Student Life and Development Program Review  Departmental Executive Summaries   

 Student Life and Development Program Review Departmental Executive Summaries April 7, 2015
Office of Student Life and Development (SLD) Program Review Executive Summary Primary Functions 
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Leadership/support for 18 departments and programs Budget management for M&E, foundation, enterprise, grant and student fee accounts Central point for policies, services, assistance and complaints especially as they relate to students Provide advocacy/student support coordination for behavior intervention and crisis management Administer the Student Conduct Program and the Respect and Responsibility diversity program Provide supervision for U‐Choose and the Veterans Resource Center Coordinate programs and efforts to address cultural understanding, promote wellness, enhance access, develop leaders and build community Legislative, Regulatory or Accreditation Requirements 
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Support many SLD departments and programs that require accreditation or regulatory compliance MnSCU policies, federal and state regulations and case law FERPA and MN Data Practices Act ADA, Title IX, Clery Act, Campus SaVE Act, and the Higher Education Reauthorization Act Interdependencies 
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Works closely with numerous campus offices to manage the SLD Division Coordinate Behavior Intervention Team and student crisis/advocacy responses Serve on numerous committees, work groups and task forces to represent student affairs perspective Have knowledge of and relationships with campus‐wide programs, services and resources for student support Assessment Based Evidence of Student Success 
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96% of Respect and Responsibility attendees report the workshop helped them “know how to be a positive member of the community.” Of the 200 BIT cases annually, 44% involve mental health issues There are 775 conduct/Title IX cases adjudicated by the office staff annually Quotes/Testimonials 
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Faculty member: “If it wasn’t for the immediate action of an SLD staff member, I am sure this student would have committed suicide today.” Student said of the Respect and Responsibility workshop, “I will remember how to make a difference in my community and how it relates to my life.” “The best part of being a conduct graduate assistant is making positive connections with discouraged, disengaged, or otherwise struggling students. Through intentional conversations I have addressed many underlying personal obstacles to success. Working together to mitigate these concerns reconnects the student to their goals and SCSU.” Annie Babcock, SLD Graduate Assistant Page 2 of 16 American Indian Center (AIC) Program Review Executive Summary Primary Functions 
The American Indian Center (AIC) established in 1993 as a separate university center with educational, social and cultural programming specific for American Indian students and outreach activities for Indian and non‐Indian communities. For 22 years, SCSU has recognized the unique political status of American Indian communities and the need for an independent center to serve American Indian students. Legislative, Regulatory or Accreditation Requirements 
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Executive Order (13‐10) signed by Governor Dayton on August 8, 2014 affirms the Government to Government relationship between the State and the Tribal Nations and directs state agencies to consult with tribes on issues that affect American Indians. MnSCU Chancellor’s Office establishes the Native Nations Taskforce, and the AIC director is requested by the SCSU Provost to participate in the meetings. The American Indian Center organizes an American Indian Advisory Board (AIAB) to advise the SCSU President on all Indian education issues. Statewide Projections by Race/Ethnicity and Gender as reported by the Minnesota State Demographic Center show that the total possible American Indian High School students in target recruitment groups have been steadily increasing from 852 in 2013 to 892 in 2017. The Minnesota State Demographic Center projects the number of American Indian High school graduates will top 1,020 by 2021. Interdependencies 
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The AIC Director has served as a campus representative at the request of the President’s and Provost’s Offices on issues of American Indian education or attendance at Tribal Nations State of the Band Addresses. In addition to collaborating with all of the Student Life & Development offices and Centers, the AIC brings American Indian elders and educators for cultural learning opportunities for American Indian students and the entire campus. AIC provides funding for specific American Indian authors into the classroom for various academic departments on projects regarding American Indians. Assessment Based Evidence of Student Success 
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The SCSU retention rate for students in 2015 is 60%; the national average is 21.6% at institutions of higher education. (http://www.heri.ucla.edu/PDFs/DARCU_RB.PDF). 187 American Indians graduated from SCSU in the last 5 years (2010‐2015) Student Quotes/Testimonials 
