcome of creating a supply chain that is productive, accountable, and cost-effective. b. Improve revenues through accurate and timely documentation, coding, and billing for services. c. Work processes will be created with maximum efficiencies. d. UHS will responsibly manage resources and meet critical financial targets: cash, operating margin, and growth e. Every UHS employee will understand how their actions impact the budget and how the budget impacts UHS’s ability to offer quality care for our students. SSEM GOALS: Community, Access and Affordability (Financial Sustainability)

4. Engaging Broadly with the UO Community a. Establish strong affiliations with the university to maximize services to the UO community. b. Engage on a regular basis with underrepresented and under-served students, faculty, and staff populations on campus to develop programming and services that better serve their needs. SSEM GOALS: Service, Success, Community

5. Creating a Culture of High Standards and Outstanding Performance that is Committed to Upholding and Advancing Equity, Inclusion, and Diversity as Core Organizational Values (Foundational Goals) a. Focus on our culture to continue to improve our expectation of an excellent staff experience. b. Implement training to improve hiring practices with the goal of increasing diversity of staff within the UHS. c. All UHS staff members will be held accountable through objective performance metrics. SSEM GOALS: Service, Success, Community

6. Focusing on Innovation (See below) a. Create a culture of innovation within health services to evolve the way we serve the UO community. b. Create an institute within UHS where innovation in health care can happen: The SOAR Institute for Healthcare Innovation. This institute will focus on disruptive innovation across the spectrum of health center activities with a goal of improving our effectiveness and efficiencies. The goal is to launch the SOAR Institute in 2020–2021. See below. SSEM GOALS: Service, Success, Community, Access and Affordability

S S E M S T R AT E G I C P L A N 2 0 2 2

University Health Services

III. DEPARTMENTAL GOALS—HOW WE CONCEPTUALIZE OUR WORK

For the purposes of strategic planning, UHS follows the public health framework of health care delivery, conceptualizing three levels of preventative interventions: Primary, Secondary, and Tertiary Prevention. Additionally, we believe a fourth category is needed, which we call Foundational Work. 1. Foundational Work—Creating and continually improving upon the culture, framework, systems, and processes so people can deliver health and wellness care. This includes upkeep on our physical building, human resources activities, budget and finance operations, compliance and accreditation work, health information technology work, insurance and billing activities, administrative support, policy and procedure upkeep, strategic planning, and orienting UHS’s work within the larger SSEM and UO framework. 2. Primary Prevention—Intervening before illness, injury, and disease occur through measures such as vaccinations, promoting the reduction of health-reducing behaviors, and banning practices known to be associated with a disease or health condition (i.e., creating a smoke and tobacco free university). 3. Secondary Prevention—Identifying (or helping patients self-identify) diseases in the earliest stages, before the onset of signs and symptoms, through measures such as STI screenings, TB screenings, educational initiatives, etc. 4. Tertiary Prevention—Managing/treating existent diseases to minimize their impact on patients, and slow/stop disease progression such as treating acute and chronic illnesses and injuries, treating mental illness, physical therapy, etc.

University Health Services

IV. SOAR INSTITUTE FOR HEALTHCARE INNOVATION

We propose a unique, innovative institute within UHS focused on disruptive innovation and delivered across the spectrum of activities for which the University Health Services is responsible (primary, secondary, and tertiary prevention). We will seek new approaches in how we envision and deliver health care at UHS, and how we improve the overall wellbeing of students. Disruptive innovation is a strategy wherein space is intentionally created within an organization to allow for new approaches and radical re-thinks of existing ways of delivering services. It is not rowdy, rogue, or oppositional. Instead, it is thought-provoking, optimistic, generative, and idea oriented. Fundamental tenets of disruptive innovation include: •

Approaches initially target overlooked or underserved areas that then, over time are adopted by the larger organization.

•

Small-scale innovations applied over time can lead to large change.

•

Acknowledgement that many innovations will not succeed; this is inherent in the creative and disruptive process. Finding innovations that are successful takes time, patience, relentless creativity, and a belief in the process.

•

An important aspect of disruptive innovation is that because it is grounded in finding solutions to problems first and foremost for underserved and overlooked populations, it addresses issues of social equity within health care delivery. We feel that this is an important part of our mission.

This institute would be housed within UHS with the express intent to experiment using the tenets of disruptive innovation. The institute would rely upon a sustained collaboration between UHS (clinicians, patients, public health and epidemiology professionals, clinical informaticists, business operations professionals), UO students, campus partners, and community, local, state, and national colleagues. We would use data to measure success and drive further programming and processes.

S S E M S T R AT E G I C P L A N 2 0 2 2

UNIVERSITY HEALTH SERVICES—COUNSELING SERVICES

MISSION STATEMENT

Counseling Services cultivates the mental health and resilience of a diverse campus community.

CORE VALUES

1. Compassion: Maintaining an empathic awareness through which we notice, understand, and respond to other and ourselves. 2. Growth: Recognizing, nurturing, and expanding our individual and collective potential by embracing change, learning, and training. 3. Equity and Inclusion: Empowering our communities, attending to contextual and cultural needs of individuals, and advocating for social justice. 4. Resilience: Encouraging the ability to prepare for, navigate, and overcome challenges while maintaining hope and motivation to work through adversity. 5. Integrity: Valuing transparency; meaning what you say, valuing honesty as a strength; valuing different opinions and different voices. 6. Connection: Cultivating life-enhancing connection to self, other, community, and resources.

