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![Intervention Plan
Question Intervention Lead Intervention
I know who my first-year academic advisor is First-Year Advising Advisor outreach email introduction
I know how to add and drop classes First-Year Advising Follow-up email to explain the process
I know how to make an advising appointment First-Year Advising Follow-up email to explain the process
I am satisfied with the major I selected First-Year Advising (If very low) Request a one-on-one conversation; (If moderate) discuss in fa
I am comfortable approaching my professors and teaching assistants with questions and concernsStudent Success Follow-up email with alternative resources (e.g., supplemental instruction)
I have career goals N/A Informational question, can be used with other responses to frame a conve
I know where to get help if I'm struggling in a class Student Success Follow-up email with suggested resources; in-person if their score is very lo
I understand my course materials Student Success Same as question in row 8; look at all three responses and suggest a holist
I will do well in my hardest class Student Success Same as question in row 8; look at all three responses and suggest a holist
I have control over my academic success at USC First-Year Advising In-person conversation with first year advisor
I get to my classes on time N/A Informational, but we should keep an eye on the aggregate responses beca
I am motivated to maintain a GPA of at least 3.0 First-Year Advising Very low: request an in-person meeting with the student
I intend to complete 15 credit hours per semester First-Year Advising If no: Request an in-person meeting with the student, or, using the rest of t
I finish my homework assignments on time Student Success Follow-up email or phone call to suggest a peer consultation or another res
Getting a college degree is important to me First-Year Advising Request in-person conversation
I have skipped classes this semester Student Success or First-Year AdvisingLow number of skipped classes: Student Success; High number of skipped c
I belong at USC Housing Res Life Coordinator will speak with the student in person
I am coming back to USC next semester. First-Year Advising In-person conversation (we will likely flag these students in other questions
I am proud to be a USC student Housing Res Life Coordinator will speak with the student in person
I plan to spend most or all of my weekends on campus N/A We can consider this in the context of other responses (e.g., homesickness,
I know where to get help if I'm struggling with personal issues Housing Res Life Coordinator will speak with the student in person and then possibly
My current level of homesickness is low Housing Res Life Coordinator
At least one [University Name] faculty or staff member has taken an interest in my successN/A Informational - But share all 'no' responses with U101
I like where I live Housing Res Life Coordinator
I get along with my roommate(s) Housing Res Life Coordinator
I enjoy my classes N/A Informational for first-year advisors
I am participating in student organizations this semester Housing Res Life Coordinator in-person conversation; supplemental information for fi
I am getting at least 7 hours of sleep most nights Housing Res Life Coordinator will speak to the student and then triage depending on
I have felt overwhelmed by my classes this semester First-Year Advising TBD on the appropriate intervention (email or in-person). Different colleges
I have felt overwhelmed in my personal life this semester Housing Res life conversation with potential referral to BIT or counseling
My costs for next semester will be covered Financial Aid Review with FAFSA, payment plan information; contact students; adjust aid
I believe that a degree from USC is a worthwhile investment N/A Informational. Comment: this is similar to "I am proud to be a USC student"
I consider how much I need before deciding how much money to borrow to pay for college Financial Aid Follow-up email with suggested resources
I need help in managing my student loans Financial Aid Follow-up email with suggested resources
I need help in managing my day-to-day finances Student Success Provide resources for financial literacy training and suggest an in-person ap
On average, do you work a total of more than 20 hours per week (combining all of your jobs)?Student Success Request in-person conversation
What would you change about your experience at USC so far? Review responses - BIT for highly concerning responses; Housing, L&SC for](https://image.slidesharecdn.com/saasdirectorsmeetingnovember2017-171128154616/85/November-2017-Directors-Meeting-50-320.jpg)
November 2017 Directors Meeting
The document outlines various health and wellness programs available for students, faculty, and staff, including free flu shots and wellness ambassador initiatives. It also discusses new policies on conflict of interest and commitment, detailing disclosure procedures for staff and emphasizing transparency within the university. Additionally, the document highlights ongoing student retention efforts and interventions based on a first-year retention survey to support at-risk students.