“My time at SCSU has been a long journey. It has not been a journey that was traveled alone. The American Indian Center has been a continuous source of support and encouragement. I was provided a sense of community, a connection to my people, career/education opportunities, and the tools and resources to accomplish academic and work related tasks. My experiences at the AIC have helped develop the person I am today.” ‐ Aaron N. Page 3 of 16 Career Services Center (CSC) Program Review Executive Summary Primary Functions  Career Development and Outreach ‐ assist all students in planning, preparing and implementing major and career aspirations and goals through individual appointments and presentations  Internship Development ‐ create internship opportunities and partnerships for students, faculty, staff and employers  Employment Services ‐ facilitate connections between students and employers through events and provide learning and recruiting opportunities for students Legislative, Regulatory or Accreditation Requirements  Federal/State – o The College Scorecard highlights key indicators to help students choose a school is consistent with their educational and career goals and employment outcomes. o Department of Labor policies on internship payment and policies. o FERPA, EEO, ADA, and DoD regulations; all rights and privacy and employment laws/acts. o Tax Credit State Program for Internship expansion with state support.  National ‐ Career counselors require certifications to deliver specialized career assessments.  MNSCU Educational Policy 3.31 – Graduate Follow‐up (GFU) requirement is 85% with new graduates.  MNSCU Educational Policy 3.38.1 ‐ Career information required to provide information on career exploration and job opportunities to all students enrolled in occupational programs.  MNSCU Memorandum of Agreement between University and company internship sites. Interdependencies
 Faculty partnerships  Colleges and schools  Experiential Learning and Outreach Directors and Student Relations Coordinators  University College: Admissions, Advising Center, Financial Aid, FYTP, Honors  Student Life and Development: All areas  Office of Strategy, Planning and Effectiveness  Alumni and Foundation  School of Graduate Studies  School of Education: Bush grant ‐ Teacher Preparation Initiative  Center for International Studies  Information Technology Services  Center for Continuing Studies  Greater St. Cloud Development Talent Corp and the St. Cloud Chamber  Workforce centers and state rehab service
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Average 2,200 career development appointments per FY with 1.75 counselors; demand and wait list continue to increase as a result Diversity Impact: Coordinate the largest Diversity Job Fair yearly over 1200 attendees. Provide support for APP, resume development, interviewing, etc.; partnered with MSS FREE. In FY15 we have had 240 unique international students and 156 unique veteran students. Student Quotes/Testimonials 
Kellyn C., Senior ‐ "Career Services has given me the tools and resources to be successful after college. The Professional staff are amazing and invested in every student that they work with. They guided me towards a major, career path and are always helping me with networking and becoming a better person. As a Peer Career Advisor, I have gained valuable job experience and skills that have made me grow both personally and professionally. The skills learned through training's, hands on experience, and face to face interactions with students and employers will stick with me forever. I love assisting and working with students, giving them resources they can use to find employment during and after school." Page 4 of 16 Counseling and Psychological Services (CAPS) Program Review Executive Summary Primary Functions 
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Individual, couples and group therapy for undergraduate and graduate students, using brief therapy model Consultation to faculty, staff and students for struggling students Outreach and training on mental health topics to faculty, staff and students Legislative, Regulatory or Accreditation Requirements 
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Accredited by International Association of Counseling Services (IACS) Practices are regulated by Minnesota Boards of Psychology and Social Work Interdependencies 
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Student Life and Development Behavioral Intervention Team Student Health Services Student Disability Services Myriad faculty and service departments Assessment Based Evidence of Student Success 
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National research shows counseling improves retention National research shows counseling reduces likelihood of suicide 77% of our clients say counseling has helped them improve their academics 83% of our clients say counseling has helped them stay in school 95% of our clients would recommend counseling to a friend Student Quotes/Testimonials 
“CAPS is an invaluable resource to SCSU students. I strongly believe counseling is one of the most important parts of my time on campus.” Page 5 of 16 Student Disability Services (SDS) Program Review Executive Summary Primary function 
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Provide academic (and other) accommodations to students and prospective students who have disabilities. SDS ensures that SCSU complies with state and federal laws that require access to academic programs. Training and awareness efforts across campus. Consultation on access issues. Advocacy related to disability issues. SDS helps SCSU comply with the following regulatory requirements 
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Americans with Disabilities Act (ADA) The Rehabilitation Act of 1973 (notably Sections 504 and 508) Minnesota Human Rights Act (Chapter 363A) MnSCU Policy (1B.4) Notable trends, the demand for service has increased even as SCSU enrolment drops 