Counseling Services

SSEM GOALS AND CS TACTICS

SUCCESS: To support positive learning experiences and the development of knowledge and skills that foster success CS GOAL: To promote and foster student academic success, positive mental health, and resilience

THEME 1A: TRACKING AND SHOWCASING SUCCESS AT THE DEPARTMENTAL LEVEL

1A1: Demonstrate departmental success: Track/optimize utilization of key programs, services, and spaces. •

Showcase ways the CS attempts to address demand with a transparent website section (example of Brown University)

•

Identify additional assessment and program evaluation opportunities to assess student needs/expectations and utilization and effectiveness of CS services and programs

•

Improve tracking of Let’s Talk utilization and outcomes

•

Improve tracking and external reporting of specialist activities

•

Improve coding and tracking of education and prevention outreach programs

•

Assess effectiveness of outreach in meeting defined objectives

•

Improve tracking of student advocacy work (e.g., AEC accommodations, etc.) and method of external reporting

1A2: Showcase stories of success •

Wider implementation of student experience and similar surveys and dissemination of results on the CS website and social media

•

Develop digital newsletter for campus partners that can be used to highlight department and successes and achievements

•

Add research and assessment tab to CS website to showcase CS research and assessment reports

•

Provide presentations showcasing roles and work of CS specialists for other universities and campus partners

•

Social media project demonstrating work and contributions of CS trainees (PIs, GEs, SAB, SSPT (student suicide prevention team) and doctoral interns

S S E M S T R AT E G I C P L A N 2 0 2 2

Counseling Services

THEME 1B: INNOVATE SERVICES AT THE DEPARTMENT LEVEL

1B1: Innovate services that met the evolving needs of stakeholders •

Provide programs and services in modalities and at times that correspond to the needs of university students (e.g., visiting classrooms, joining remote meetings, etc.)

•

Provide more groups in the early evening when students are available to participate in them

•

Provide remote support to students in isolation in University Housing or other local sites due to positive COVID tests or other similar types of circumstances

•

Provide presentations and support programs for campus partners (e.g., mental health self-care for various groups)

1B2: Innovate services that leverage the characteristics of successful programs •

Expand Let’s Talk program to other departments (e.g., Graduate School, Honors College, Residence Life, Law School)

•

Develop additional programs for marginalized and/or underrepresented communities utilizing expertise of the identity-based specialists and generalists (e.g., Black Cultural Center, LatinX ARC, LGBTQA3, International Student and Scholar Services)

•

Expand hiring of and retention of identity-based specialist positions

1B3: Innovate services that utilize best practices, emerging trends, and novel platforms •

Increase online presence by adding programs that have coping skills and other relevant modules, more podcasts, blogs, and short videos that address mental health issues

•

Create videos based on skill-based workshop content

•

Increase utilization of Kognito training for UO faculty, staff, and students

•

Implement WellTrack app

1B4: Innovate services that reduce barriers to success •

Offer emotional resilience workshop and groups

•

Provide outreach on emotional resilience to diverse student communities

•

Develop a webpage on emotional resilience

•

Ensure that the CS has licensed staff registered/licensed to provide teletherapy in participating states

Counseling Services

SERVICE: To cultivate an environment where we are empowered and encouraged to serve university communities with excellence CS GOAL: To create a sustainable model to consistently communicate internal and external learning

experiences and professional development opportunities

THEME 2A: PROFESSIONAL DEVELOPMENT

2A1: Proactively promote participation in internal professional development activities among all SSEM employees (e.g., info sessions, mini conferences, mentor program) •

Continue to provide quarterly multicultural professional staff developments and annual multicultural supervision staff developments

•

Continue to provide annual ethics training that meets licensure continuing education requirements for professional clinical staff

•

Provide at least one half-day or full-day professional development training on a topic that is relevant to CS work and meets licensure continuing education requirements for professional clinical staff

•

Collaborate with other UO departments focused on mental health issues to provide continuing education for CS staff and those other departments’ staff

•

Provide trauma-informed training to front desk/administrative staff who may be first point of contact for students whose behavior may be influenced by trauma

•

Provide professional development workshops in areas of CS staff expertise to other departments (e.g., suicide prevention, trauma-informed care, cultural competency, students in distress, college mental health issues)

•

Engage in professional staff development related to socio-political current events

2A2: Increase annual participation in external professional development activities among all SSEM employees (e.g., training, conference attendance). •

As CS budget and operational needs allow, continue to provide professional development funding for clinical staff to help meet licensure continuing education requirements and administrative staff for professional development purposes

•

Promote university and other opportunities for staff professional development

•

Implement a professional peer networking program with counseling centers similar to the CS to promote sharing of innovative programs and services, staff professional development, and awareness of national counseling center issues

•

As CS budget and operational needs allow, provide professional development funds for specialists to attend expertise area training

•

Ensure that front desk/administrative staff have access to engage in professional development opportunities

S S E M S T R AT E G I C P L A N 2 0 2 2

Counseling Services

2A3: Proactively increase awareness of and supervisor support for career related professional development opportunities among all SSEM employees •

Ensure that all clinical and administrative supervisor/supervisee pairs annually develop staff member career/professional development goals and that those goals are discussed regularly in supervision meetings

•

Ensure that all annual staff evaluations include reviewing progress toward previous year’s professional development goals and the development of goals for the upcoming year

THEME 2B: WORK ENVIRONMENT

2B1: Create a workspace that is safe and welcoming to all •

Implement safe and evidence-based practices for providing in-person services during COVID and other situations that have potential to create health and safety risks

•

Continuing to enhance representative identities through hiring and retention practices, media in CS spaces, etc.

2B2: Create a workspace where positive working relationships with supervisors and recognition of good work are the norm •

Supervisory staff and CS leadership implement regular staff recognition program in addition to CS values medals (e.g., bi-annual retreats, end-of-year celebration)

•

Provide supervisors with the modality to provide recognition their supervisees

2B3: Enhance initiatives for employee input and empowerment •

Schedule quarterly meetings with different staff groups (e.g., admin staff, pro mental health staff) to discuss and provide feedback on CS related programs, services, and relevant issues

•

Create internal survey to assess employee satisfaction and gathering of feedback

•

Invite professional mental health and admin staff to attend CS leadership team meetings where relevant topics will be discussed

THEME 2C: CROSS-DIVISION/UNIVERSITY KNOWLEDGE

2C1: Implement a standardized SSEM onboarding process and orientation program •

Ensure consistent implementation of CS onboarding checklist and CS new employee orientation checklist

•

Ensure opportunities for all new administrative and professional mental health staff to participate in SSEM or university onboarding and orientation programs

•

Reinvigorate new staff mentorship program

2C2: Leverage existing facilities to create multi-faceted spaces that allow for growth and development •

Utilize new teletherapy model to reduce dependence upon physical office space to provide services and programs, allowing for the hiring of additional staff and providing programs and services outside of typical CS business hours

