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  GOALSPRING 2013 PERIOD SUMMARYPROGRESS 1. Increase Undergraduate Student Retention and Engagement A critical component of our efforts to increase retention and engagement entails expanding opportunities for student involvement in activities that foster social interaction and learning experiences. Service activities saw participation rates increase, including 3,346 students reporting 114,436 hours of service in ClemsonCounts, an increase of 898 students and 25,051 hours from the previous year. Service projects included a trip to New Jersey to work on Hurricane Sandy relief efforts, a Georgia trip to work with urban poverty issues, and a Clemson dinner event that raised $40,000 for the Collins Children’s Home.Active, collaborative and experiential learning experiences included a new internship program for Parks, Recreation, Tourism and Management students initiated by Campus Life to provide hands-on event planning. Healthy Campus added two Creative Inquiry courses: the redesigned Teaching Alcohol Abuse Prevention (TAAP) program, which is now called Aspire, and a course for architecture and food science students working with the S.C. Agriculture Museum to design a teaching and demonstration garden.Over the spring semester, 3,736 students played Intramural Sports, 2,343 students participated in Group Fitness Classes and more than 1,200 students competed in Club Sports, which were all part of Campus Recreation’s multiple opportunities for students to interact socially while increasing physical fitness. 2. Promote Graduate Student Satisfaction and Success Goal Team Two completed two assessment projects that significantly increased its understanding of the graduate student experience. Based on a graduate student survey and a communications audit conducted through a spring 2013 senior capstone course, the team found that graduate students: feel disengaged from the University, feel they are perceived as employees rather than students, receive unclear or inconsistent answers from University officials and do not perceive a clear outlet to express concerns or complaints.After evaluating data and consulting with Graduate Student Government, the goal team identified several direct impact areas: ã   Communication (email messages tailored to specific student needs and website resources) ã   Parking and Transportation Services (improved communication on holiday/break policies, CAT Bus routes during University breaks and parking permits geared toward graduate assistants or teaching assistants) ã   Fike Recreation (spousal/partner memberships, graduate student intramural league/teams and family activities) ã   Health care access ã   Student services and experiences (professional development, career services, student organizations related to their academic experiences and recreational activities) 3. Prepare All Students to Interact Successfully and Meaningfully with People from Diverse Identities Quantitative results of the 2012 Campus Climate Survey were supplemented by analysis of open-ended responses and focus groups, providing a richer understanding of how students experience issues around inclusivity and diversity. Findings were shared with the division and Administrative Council, and a Web-based recording was created to use as a tool when discussing strategies for addressing problems identified by the survey. Other efforts to prepare students to interact successfully and meaningfully with people from diverse identities include: ã A Gantt Center for Student Life survey of program participants found that 90% of respondents felt their participation allowed them to build meaningful relationships with people from diverse identities (compared to 93% from the previous year). Further, 99% of respondents indicated their participation encouraged them to value differences in others. ã The new Campus Life advising model includes an Appreciation of Diverse Interactions assessment component, which reported an average score of 1.3 on a two-point scale, indicating room for growth. ã The Center for Career and Professional Development found that 100% of its student employees/interns surveyed stated they agreed their internship experience allowed them to develop meaningful relationships with people different from themselves and understand the importance of working with people from diverse backgrounds.   