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Total SDS caseload has increased by 26% in last 5 years Mental/emotional caseload has increased by 72% in the same 5 years Going back 6 years, the total caseload increase is 41%, and Mental/emotional increase is 130% The SDS staff size has not increased in the last 5 years, and is actually smaller than 12 years ago Interdependencies 
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We serve students in all academic majors. Student Health Services (SHS) Counseling and Psychological Services (CAPS) Student Life and Development (SL&D) The Office of the President (Special Advisor) The Office of Institutional Equity and Access Assessment based evidence of student success 
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Numbers of students who graduate. Strong annual survey results of students who use our services. Strong annual survey results of the students who volunteer as note‐takers. Faculty feedback was very strong on past surveys. Page 6 of 16 Multicultural Student Services (MSS) Program Review Executive Summary Primary Functions 
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Meet the needs of students of color, first generation students and other historically disenfranchised populations within our community, state and nation. Provide comprehensive services including academic assistance, personal development and multicultural programming. Create and maintain an environment that promotes cultural understanding and appreciation for all members of the university community. Interdependencies 
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Integrated approach is essential in our work. Eliminating silos through collaborative efforts enhances student success places our department and university in a better prepared position to serve our increasingly diverse student population as it continues to grow. Collaborative efforts include the following; o Admissions (daily campus visits and New Student Admit Days) o Advising Center (Advising and Registration Days/Academic Advisors) o Outdoor Endeavors (Advanced Preparation Program) o Athletics (Athletes for Success in the Classroom/Green House) o Faculty (Learning Communities/Faculty Assessment Survey) o Financial Aid (FAFSA Labs) o FYTP (ACE/College 150) o University Advancement/Alumni o Center for International Studies (targeted Education Abroad Programs) Assessment Based Evidence of Student Success 
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Our initiatives have direct, impactful results on student success metrics helping to decrease the achievement gap at SCSU, and contribute to the smallest gap within the system for ratio of student success for students of color/white at .98. (data represents cumulative averages) Global Studies participants are retained, on average, at a rate of 85+%, cumulative GPA’s ranging between 2.40 ‐2.90 and, on average, a CCR of 90% Learning Community participants are retained at rates of 77+%, GPA of 2.30 – 2.50 and CCR of 85+% Student Employment participants are retained at 80+%, GPA of 2.40 – 2.70 and CCR of 88+% APP participants retained at 77+%, GPA 2.40 – 2.60 and CCR of 87+% Advising & Registration cohort students are retained 75+%, GPA of 2.40 – 2.50 and CCR of 80+% Green House includes student‐athletes, Last Dollar Scholarship and students on academic warning. Retention rates exceed 90+%, GPA 2.70 – 2.96 and CCR 93+% Student Quotes/Testimonials 
MSS has always been by my side from the minute I applied to St. Cloud State University till this day. MSS has always been there to provide me with resources, opportunities, advice, and much more. The services MSS provide me are always satisfying and the staff are all incredible. To me MSS is more than just a resource center or office. MSS has become my foundation, my support system, and my family. My experience with MSS has been phenomenal! ‐Der yang, Sophomore, Community Psychology Page 7 of 16 Women’s Center Program Review Executive Summary Primary Functions 
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Educate and empower students through gender equity programming and events. Advocate and serve victims of gender violence, students in unhealthy relationship, and students who are pregnant or parenting. Facilitate women’s leadership development through in‐house leadership program. Award scholarships to Non‐traditional female students. Legislative, Regulatory or Accreditation Requirements 
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Advocacy and support services to victims of gender violence as required in Title IX, Campus SaVE Act and Clery. Mandatory prevention education for students to deter gender violence, including bystander education. Advocacy and support to assist pregnant and parenting students stay in school and thrive as students as required by Title IX. Interdependencies 
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Partnership with Student Life & Development to implement Respect and Responsibility. Educational collaborations with MSS, LGBTRC, AIC, UPB, Residential Life and others to host speakers and events. Serve as an internship site for departments such as Women’s Studies and Social Work. Training to Public Safety and Residential Life on assisting victims of sexual assault, relationship violence and stalking. Classroom presentations about a variety of gender‐related issues. Assessment Based Evidence of Student Success 
More than 90,000 student participants in a sexual assault prevention educational program (1992‐
2014). More than 25,000 contacts attending Women on Wednesday with 750+ presenters since 1990. Annually serve more than 12,000 students, faculty, staff and community members through programming, services, outreach and scholarships. 