Counseling Services

COMMUNITY: To strive for an increasingly diverse, exceptional, and inclusive university community CS GOAL: To build and retain a diverse staff that provides high quality and culturally relevant programs

and services to the university community

THEME 3A: SENSE OF BELONGING

3A1: Represent the university’s commitment to diversity, equity, and inclusion in all SSEM communications, formal and informal •

Regularly review all public communications, websites, and other printed and digital materials to ensure that they are culturally representative and appropriate

•

Create social media presence that reflects these values and provide opportunities for a person in this role to access specialists and student communities

•

Expand print materials to communicate with members of specific underserved groups

3A2: Ensure students and staff can navigate SSEM spaces and find the services and programs they need •

Increase CS presence at relevant SSEM and other relevant university programs (e.g., IntroDUCKtion, Residence Life programs)

•

Ensure that the CS website clearly communicates collaborative care model outline/description and available programs and services •

Sections specific to identities, symptoms

•

Make outreach request process and link more obvious

•

Make case manager request information easier to find

•

Use digital and print media more effectively to promote the variety of services available

•

Develop a framework for the University Health Services umbrella organization and for how CS and University Health Services will work together

•

Effectively communicate relevant aspects of the new University Health Services organization to students, families of students, and campus partners

•

Explore online scheduling option in Titanium and implement, if appropriate

•

Ask other campus partners and student facing websites to consider imbedding a button that links to CS website/resources for students who need support

•

Strengthen the CS and Dean of Services connection and referral between resources

S S E M S T R AT E G I C P L A N 2 0 2 2

Counseling Services

THEME 3B: PROGRAMMING AND SERVICES

3B1: Identify and reduce barriers to serving and retaining underrepresented students via each unit’s program/programming •

Continue to recruit and hire identity specialists, beginning with the vacant African American Student Specialist and new Native American Student Specialist positions; determine what additional specialists could be added if funding and space allow

•

Continue to provide identity-based Let’s Talk program and expand it if demand for this program supports doing so

•

Developing additional supports to enhance retention of identity base specialists

•

Implement CS exit interview or survey process

3B2: Identify and support students during times of transition •

Collaborate with campus partners to support graduating students

•

Develop mental health strategies video, audio, and written resources for various college transitions (i.e., becoming a college student, transfer students, returning to college)

•

Consider expanding ISP program to include transfer and other students in transition

•

Explore WellTrack app and other existing resources to expand mental health options for students that do not rely exclusively on meeting with a therapist

•

Advocate for wellness course

THEME 3C: STRENGTHEN THE SSEM COMMUNITY

3C1: Advance the IDEAL Framework within the SSEM community •

Ensure that onboarding of all staff and trainees includes introduction to the IDEAL Framework

•

Have CS Inclusion Change Team regularly review the IDEAL Framework and SSEM Diversity Action Plan to track progress on meeting objectives related to these documents and to recommend steps to make progress

3C2: Increase awareness of and collaboration between SSEM units •

Develop liaison relationships with other SSEM departments

•

Explore combined all staff meetings to create connections between SSEM units and other relevant campus partners

3C3: Collaborate with campus partners to increase knowledge of SSEM services to improve the success and experience of students from all backgrounds

•

Regularly (e.g., monthly) invite campus partners to staff meeting to increase connection

•

Develop liaison relationships with campus partners

Counseling Services

ACCESS AND AFFORDABILITY: To grow, promote, and champion the services and opportunities that facilitate and enhance a University of Oregon experience CS GOAL: To increase accessibility of mental health resources, services, and programs through

innovative, diversified, and culturally relevant points of contact, modes of program and service delivery, and strategic communication

THEME 4A: REDUCE BARRIERS TO ACCESS

4A1: Reduce barriers to access through simplification of processes •

Continue remote paperwork process so that students complete paperwork ahead of their appointments/sessions

•

Explore and make decisions about online scheduling for clinical appointments

•

Offer alternative paperwork for clients with barriers to electronic process

4A2: Increase student access to existing resources •

More effectively and consistently apply collaborative care (single session) and short-term therapy model to create steady flow of open appointment times and short contact list and wait times for additional clinical services

•

Expand Let’s Talk program to other departments/student populations including Graduate School, Residence Life, academic or other support departments with unique needs

•

Establish direct liaisons to student organizations to decrease stigma and increase participation in CS programs and services

•

Consider language barriers to paperwork and existing resources

•

Explore how to make services more accessible to students with varying accessibility needs (i.e., AEC consult, student focus groups)

•

Ensure CS media meets accessibility guidelines

4A3: Reduce barriers to access through expansion of services •

Expand operational hours later in the day to make available to students after most classes end

•

Continue teletherapy option for enrolled students during term, breaks and summer to maintain continuity of care, move students through the short-term therapy model more quickly, and get students started with therapy sooner than the start of academic terms

•

Provide access to ongoing remote services for students needing a remote option due to health, safety, location (e.g., OIMB), or other relevant factors

•

Develop parent and family presentations emphasizing decreasing stigma

S S E M S T R AT E G I C P L A N 2 0 2 2

Counseling Services

THEME 4B: AFFORDABILITY

4B1: Keep student costs as low as possible •

Continue to replace vacant generalist, 12-month positions with 10-month positions where reasonable to do so

•

Evaluate expenditures to ensure that they are needed and cost effective

•

Establish additional funding streams (e.g., grants, donor funding)

•

Continue exploring technology options and resources to keep costs low

•

Explore collaborations for students experiencing financial hardship to cover summer stop out fee (i.e., DOS fund, TRIO, etc.)

S S E M S T R AT E G I C P L A N 2 0 2 2

UNIVERSITY HOUSING

SUCCESS

DIVISION GOALS:

To support positive learning experiences and the development of knowledge and skills that foster success.

1A: TRACKING AND SHOWCASING SUCCESS AT THE DEPARTMENT LEVEL

1A1: Demonstrate departmental success: Track/optimize utilization of key programs, services, and spaces. 1A2: Showcase stories of success.