STUDENT AFFAIRS DASHBOARD  July 2013 DNR   NRD   NRD continued on back  GOALSPRING 2013 PERIOD SUMMARYPROGRESS 4. Develop Students as Ethical Leaders and Agents of Positive Change Goal Team Four promoted the Social Change Model of Leadership within the division. Review of the Multi-Institutional Study of Leadership shows that Clemson students generally report higher than average scores for all leadership values within the model except Controversy with Civility, which “implies respect for others, a willingness to hear each others’ views and the exercise of restraint in criticizing the views and actions of others.” Leadership learning examples include: ã   108 attended the 2013 Women’s Leadership Conference. In a post-event survey, 97% of respondents reported they believe they have the power to make a difference in their community 90% reported they feel confident leading others; and 97% reported they feel confident in taking initiative to improve something. ã   65 undergraduate students attended a Fraternity and Sorority Life Officers Retreat. In a post-event survey, 85% of respondents agreed they were able to develop an action plan relating to their personal, organizational and community goals; 82% agreed they were able to understand and acknowledge differences between people from diverse identities; and 74% agreed they were able to understand basic concepts of social justice and how they apply to their leadership role. ã   57 students attended LeaderShape 2013, and all respondents to a post-event survey reported they agreed their participation helped them understand the visioning process well enough to practice it within their own organizations. ã   48 site mentors in the Center for Career and Professional Development’s internship programs during fall 2012 rated students 4.64/5.00 on their ability to initiate, accept and profit from constructive criticism. 5. Provide Services and Facilities that Enrich the Student Experience Parking and Transportation Services implemented new parking technology to improve service for visitors and Clemson permit holders. By adding 136 metered spaces, permit holders have more parking options and visitors no longer need to obtain a parking pass when parking on campus. Sensors in metered parking spaces integrated with the Parker smartphone app allow visitors and Clemson users to see available spaces and receive turn-by-turn voice guidance to get there. A pilot is also underway to test American with Disabilities (ADA) parking space sensors.The following are efforts across the division to enhance services to students and increase operational efficiency: ã   By collaborating with five other South Carolina public institutions, Redfern Health Center obtained a 2013–14 student health plan with expanded benefits at nearly an 11% reduction from the previous year. ã   TigerOne Card Services worked with Undergraduate Student Government to form a TigerOne Student Advisory Committee, with an initial goal to expand the off-campus TigerStripe program. ã   The Gantt Center for Student Life partnered with the Alumni Center, Undergraduate Student Government and the Unity Project to host the first National Week of Service. 6. Ensure a Healthy and Safe Campus for All Members of the Clemson Community Satisfaction with Redfern Health Center remains strong according to the American College Health Association Patient Satisfaction Assessment Survey. Consistent with the prior year, 84% responded they were satisfied overall with their visit. Satisfaction with confidentiality and privacy was 94%, quality of explanations was 82%, perception that the provider listened carefully to patient concerns was 89%, and friendliness, courtesy and helpfulness of the provider was 93%. Plans are underway to increase full-time staff in medical services and Counseling and Psychological Services for fall 2013 as a response to a 5% decrease in how much information patients received that they could use to improve their health. Evaluating the effectiveness of efforts to reduce high-risk behavior involving alcohol and other drugs continues to be a high priority. Results of the Spring 2013 Core Drug and Alcohol Survey showed a reduction in reports of five or more drinks in one setting and the number of drinks per week as well as lower reports of memory loss, missed classes and driving under the influence. Core data also indicated that many high-risk behaviors are happening off campus, which has led to increased efforts targeting off-campus apartments and other community-based initiatives. Based on research and analysis of the TAAP program, a Creative Inquiry team of 10 students designed a more comprehensive peer-led health and safety dialogue called Aspire that will replace it. This is a CU 1000 requirement for all students that will cover alcohol misuse, mental health and sexual victimization. DNR   DNR   STUDENT AFFAIRS OPERATIONAL EXCELLENCE INITIATIVES Student Affairs departments continue to increase operational efficiency and reduce paper usage through replacement of paper-based forms with electronic record-keeping and data management. In addition to implementation of Electronic Health Records by Redfern Health Center, fire inspections are now conducted and distributed electronically, and Campus Outdoor Recreation and Education has adopted software to process point of sale transactions, trip/course registration and equipment rentals. Fire and EMS also launched a website with Emergency Action Plans for the 260 buildings on the main campus using Google Sites. Housing and Dining consolidated software systems for maintenance needs so that work requests are managed through the same software used by students to submit repair requests, thus eliminating redundant processes in the old system. continued from front DNR
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