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Student Quotes/Testimonials 
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I don’t know where I would be without the services at the Women’s Center. I hope it always is around to help other women who have difficult situations like I had. (Client) Awesome group of strong and open‐minded women! …The Women’s Center is the place where dreams and passion come true! (Retreat Evaluation Spring 2015) Page 8 of 16 Department of Campus Involvement (DCI) Program Review Executive Summary Primary Functions 
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DCI is made up of 6 diverse program areas: Civic Engagement, Greek Life, Major Campus Events, Student Organizations, University Program Board (UPB), and Spirit Groups DCI provides programs, services and events as well as leadership, involvement, and active/applied learning opportunities for all students. DCI annually serves ~58,000 people with 250+ events, activities, and programs, ~50 classroom presentations, and ~2,600 hours of student and organizational advising, mentoring, and consultation DCI provides and promotes student's co‐curricular involvement by directly impacting the Husky Compact outcomes and provides significant support for community engagement activities. Legislative, Regulatory or Accreditation Requirements 
The essence of DCI’s work is captured by MnSCU Board Policy 2.8 part 1 which states that “each institution shall establish a student life/activity program. Student life/activity programming is intended to provide for a wide range and balance of student activities that complement the curricular offerings of the institution.” Interdependencies 
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All Student Life and Development Departments All Student Organizations and Student Organization Advisers Student Government and various Student Government Committees First Year and Transition Programs University College Academic Affairs departments and services Information Technology Services Center for International Studies Athletics and Campus Recreation Business Services Assessment Based Evidence of Student Success 
2013 DCI survey to all SCSU Students (over 2500 responses) shows the following: o 78 % of students agree/strongly agree that they engage on campus/attend events in order to enhance their collegiate experience o 70% of students agree/strongly agree that involvement in student organizations and leadership experiences are important o 80.5 % of students surveyed agreed that DCI and its programs/services are valuable to the campus as a whole Student Quotes/Testimonials 
“Working in DCI has dramatically affected my success. When I started I was completely uniformed about everything and rarely stayed on campus, which affected my grades. DCI works with my class schedule and student events making it all possible. After I met more people, I felt much more confident about being here.” (Quote from student employee assessment tool)
Page 9 of 16 Lesbian, Gay, Bisexual, Transgender Resource Center (LGBTRC) Program Review Executive Summary Primary Functions 
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Provide education for the campus community on LGBT identities, issues, and strategies on how to best support LGBT students, faculty, staff, administrators, and guests Advocate for LGBT inclusive policies, programs, services, resources, and environments Provide safe and inclusive spaces on campus and throughout the greater Central Minnesota community through outreach and collaborations Design and deliver programs, services, and resources intended to leave participants empowered to think, do, and make a difference for life, work, and citizenship in a global community Interdependencies 
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Atwood – access to accounting technician Cindy James who assists in processing payments, contracts, and assists in other budgetary related business Residential Life – partnership for the Pride Living Community. This partnership creates a gender‐
open living environment and community that works to support gender non‐conforming and transgender students Multicultural Student Services – the LGBT Resource Center serves as a host site for first‐year student recipients of the access and opportunity grant. The recipients play an crucial role in staffing the front desk of the LGBT Resource Center Various Academic and Service Units across campus – The LGBT Resource Center facilitates over 65 classroom presentations annually to over 3,000 students that work to generate knowledge about LGBT identity and issues on campus and in society. Assessment Based Evidence of Student Success 
According to a 2010 study regarding tracking retention and academic success of Out LGBT Students, “only 7% of campuses have an institutional support for LGBT populations on campus. Institutional support is defined as part‐time (50% or more) of full‐time staff position whose job description includes LGBT issues or concerns.” Student Quotes/Testimonials 