STRATEGY

MEASURE/TARGET

RESOURCE NEEDS/ DEPENDENCIES

CHECK-IN/ DEADLINE

POINT-PERSON/ PEOPLE

Demonstrate how University Housing programs enhance the student experience and success by utilizing social media to promote student learning and involvement on campus (academics, organizations, committees, clubs, employment, social activities, etc.).

Number of views/shares on social media sites. Number, variety, and impact of stories are posted. Programming assessments including where heard about it. Number and impact of displays.

Social media presence (apps, websites, etc), Promotions office, RHA/ NRHH, RAs. Prioritize within existing resources.

Quarterly reviews. Annual review/ assessment. Begin by November 2023.

Promotions and Recruitment staff.

Develop University Housing prospective student recruitment strategies, in collaboration with other SSEM units. Tactics could include stories/testimonials of students, told through videos, webpages, displayed in the Student Welcome Center, shared with tour groups or recruitment events, etc.

Number of tactics implemented that are perceived as effective via Promotions and Recruitment staff, prospective student feedback, student feedback.

$5,000 in Promotions and Recruitment budget for pilot project along with prioritizing within existing resources/staff.

Pilot to have first deliverable by August 2023. If successful, continue progress annually.

Promotions and Recruitment staff

Set goals at the unit level based on current outputs or assessments. Create annual individual reports that showcase the accomplishment of each unit.

Each unit has set their annual goals and created annual report that showcases their accomplishments.

Prioritize within existing resources

Goals set by September 2023; first report by September 2024.

Leadership for each unit

University Housing

1B: INNOVATE SERVICES AT THE DEPARTMENT LEVEL

1B1: Innovate services that meet the evolving needs of stakeholders. 1B2: Innovate services that leverage the characteristics of successful programs. 1B3: Innovate services that utilize best practices, emerging trends, and novel platforms. 1B4: Innovate services that eliminate barriers to success.

STRATEGY

To create a group in each unit that is focused on identifying which services could be innovated as well as removed and seek feedback from students to order the priority and generate feasibility reports and work towards implementation of services.

Implement "best practices" for the recruitment and retention of officer of administration and classified staff from underrepresented communities that acknowledge “education debt” and the invisible challenges around equity and inclusion that disproportionately enhance attrition.

RESOURCE NEEDS/ DEPENDENCIES

CHECK-IN/ DEADLINE

Diverse group created (staff, student employees, residents) started by winter term 2023. Draft feasibility report by end of spring term 2022. Report to include recommendations and priorities.

Prioritize within existing resources

Group formed by March 2023. Report generated by June 2023.

Leadership for each unit. Residence Life, Resident Services and Academic Residential and Research Initiatives.

Number of OAs and classified staff recruited from underrepresented communities, hired, and retained. Development of effective hiring practices across units that support the goals of equity and inclusion and the Inclusion Diversity Evaluation Achievement Leadership (IDEAL) Framework. A target of working toward a staff that is representative of the study body from an identity perspective.

Prioritize within existing resources, dependent on need (reviewing existing campus resources, forming a group for review and research, creation of exit interviews). Costs for consultant work may be necessary.

Begin determination of practices by June 2023. Begin implementation by June 2024. Assessment of retention by June 2026.

Human Resources staff and unit hiring authorities; all University Housing units.

MEASURE/TARGET

POINT-PERSON/ PEOPLE

S S E M S T R AT E G I C P L A N 2 0 2 2

University Housing

SERVICE

DIVISION GOALS:

To cultivate an environment where we are empowered and encouraged to serve university communities with excellence.

2A: PROFESSIONAL DEVELOPMENT

2A1: Proactively promote participation in internal professional development activities among all SSEM employees (e.g., info sessions, mini conferences, mentor program). 2A2: Increase annual participation in external professional development activities among all SSEM employees (e.g., training, conference attendance). 2A3: Proactively increase awareness of and supervisor support for career-related professional development opportunities among all SSEM employees

STRATEGY

Prioritize professional development and learning in and outside of the position to have wellrounded, effective, and satisfied employees. (For example: ensure that training for positions is relevant, robust, and reinforced throughout the year, have appropriate platforms/forums/ processes to share learning gained through conferences, workshops, inviting external experts.)

Encourage supervisors to support professional growth and development of their staff by referring staff to professional development opportunities that will enhance employee knowledge of their position, their horizons, and their personal well-being.

MEASURE/TARGET

• Need to develop career paths and expected training. Establish a system for tracking what training is accomplished. Establish training criteria/ professional development plans/approaches. Housing will conduct a review of training across units. • Data will be collected on the number of staff that attend professional development opportunities. More standardized means of sharing back learnings from conference and workshops will be created.

Supervisors have received training to supporting appropriate professional development for their staff. Staff evaluations will include a component devoted to professional development. Level at which supervisors have referred and supported their staff’s professional development consistent with their knowledge of their staff’s needs.

POINTPERSON/ PEOPLE

RESOURCE NEEDS/ DEPENDENCIES

CHECK-IN/ DEADLINE

• Funding for professional development will need to be identified. Creating time in the day for staff. Time and personal resources are required to disseminate information about professional development in a standardized way.

Review of training within each unit completed by June 2024. Standardized method for communicating professional development opportunities/ sharing out learnings from these opportunities created by September 2025. Data collected on participation in professional development by June 2026.

Human Resources staff, leadership for each unit.

Organize Human Resource training for supervisors by June 2024. Evaluation templates updated, June 2026.

Human Resources. Leadership within units.

• Funding and time allotment determined via benchmarking of professional development/training and University Housing priorities. Prioritize within existing resources Time resources will need to be utilized.

University Housing

STRATEGY

Ensure that training for positions is relevant, robust, and reinforced throughout the year, and encourage staff members to share learning gained through conferences, workshops, and other forms of professional development.

2B: WORK ENVIRONMENT:

MEASURE/TARGET Housing will have conducted a review of training across units to ensure it meets these criteria.

RESOURCE NEEDS/ DEPENDENCIES Prioritize within existing resources

CHECK-IN/ DEADLINE Jun-26

POINT-PERSON/ PEOPLE Human Resources staff and leadership for each unit. Consider convening a review group to help lead the work.