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November 2017 Directors Meeting
- 2. Practice Flu Prevention Flushots are free for students No-cost* for faculty/staff Just walk in to the Center for Health and Well-Being! *Student Health Services will provide the flu vaccine for faculty and staff whose primary insurance is the BlueCross BlueShield state health plan for a $0 co-payment. Please bring your insurance card to get the vaccine at no cost to you. If you are not covered by the state health plan, you can get the flu vaccine for $20.sa.sc.edu/shs/flu
- 3. Move More Carolina TheAmerican Heart Association recommends 2½ hours of moderate physical activity per week. Physical Activity is anything that makes you move your body and burn calories. Being active can fit into any schedule and lifestyle! sa.sc.edu/shs/movemore
- 4. Become a USCWellness Ambassador! Wellness Ambassadors are university faculty and staff members committed to health who serve as champions for employee wellness. Your role as a wellness ambassador includes: • Onboard training with wellness resources provided • At least one year of commitment • Dedicated time to serve in your role • Ability to partner with the Gamecocks LiveWell office to bring wellness events to your department • Be an active part of Gamecocks LiveWell programs and events • Positive attitude and willingness to learn • Being passionate about health and wellness Visit: sa.sc.edu/gamecockslw to sign up. For questions, email livewell@mailbox.sc.edu or call 803-777-6518.
- 5. C.A.L.M. Oasis meditationspace Open Practice – patrons can practice in the space silently or use ear buds to listen to guided meditations Open Learning – structured mindfulness and meditation offerings coordinated by trained facilitators Midday Meditation: Monday/Wednesday/Friday – 11:20-11:40 a.m. and Tuesday/Thursday – 12:30-12:50 p.m. Recovery Meditation: Every Thursday – 4:30-5:30 p.m.
- 6. Pet a Pup Comepet a pup, take a break from your stress and enjoy some time with these wonderful listeners! Upcoming Dates: (Center for Health and Well-Being Patio) December 5
- 7. Cooking with Gamecocks LiveWell Cookingwith Gamecocks LiveWell is a free cooking class offered to USC faculty and staff. A registered dietitian provides knowledge of nutrition and hands-on instruction for preparation of healthy, balanced meals to fuel your body. Dec. 7, 5:30-7 p.m. Center for Health and Well- Being Demonstration Kitchen Register by November 30 sa.sc.edu/shs/cw/nutrition/recipes/
- 8. sa.sc.edu/shs/events Cooking with GamecocksLiveWell (for faculty and staff) December 7, 5:30–7 p.m., Center for Health and Well-Being Demonstration Kitchen Upcoming Student Health Services Events Campus Connect: A Suicide Prevention Training for Gatekeepers (for all) November 29, 1–2:30 p.m., Center for Health and Well-Being Room 217 Gamecocks EatWell (for students) Registration Deadline: November 28 December 5, 5:30–7 p.m., Center for Health and Well-Being Demonstration Kitchen Don’t forget to get your flu shot! (for all) Walk-in to the Center for Health and Well- Being Women’s Self-Defense Class (for students) December 1, Noon – 4 p.m., Strom Room 116 Pet a Pup (for all) December 5, 10 a.m. – noon, Patio in front of the Center for Health and Well-Being
- 9. Chris Byrd &Pam Doran Division Directors Meeting November 28, 2017 Conflict of Interest and Commitment Policy
- 10. Conflict of Interestand Commitment Policy Division of Student Affairs and Academic Support November 28, 2017
- 11. Conflicts of Interestand Commitment Policy University Policy BTRU 1.15, Conflicts of Interest was revised October 12, 2017. Significant revisions include the following: • Defines conflicts of interest and conflicts of commitment. • Describes activities required to be disclosed. • “Umbrella” policy including faculty, staff, research and board member disclosures. • Refers to disclosure procedures based on the individual’s role with the University referring to existing policies. Establishes disclosure procedures for staff members.
- 12. Staff Conflicts ofInterest and Commitment Disclosure Process • Introducing a new conflict of interest disclosure process for staff that will complement the current faculty process. Both processes will occur in parallel in January. • Reviewed with President’s Executive Cabinet and Academic Council of Deans. • Chancellors, Deans and Vice President’s have appointed COI Authorized Reviewers that determine whether a management plan is required.