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“Having the LGBT Resource Center on campus gives me a place to go where I can feel safe, supported, and connect with other people like me.” ‐ Trans* Male Student “As a member of the LGBT community, it’s important to me that SCSU has an LGBT Resource Center. It lets me know that I matter despite my daily experiences that often leave me questioning the visibility/value of my LGBT identity.” Lesbian Student “When I was a Bethel, I felt like I didn’t matter. Having the LGBT Resource Center on campus gives me a place to go where I know I’ll be welcomed without judgment. It also makes me feel like my voice will be heard and that my identity will be visible. Having an LGBT Resource Center on our campus lets me know that the university is thinking about me and that I matter here.” Gay Student Page 10 of 16 Lindgren Child Care Center (LCCC) Program Review Executive Summary Primary Functions 
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LCCC provides Nationally Accredited care to children (2 months to 5 years) of student parents, laboratory placements to SCSU practicum students from at least six academic departments each semester, leadership and professional development to student employees, and programming through the Minnesota Student Parent Support Initiative (SPSI‐grant funded) aimed at supporting SCSU student parents from enrollment through graduation Legislative, Regulatory or Accreditation Requirements 
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accredited and regulated by the National Association for the Education for Young Children (NAEYC) licensed and regulated by the MN Department of Human Services regulated by the Federal Food Program; Child and Adult Care Food Program (CACFP) rated and regulated by Parent Aware: Minnesota’s Quality Rating and Improvement System licensed by the City of St. Cloud Health and Inspection Department Interdependencies 
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Minnesota Student Parent Support Initiative to support student parents while attending SCSU Academic departments create practical learning experiences and service learning for students; o CPSY (ABA), NURS, CFS, SW, SPED, CSD, GLST Center for International Studies in offering an on‐campus cross cultural component for international students and children/families of LCCC Assessment Based Evidence of Student Success 
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30% rise in the number of student families served from FY2010‐2014 (at full capacity past three academic years with wait list 15‐30 families per semester) low income students, 60% of the children using the child care center qualify for free school lunch and 93% of undergraduate student parents are Pell eligible Of current LCCC Student Parents, 65% identify that having a nationally accredited on‐campus child care center impacted their decision to enroll at SCSU and 95% identify enrollment at LCCC impacts their ability to increase their per semester credit load due to their enrollment in LCCC. In 2014, LCCC successfully completed the Re‐Accreditation process, receiving commendations in 7 out of the 10 standard areas including Relationships, Assessment, Health, Teachers, Families, Community relationships, and Leadership and Management. Student Quotes/Testimonials Student Parents (taken from 2014 Parent Satisfaction Survey)  We love Lindgren! The staff has always worked hard to respond to our concerns and accommodate our family's particular situation. We are so pleased with the level of care and education our daughter has received at Lindgren. I believe it is the best quality childcare in the Central Minnesota region.  If this was not offered I would not be in school. Page 11 of 16 Student Health Services (SHS) Program Review Executive Summary Primary Functions 
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Provider of high quality, accessible, affordable health care to our students o Medical clinic – board certified doctors, nurse practitioners and clinical staff o On‐site pharmacy and laboratory o Health Promotion and Educational Services – graduate assistant, peer educator, internship and student organization opportunities Provide campus leadership on policy, system and environmental change as well as issues related to health and wellbeing Legislative, Regulatory or Accreditation Requirements 
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MN Statute 136F.20 – “the board shall offer health services for students at each state university…” Accredited by Accreditation Association for Ambulatory Health Care (AAAHC), Commission on Office Laboratory Accreditation (COLA), and certification by Center of Medicare and Medicaid Services Clinical Laboratory Amendments (CLIA) Responsible for MN Immunization Law student data collection and compliance Interdependencies 
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Health Promotions and U‐Choose are co‐located and work collaboratively We work closely with Center for International Studies to serve international students and prepare students for study abroad opportunities School of Health and Human Services – o Provide physicals, screenings and immunizations for health related majors including Nursing and Communication Sciences and Disorders o Program planning, internships and student opportunities in partnerships with Community Health Case consultation with Counseling & Psychological Services, Student Disability Services and Women’s Center Assessment Based Evidence of Student Success 