2B1: Create a workspace that is safe and welcoming to all. 2B2: Create a workspace where positive working relationships with supervisors and recognition of good work are the norm. 2B3: Enhance initiatives for employee input and empowerment. CHECK-IN/ DEADLINE

POINT-PERSON/ PEOPLE

Prioritize within existing resources

Complete enhanced orientation and welcome resources pilot by June 2024.

Human Resources staff. Supervisors from all units. Consider convening a planning group to help lead the work.

Training will be created and implemented that meets these criteria. Evaluations will be done by training participants. Ongoing communication will occur regarding workplace culture. The SSEM Workplace Community Survey will be used to evaluate employee's experience regarding workplace culture.

Prioritize within existing resources

Complete training pilot by June 2023

Human Resources staff and leadership from all units develop a planning group to facilitate development and implementation of this training.

That implicit bias training is occurring for all staff annually. That staff members within each unit are participating or who have received these search Advocate training.

Prioritize within existing resources

Complete first year by June 2023

Human Resources staff. Supervisors from all units.

STRATEGY

MEASURE/TARGET

Enhance the University Housing employee orientation and welcome resources to introduce topics like reporting incidents of bias, hazards, and resources available to employees that engage learning on personal enrichment (For example: finances, stress relief).

Employee orientation and welcome resources are created that meets these criteria.

Implement unit-specific training for supervisors on how to build a work culture that encourages selfadvocacy, learning from mistakes, discussion of errors and engaging in dialogue and discourse founded on the idea of psychological safety.

Have implicit bias training annually for all staff and all units have staff participate in (or who have participated in) search advocate training to address issues of workplace inequity, bias, and cultural misunderstanding in searches.

RESOURCE NEEDS/ DEPENDENCIES

S S E M S T R AT E G I C P L A N 2 0 2 2

University Housing

COMMUNITY

DIVISION GOALS:

To strive for an increasingly diverse, exceptional, and inclusive university community.

3A: SENSE OF BELONGING

3A1: Represent the university’s commitment to diversity, equity, and inclusion in all SSEM communications, formal and informal. 3A2: Ensure students and staff can navigate SSEM spaces and find the services and programs they need.

STRATEGY

MEASURE/TARGET

RESOURCE NEEDS/ DEPENDENCIES

CHECK-IN/ DEADLINE

POINT-PERSON/ PEOPLE

Use images that are both representative of student populations and honest within all communication. Make nongendered language standardized in communications, especially pertaining to promotions/ recruitment. Ensure our communication aligns with the reality of students' experiences on campus.

Have successfully worked with campus partners to recruit students who are representative of the campus population/ experience to be models. Have a compilation of live/in the moment photos. Use focus groups for feedback on photos and language used. Current communications have been reviewed/ revised for nongendered language. Database has been established of assets for publications and social media content. Best practices to remove bias and tokenization of underrepresented identities in publications have been established.

Photography and videography may be able to leverage student staff. Collaborate with SSEM as needed. Gift cards for volunteers ($500).

Initial steps complete by June 2024. Annually revised.

Promotions and Recruitment staff.

Support and prioritize recognition as a core component of fostering a passionate and supportive workplace. Honor the contributions of team members, and acknowledge our accomplishments through awards, shout-outs, newsletters, and other means.

Recognition plan implemented which is founded on best practices in available research. That staff are aware of the recognition plan. An assessment of the recognition plan.

Prioritize within existing resources. $1,000 for supplies, awards, or other items.

Annually by June 2024

Human Resources. Working group with members from each unit within University Housing.

University Housing

3B: PROGRAMMING AND SERVICES

3B1: Identify and reduce barriers to serving and retaining underrepresented students via each unit’s program/programming. 3B2: Identify and support students during times of transition.

STRATEGY

MEASURE/TARGET

RESOURCE NEEDS/ DEPENDENCIES

CHECK-IN/ DEADLINE

POINT-PERSON/ PEOPLE

Develop a network and space to strengthen intersectionalcommunity connectivity and support for diverse students, officers of administration, classified staff, and faculty working toward professional and workplace development.

Creation of network and space that has strengthened intersectional-community connectivity and support for diverse students and employees. There is a structure in place for students and employees to be able to participate. Development of an employee resource group.

Prioritize within existing resources.

By June 2024

Inclusion Change Team.

Have resident student membership on committees and taskforces within units of University Housing whenever feasible.

Development of a process for soliciting students to be on University Housing committees/taskforces. Percentage of University Housing committees and taskforces with/without student members.

Prioritize within existing resources. Student interest/ commitment.

By June 2023

Assistant Director of Residence Life for Leadership. Supervisors in all University Housing units.

3C: STRENGTHEN THE SSEM COMMUNITY

3C1: Advance the IDEAL Framework within the SSEM community. 3C2: Increase awareness of and collaboration between SSEM units. 3C3: Collaborate with campus partners to increase knowledge of SSEM services to improve the success and experience of students from all backgrounds. RESOURCE NEEDS/ DEPENDENCIES

CHECK-IN/ DEADLINE

Conduct a review of training available across units to ensure it meets these criteria. Data will be collected on the number of staff that attend professional development opportunities.

Staff Time. $5,000.

By June 2024

University Housing Inclusion Change Team. Human Resources staff. University Housing Leadership.

Ensure employees have clear understanding of how their position contributes to University Housing, the Division of Student Services and Enrollment Management and the university. Identify and address any correct gaps.

Employees express a clear understanding of how their position contributes to University Housing, the Division of Student Services and Enrollment Management and the university, through annual performance reviews and the Workplace Community Survey.

Prioritize within existing resources.

By June 2024

Promotions and Recruitment staff; Human Resources staff; University Housing Leadership

Offer opportunities to learn, share, and enhance communication and collaboration with staff in other Division of Student Services and Enrollment Management units/ departments in order to collectively enact the mission and vision of the division.

The number of opportunities to learn, share and collaborate with staff in other offices/departments to enact the Division of Student Services and Enrollment Management mission/vision. Number of staff engaged in these collaborations. Pre- and annual assessment of knowledge of/collaboration with departments (information, meetings, events, etc.)

Prioritize within existing resources./Staff Time.

Annually by June 2026

Departmental Leadership. Academic Residential Research Initiatives for Undergraduate Education and Student Success collaborations (especially as it relates to crossdivisional collaboration).

STRATEGY

MEASURE/TARGET

Have all University Housing personnel to participate in at least two training opportunities on issues of diversity, equity, and inclusion annually. Incentivize prioritization of diversity, equity, and inclusion within University Housing related disciplines (Business Services, Dining, Facilities, Human Resources, Residence Life, etc.) across all University Housing departments (seminar, scholarship, grants, conferences).

POINT-PERSON/ PEOPLE

S S E M S T R AT E G I C P L A N 2 0 2 2

University Housing

ACCESS AND AFFORDABILITY 4A: REDUCE BARRIERS TO ACCESS

DIVISION GOALS:

To grow, promote, and champion

the services and opportunities that facilitate and enhance a University of Oregon education.

4A1: Reduce barriers to access through simplification of processes. 4A2: Increase student access to existing resources. 4A3: Reduce barriers to access through expansion of services.

STRATEGY

MEASURE/TARGET

RESOURCE NEEDS/ DEPENDENCIES

CHECK-IN/ DEADLINE

POINT-PERSON/ PEOPLE

Work to ensure accessibility for all students and employees to have technology, and university resources, including, but not limited to, multiple language resources and services, succinct content, required use of microphones, closed captioning, captions for photographs, and ADA-required accessibility. Ensure that residential technology such as strong, reliable Wi-Fi, printers, etc., promotes student success and community engagement.

Track number of publications or online resources offered in a language other than English. That all video has been captioned. That standards have been set for print, web and visual assets, and presentations. That languages beyond English are available on timeclocks.

Approximately $500

By June 2025, and then annually updated

Promotions and Recruitment staff. Residence Life/ Academic Residential Research Initiatives staff. ResNet staff. Facilities staff. Human Resources staff.

Make nutritional information and ingredients for dining options available person and online, including allergens, dietary needs, (gluten-free, keto, vegan, vegetarian, etc.) and practices (Halal, Kosher, etc.).

Nutritional information and ingredients for dining options are available in person and online and available for general use.

Time, funding for resources or experts to help establish and implement the process/system.

By June 2024, and then annually updated

Dining Services staff. Promotions and Recruitment staff.

Increase awareness about resources available at service centers, which could include sexual health and hygiene products. Promote knowledge and resources available for usage in the Housing Events Resource Office (HERO).

Supplies are available (grant funds, donated, purchased) and advertisement of services developed. Donation drive established and run. Tracking numbers for usage and access.

Collaboration with campus partners, working hours to develop use of material policies, and initial financial investment. Time to develop and advertise.

By June 2024

Residence Life, Resident Services staff. Promotions and Recruitment staff.

Create a workgroup to address affordability and barriers to access which includes resident student membership/participation. Processes could include: focus groups to gather initial data, compiling of data on last 5 years of cost, number of exceptions based on cost, initial housing payment deferments. Research on comparer schools to identify barriers and costs and where the University of Oregon is in the group. From that information, choose 1-3 top priorities/ opportunities to try.

Creation of workgroup. Strategies developed and implemented.

Depends on identified measures after additional work is done. Costs could be associated with opportunities provided to reduce costs and access, potential funding opportunities.

Create workgroup by June 2023. Data gathering by end of 2024. Propose strategies by June 2025. Goal to implement strategies/ opportunities for students (prospective and current) by fall 2026.

Business Operations staff. Residence Life staff. Residence Hall Association members. University Housing Leadership working with Student Services and Enrollment Management Development Officers.

University Housing

4B: AFFORDABILITY

STRATEGY

4B1: Keep student costs as low as possible.

MEASURE/TARGET

RESOURCE NEEDS/ DEPENDENCIES

CHECK-IN/ DEADLINE

POINT-PERSON/ PEOPLE

Present/publish cost comparison with offcampus housing with a focus on the value of the experience of on campus living.

Information is obtained, presentation of data is developed and published.

Prioritize within existing resources.

By June 2024

Business Operations staff. Promotions and Recruitment staff.

Explore providing housing subsidies in partnership with Division of Equity and Inclusion and other departments specifically for underserved populations.

That housing subsidies have been explored. Potential funding sources/approaches have been identified. Creation of a working group with the Division of Equity and Inclusion and other units interested in participating.

Prioritize within existing resources. Depends on identified measures after initial work is done.

By June 2024

Business Operations staff. Residence Life staff. Residence Hall Association members. University Housing Leadership working with Student Services and Enrollment Management Development Officers.

To understand success and best practices from outside University Housing: evaluate local private housing through review of costs, amenities, and resources. Evaluate trends that aid in the future planning and needs of our future students.

Completion of market analysis of local student housing that identifies costs to students and costs of housing provider of operations, programs, services, and amenities. Results have been shared, evaluated, and used to improve University Housing.

Prioritize within existing resources. Depends on identified measures after initial work is done.

By June 2024

Business Operations staff. Residence Life staff. Residence Hall Association members. University Housing Leadership working with Student Services and Enrollment Management Development Officers.

S S E M S T R AT E G I C P L A N 2 0 2 2

University Housing

DIVERSITY AND INCLUSION

Department Goals: To advance and integrate the IDEAL (Inclusion, Diversity, Evaluation, Achievement, Leadership) Framework throughout University Housing programs, services, and operations.

5A: INCLUSION

RESOURCE NEEDS/ DEPENDENCIES

CHECK-IN/ DEADLINE

POINT-PERSON/ PEOPLE

Prioritize within existing resources.

By June 2024

Inclusion Change Team. Promotions and Recruitment staff. All University Housing units.

The statements have been reviewed and revised. Position descriptions have inclusion statements.

Prioritize within existing resources.

By June 2024

Human Resources staff. Promotions and Recruitment staff. All University Housing units.

Dedicate Supervisory Staff meetings to highlight and engage elements of the IDEAL Framework and how University Housing intend to advance the IDEAL Framework across University Housing units.

Supervisory Staff meetings have been dedicated to discussion and development of implementation strategies of the IDEAL Framework.

Prioritize within existing resources.

Jun-23

Inclusion Change Team. University Housing Leadership.