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91.5% of Student Health Services (SHS) patients indicate SHS had a positive impact on their academic performance. (SHS Patient Student Satisfaction Survey, Fall 2014) Over 1/3 of SCSU students surveyed report being diagnosed with at least one mental health condition in their lifetime. GPAs are significantly lower in students with a mental health diagnosis. (2014 U of M College Student Health Survey) Student Quotes/Testimonials 
“I am very grateful to be able to go on campus for my check‐ups. I feel safe and cared for. Page 12 of 16 Veteran’s Resource Center (VRC) Program Review Executive Summary Primary Functions 
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Providing current military members, veterans, and their families with the highest level of support, dedication, and service in order to ensure they achieve their educational goals in life. Includes, but not limited to: advocating on veterans issues, supplying resources on benefits, and conducting outreach to the campus/community. Host to MDVA regional office Legislative, Regulatory or Accreditation Requirements 
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Executive Order 13607 states institutions must follow Principles of Excellence (guidelines) if they are to receive federal funding, such as Post‐9/11 GI Bill and Federal Tuition Assistance. Minnesota statute 197.585 states each campus within MnSCU shall provide adequate space for a veteran’s resource center and information and assistance to student veterans and their families. Interdependencies 
The Veterans Resource Center is reliant on the following departments: the Office of Records and Registration, Business Services, the Office of Financial Aid, the Advising Center, Counseling and Psychological Services, the Office of Admissions, Career Center, ROTC, First Year and Transition Programs, Residential Life, the Office of Campus Involvement, SLD, Outdoor Endeavors, Student Parent Support Center, the Lindgren Child Care Center, and the Recovery Community. Assessment Based Evidence of Student Success 
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In 2014, student veterans visited the VRC 3,455 times for peer connection/camaraderie/studying and 522 times for education benefit assistance (self‐reported) For the past five years in a row, SCSU has been named one of America’s Top Military‐Friendly Schools by Military Advanced Education Awarded Top Military‐Friendly School by GI Jobs last five years Student Quotes/Testimonials 
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“If it wasn’t for the veterans resource center, I probably would not be alive today.” – SCSU Student Veteran, Fall 2014 ‐ 3 tours to Iraq “The VRC has given me a place to relax and be myself. I struggle every day with severe anxiety and a few other issues and this place helps me connect to the people who understand me, that is what I need to succeed” ‐ National Guard SCSU Student Veteran, National Guard, Spring 2015. “Simply put, if I did not receive the support I currently have from the staff and students at the VRC, I would not be attending college.” – Student Veteran, Spring 2015. Page 13 of 16 U‐Choose/Recovery Community Program Review Executive Summary Primary Functions 
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Provide ongoing evidence‐based education and prevention strategies for the purpose of preventing alcohol abuse and other drug use. Provide a reasonable level of care for individuals who are misusing, dependent on or in recovery from alcohol or other drugs. Provide a safe and welcoming campus environment where students in recovery can receive support while working to obtain a college degree. Legislative, Regulatory or Accreditation Requirements 
Comply with federal and state laws concerning alcohol and other drug (AOD) use and abuse prevention, such as The Drug‐Free Schools and Communities Act of 1989 which requires institutions receiving federal financial assistance to establish AOD prevention and intervention programs for students and employees. Interdependencies 
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Health Promotions and U‐Choose are co‐located and work collaboratively The City Attorney’s office and the St. Cloud Police Department in the operation of the St. Cloud IMPACT Diversion program. The St. Cloud Community Alliance, implemented by U‐Choose in 2010 to reduce the incidence of high‐risk drinking in the St. Cloud community, is co‐chaired by Mayor Kleis and President Potter. General membership is comprised of individuals throughout the community. We currently partner with SCTCC to offer U‐Choose programming on their campus. Assessment Based Evidence of Student Success 
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In 2005, results from the annual College Student Health Survey indicated that over 58% of our students reported engaging in high risk drinking within the last two weeks. As of 2014, the high risk‐drinking rate at SCSU has fallen 52%, to 27.8% (below the national average). The self‐reported mean peak BAC (Blood Alcohol Concentration) of IMPACT participants has dropped from .14 pre‐IMPACT to .07 ninety days post‐IMPACT. The IMPACT/Diversion program has resulted in an 83% reduction in underage consumption recidivism for participants. Student Quotes/Testimonials  “I learned a lot in IMPACT. Made me rethink my alcohol use by making better decisions.” 