Ensure involvement of students, staff (Officers of Administration and Classified), and faculty in the planning and design of our physical environments to ensure they are accessible and culturally representative, for both new construction and renovations.

Students and employees have been involved with planning and design of our facilities ensuring accessibility and culturally representation.

Prioritize within existing resources.

By June 2023

Capital Construction. Inclusion Change Team. Leadership for each unit.

STRATEGY

MEASURE/TARGET

Develop and engage university departments and communities in opportunities that enhance unit understanding of the campus climate and interpersonal communication, with an emphasis on underrepresented populations. Identify relevant partners and stakeholders; work with partners/ stakeholders to provide insight/ awareness strategies and approaches for continuous improvement of interpersonal communication with an emphasis on underrepresented populations.

Assess and report back on findings of Workplace Community Survey (and potentially other campus climate surveys).

Review and revise University Housing, internal and external facing, statements about diversity, equity, and inclusion in university and departmental communications.

Identification and collaboration with partners and stakeholders for the implementation of approaches for continuous improvement of interpersonal communication emphasizing underrepresented populations

University Housing

5B: DIVERSITY

STRATEGY

MEASURE/TARGET

Recruit and retain staff members who are representative of diverse groups who recognize and act upon the experiences of prospective and current students. Complete an audit of staff recruitment and retention over prior 5-10 year period. Benchmark national strategies at 4-year Predominantly White Institutions for recruiting and retaining diverse staff.

Number of Officers of Administration and Classified Staff recruited from communities that are representative of the student population who will recognize/act upon the diverse experiences of students. That the diversity of staff matches the diversity of the student population.

Co-sponsor bringing to campus scholars and/or practitioners from diverse backgrounds to enrich discourse and education.

Number of scholars/practitioners from diverse backgrounds enriching discourse and education in the residence halls/ family housing and university apartments.

RESOURCE NEEDS/ DEPENDENCIES

CHECK-IN/ DEADLINE

POINT-PERSON/ PEOPLE

Prioritize within existing resources.

By June 2024

Human Resources Staff. All University Housing units.

$5,000 to cosponsor/provide stipends as needed.

By June 2025

Inclusion Change Team. Residence Life, Academic Residential Research Initiatives staff.

CHECK-IN/ DEADLINE

POINT-PERSON/ PEOPLE

5C: EVALUATION

STRATEGY

MEASURE/TARGET

RESOURCE NEEDS/ DEPENDENCIES

Develop and implement diversity, equity, and inclusion-related performance measures into all University Housing position description, hiring criteria, annual goals, and performance reviews.

That University Housing position descriptions, hiring criteria, annual goals/performance reviews have diversity, equity, and inclusion related components.

Prioritize within existing resources.

By June2024

Human Resources. All University Housing units.

Each unit within University Housing will select diversity, equity, and inclusion goals annually which advance the IDEAL Framework.

University Housing units have selected and met their annual goals for diversity, equity and inclusion that advance the IDEAL Framework.

Prioritize within existing resources.

By June 2024

Leadership in each unit.

Engage campus departments and programs in evaluating existing diversity, equity, and inclusion initiatives and efforts, and— through collaboration with the Division of Diversity, Equity, and Inclusion—establish appropriate and measurable opportunities for improvement

Engagement with colleagues in departments outside of University Housing involved with evaluating diversity, equity, and inclusion efforts and collaboration for improvements.

Prioritize within existing resources.

By June 2024

Inclusion Change Team. Leadership in each unit.

S S E M S T R AT E G I C P L A N 2 0 2 2

University Housing

5D: ACHIEVEMENT

RESOURCE NEEDS/ DEPENDENCIES

CHECK-IN/ DEADLINE

POINT-PERSON/ PEOPLE

Pathway and/or bridge programs have been created and strengthened. Professionals develop pathways and a professional development plan framework have been defined. Students, student leaders and student employee development pathways have been defined.

$10,000. Prioritize within existing resources.

By June 2025

Human Resources staff. University Housing Leadership. Residence Life staff. Inclusion Change Team.

Enhance and increase underrepresented and under-served identity-based Academic Residential Communities and Residential Communities (e.g., Women in Science and Math), while strategically assigning identity-based Academic Residential Communities and Residential Communities to residence halls.

Development of assessment/ evaluation rubric for identity based Academic Residential Communities and Residential Communities. Comparison of improvement from June 2023 to June 2025

Prioritize within existing resources.

By June 2025

Residence Life, Academic Residential and Research Initiatives staff.

Connect residential communities to campus offices/departments and increase engagement with families. Collaborate with Parent and Family Programs (offer family orientation, offer regular housing update/ newsletter via Parent and Family Programs, host programming during Family Weekend); Increase University Housing interfacing with American English Institute, Global Education Oregon, and International Student and Scholar Services to support student, officer of administration and classified staff, and faculty engagement in cultural and international experiences.

Assessment of residential communities’ connections with campus offices/ departments and measure changes in engagement annually. Develop target levels of Parent and Family Programs partnerships/ involvement and measure achieving the target. Develop target levels of engagement with American English Institute, Global Education Oregon, and International Student and Scholar Services and measure achievement to goal.

Prioritize within existing resources.

By June 2025

Promotions and Recruitment staff. Residence Life, Academic Residential and Research Initiatives staff.

STRATEGY

MEASURE/TARGET

Develop, implement, or enhance pathway programs; additionally, create bridge programs to strengthen student, officer of administration and classified staff success in UO. This could include summer enrichment programs, onboarding, 6-month workplace and professional development, SSEM Mentorship Program, the University of Oregon Leadership Academy, NASPA-NUFP (Student Affairs in Higher Education, Undergraduate Fellows Programs), ACUHO-I (Association of College and University Housing OfficersInternational) Leadership Academy, etc.

University Housing

5E: LEADERSHIP

RESOURCE NEEDS/ DEPENDENCIES

CHECK-IN/ DEADLINE

POINT-PERSON/ PEOPLE

A staff member in the Chief Diversity Officer role has been hired. A Diversity, Equity, and Inclusion Student Leaders program is in place.

$150,000 annually

By June 2025

University Housing Leadership.