“I can honestly say that without the Recovery Community I don’t think I would’ve graduated this spring because I strongly believe I would’ve relapsed; causing me to go to prison or end up dead.” Page 14 of 16 Atwood Memorial Center (AMC) Program Review Executive Summary Primary Functions Serves as the student‐focused Community Center for the entire campus for:
 retail & help services (Info Desk, Copies Plus,  campus event spaces and event Banking, Campus Card) support/planning services  Campus Involvement, Student Organizations  student‐focused Student Life & Development & University Programs offices  lounging, interacting, studying, connecting,  retail dining and catering services (12 expression & promoting different concepts offered)  diversity and intercultural experiences and  programming & recreation activities support (MSS, LGBT Resource Center, (Theater, Underground, Quarry, etc.) student Cultural Center, Gallery, etc.)
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Contributes to MnSCU Board Policy 2.8 … "establish a student life/activity program." MnSCU Board Policy: 7.3.5 General Finance Provisions Revenue Fund Management: Part 6 Financial Plans and Fees: Subpart A "…Fees shall be collected to meet ongoing financial obligations, including, but not limited to payment of debt service, ongoing operations, funding for repair and replacement, design work for a future project, and no less than three (3) months worth of reserves." Interdependencies
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Department of Campus Involvement and UPB All Student Life and Development areas (Res. Life, MSS, LGBT Center, etc.) All Student Organizations, Student Government, and advisors Center for International Studies Information Technology Services Business Services 
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Facilities Management Public Safety and Risk Management All Academic areas that offer or plan events and programs, recruitment events, etc. Alumni and Advancement areas Campus Dining partner ‐ Sodexo
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Student employee skill development pre‐ and post‐ assessments and evaluations (many of the quotes below are taken from these). National research results on the importance of student centers related to student engagement, recruitment, and retention. Follow up surveys after all events and programs Student Quotes/Testimonials 
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“Atwood is probably the most diverse place on campus; it reflects the world community more than any other place on campus.” Quote from a recent interview with a Building Manager candidate “Atwood helps you build a connection with the people you work and interact with, and the campus as a whole.” Quote from a student employee – assessment tool Page 15 of 16 Department of Residential Life (RL) Program Review Executive Summary Primary Functions 
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Provides day to day operational supervision of residential living facilities for undergraduate and graduate students, St. Cloud Community and Technical College students, College Community Connections students. Additionally we offer housing to visiting scholars, faculty and staff. Staff members focus on out of class room programming and services that lead to student success, through advising, employment, social justice education, harm reduction programming and academic support. Legislative, Regulatory or Accreditation Requirements 
Like our collaborative partners we must adhere to ADA, HUD, Fair Housing Act, Title IX, VaWA, FERPA, MN Data Privacy, and Drug Free Schools and Community Act. Interdependencies We work collaboratively with almost every office on campus, including our partners at St Cloud Technical and Community College. Our staff members are critical first responders to first year students in crisis, and we connect those students to support services. We maintain contact and support beyond the first issue to help students persist. Additionally, we are vital contributors to these major campus entities.
 New Student Orientation Steering  Office of Admissions – tours and Committee promotions  University Conduct Board  Advising and Registration Days  University Comprehensive Facility  Behavioral Intervention Team Planning Committee  Critical Incident Response Team  U‐Choose programming  Enrollment Management Committee  Women’s Violence Prevention  MAP Works Steering Committee 
Title IX Investigative Services
 Celebrate Planning Committee  Husky Kick Off Planning Committee Assessment Based Evidence of Student Success 
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Traditional full time enrolled first year students cumulative GPA’s are annually higher for residential students, then commuting students. Residential students feel safer in their university operated facilities when compared to their peers who do not. Students in our Living Learning Communities perform better academically when compared to their peers. Student employees assess, review, and improve skill development through training and development programs Students in residence halls have reported improvement in their own personal growth and skill areas involving diversity and personal interactions when compared to their peers in previous years. Students in residence halls also have reported improvements in their time management skills, study habits, and ability to solve problems during the same comparative period. Student Quotes/Testimonials 
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"The best benefit of living on campus are the great experiences and the friendly atmosphere. Benefits of living on campus are friends, experiences and you are always close to everything on campus. Live on campus! It's great!"—Tiffany Wells "The best thing about of living on campus is how close you are to your classes and you get to meet a lot of new people. You get a great sense of community when you live in the residence halls. if your are undecided about living on campus, unless your classes are close together, it takes too much time going back and forth from classes if you are off campus."—Ernesto Reges Page 16 of 16