Articulate the IDEAL Framework as a part of onboarding new employees and incorporate its meaning and expectations at the unit level. Supervisory Staff should be able to translate the IDEAL Framework into our department's mission and employees’ own work.

Create onboarding information and provide training for supervisors and employees.

Prioritize within existing resources.

By June 2025

Human Resources staff. University Housing Leadership. Residence Life staff. Inclusion Change Team.

Develop and promote programs that mentor and prepare members of underrepresented groups for leadership opportunities in University Housing.

Creation/implementation of a mentoring program for University Housing employees, residents, student leaders and student employees.

Prioritize within existing resources.

By June 2024

Inclusion Change Team. Human Resources staff. University Housing Leadership.

STRATEGY

MEASURE/TARGET

Hire a Chief Diversity Officer and select a team of diversity, equity, and inclusion ambassadors (student leaders) within University Housing to enhance enactment the IDEAL Framework across University Housing units.

S S E M S T R AT E G I C P L A N 2 0 2 2

UNIVERSITY TESTING CENTER

SUCCESS

DIVISION GOALS:

To support positive learning experiences and the development of knowledge and skills that foster success. FOCUS:

Student Focus, Departmental Outcomes

THEME 1A: TRACKING AND SHOWCASING SUCCESS AT THE DEPARTMENT LEVEL

THEME 1B: INNOVATE SERVICES AT THE DEPARTMENT LEVEL

Outcome 1A1: Explore new scheduling systems for easier

Outcome 1B1: Increase engagement across campus and

appointment management.

work to be a source for information and best practices on test security and integrity.

Outcome 1A2: Continue using software to track attendance and usage patterns to better utilize limited

Outcome 1B2: Work with language departments to

resources.

implement new placement assessments that better serve the needs of students and departments.

Outcome 1A3: Implement new payment systems to reduce fees paid to outside vendors and increase revenue stream.

Outcome 1B3: Add remote testing option for several language placements to ensure greater access for students. Outcome 1B4: Innovate services that eliminate barriers to success. Outcome 1B5: Explore new assessment tools and options as departments ask (such as the PMI Ready Test for the Business department).

University Testing Center

SERVICE

DIVISION GOALS:

To cultivate an environment where we are empowered and encouraged to serve university communities with excellence. FOCUS:

Staff Focus, Division Outcomes, Empowerment

THEME 2A: PROFESSIONAL DEVELOPMENT

THEME 2B: WORK ENVIRONMENT

Outcome 2A1: Empower employees

that is culturally representative, safe,

Outcome 2C1: Encourage

to search out new and exciting

warm, and inviting for all employees

participation on SSEM and campus

activities, both on and off campus,

and visitors.

committees and working groups.

Outcome 2B2: Encourage an

Outcome 2C2: Continue working

atmosphere of respect and teamwork

with SSEM partners for cross-

Outcome 2A2: Adjust schedules and

and actively seek input from all

departmental employee trainings to

office hours to allow all staff to attend

employees.

meet goals and create systems of

Outcome 2B1: Create a workspace

THEME 2C: CROSS-DIVISION/ UNIVERSITY KNOWLEDGE

that will help their personal professional goals.

the remote national conference this year for our field.

useful redundancies. Outcome 2B3: Actively encourage staff to discuss new and innovative

Outcome 2A3: Volunteer with

strategies to improve day-to-day

professional organizations to craft

functions and actively engage with

new and updated best practices

these ideas.

documents for the field. Outcome 2A4: Proactively search out training and development activities and share with employees.

S S E M S T R AT E G I C P L A N 2 0 2 2

University Testing Center

COMMUNITY

DIVISION GOALS:

To strive for an increasingly diverse, exceptional, and inclusive university community. FOCUS:

Student and Staff Focus, Division Outcomes, Community Building, Equity, and Inclusion

THEME 3A: SENSE OF BELONGING

THEME 3B: PROGRAMMING AND SERVICES

THEME 3C: STRENGTHEN THE SSEM COMMUNITY

university’s commitment to diversity,

Outcome 3B1: Continue to provide

Outcome 3C1: Collaborate with

equity, and inclusion in all SSEM

a welcoming environment that helps

campus partners to increase

communications, formal and informal.

students navigate their transition to

knowledge of University Testing

higher education and/or the

Center services to improve the

job market.

success and experience of students

Outcome 3A1: Represent the

Outcome 3A2: Continue to work

from all backgrounds.

with community programs that serve diverse populations of students (GED

Outcome 3B2: Continue to grow

Options, McKinney-Vento, etc.).

relationships with other campus

Outcome 3C2: Increase awareness

offices to enhance services and

of and collaboration between the

support to students.

University Testing Center, Advising,

Outcome 3A3: Strengthen our partnerships with campus partners

Orientation, and Admissions to better

involved in student success (AEC,

support units and students.

Advising, etc.).

University Testing Center

ACCESS AND AFFORDABILITY

DIVISION GOALS:

To grow, promote, and champion the services and opportunities that facilitate and enhance a University of Oregon education. FOCUS:

Student Focus, Cross-Departmental Outcomes

THEME 4A: REDUCE BARRIERS TO ACCESS

THEME 4B: AFFORDABILITY

Outcome 4A1: Reduce barriers to access through

Outcome 4B1: Decrease cost for students.

simplification of processes. Outcome 4B2: As soon as possible, reapply for Strategic Outcome 4A2: Streamline scheduling process to better

Investment Proposal to cover out-of- pocket expenses for

allocate limited resources based on usage.

UO students taking placement tests or tests that aid in degree completion.

Outcome 4A3: Work to identify additional space on campus to increase testing capacity.

S S E M S T R AT E G I C P L A N 2 0 2 2

University Testing Center

Division of Student Services and Enrollment Management 1203 University of Oregon Eugene OR 97403-1203

Student Services and Enrollment Management 1203 University of Oregon, Eugene, Oregon 97403 541-346-9386 ssem.uoregon.edu The University of Oregon is an equal-opportunity, affirmative-action institution committed to cultural diversity and compliance with the Americans with Disabilities Act. This publication will be made available in accessible formats upon request. ©2022 University of Oregon SSEM042022