- 13. Staff Conflicts ofInterest and Commitment Disclosure Process Why are we doing this? • Board requested • Provide transparency and protect the University from unnecessary risks • Raise awareness of conflict issues and assist in establishing mitigation procedures • Provide the same type of disclosures for staff that we currently provide for faculty
- 14. Staff Conflicts ofInterest and Commitment Disclosure Process Who will be required to report? • We will initially target those with the highest risk: hiring and purchasing authority • First year pilot will include supervisors and staff with purchasing approval authority (~1,600 of 5,440)
- 15. Staff Conflicts ofInterest and Commitment Disclosure Process What will staff be asked to disclose? • Outside employment • Family members with financial interests related to their institutional responsibilities • Work or business interest with an organization that conducts business with USC • Personal relationships that could influence or appear to influence administrative decisions
- 16. Conflicts of Interestand Commitment Draft Policy How will the process be implemented? • The faculty system (AIRS) has been modified for staff reporting • Disclosures will route to COI Authorized Reviewers • Where needed, management plans will be developed and reviewed by the unit head and HR • HR and Audit & Advisory Services is providing training to support the implementation
- 17. Conflicts of Interestand Commitment Draft Policy Timeline: • Policy was approved by the Board in October • Units have identified COI Authorized Reviewers • Training and communications to staff and Authorized Reviewers – Late November/December • Implement annual disclosure reporting – January 2018
- 18.
- 19. Dr. Dennis Pruitt DivisionDirectors Meeting November 28, 2017 Remarks
- 20. Ross Lordo, StudentBody President Division Directors Meeting November 28, 2017 Our Union: A Vision for a New Home
- 21. Our Union: A VisionFor a New Home
- 22. Institution Enrollment LastS/F Addition University of Kentucky 30,720 2018 University of Mississippi 23,838 2018 University of Tennessee 24,214 2017 University of Florida 52,519 2016 University of Alabama 37,100 2014 Texas A&M University 57,934 2012 Louisiana State University 28,865 2011 University of Missouri 30,671 2010 University of Georgia 34,752 2009 Mississippi State University 20,429 2008 Auburn University 27,287 2008 Vanderbilt University 11,815 2005 University of Arkansas 26,754 2000 University of South Carolina 34,684 1976
- 23. 20000 22000 24000 26000 28000 30000 32000 34000 36000 1970 1975 19801985 1990 1995 2000 2005 2010 2015 2020 TotalnumberofStudentsonUSCColumbiaCampus Year Columbia Enrollment Total 31%
- 25. 0 5 10 15 20 25 30 35 2016 SEC UnionFacility S/F Per Student Council for Academic Standards Recommendation = 10 s/f per student
- 26. 1,576,667 2,150,000 2,384,271 2,499,086 2,608,237 2,267,234 1,500,000 1,700,000 1,900,000 2,100,000 2,300,000 2,500,000 2,700,000 2,900,000 2012 2013 20142015 2016 2017 Russell House Traffic Counts
- 27. 297 492 0 100 200 300 400 500 600 2007 2017 Student OrganizationGrowth The Student Organizations have grown yet the space to hold them has remained constant 66%
- 28. 7716 9331 8650 7786 8763 8745 8593 1496 20312066 2569 2663 2154 3604 1000 2000 3000 4000 5000 6000 7000 8000 9000 10000 2010-11 2011-12 2012-13 2013-14 2014-15 2015-16 2016-17 Facility Usage RHUU Facility Bookings Student Org Academic Space Use Since 2006-2007… 470% In Student Org Academic Space Use!
- 29. UofSC 2010 MasterPlan The 2010 Master Plan recommended additional student life and indoor recreation activity as part of the reuse of the Carolina Coliseum.
- 31. Talley Student Center NCState University 2009 Begins the design process Breaks ground 2011 2011 Implements first student fee 2015 Talley Student Center Opens
- 32. Student Center University ofKentucky 2012 Implements Student Fee Construction begins 2014 2015 Design process for phase 1 begins 2018 Anticipated Opening
- 33. Feasibility Study UNC ChapelHill PROJECT GUIDING PRINCIPLES Based on student and staff workshops, we established these considerations and characteristics for the project. • Diversity and inclusivity are core tenants • Foster a greater sense of campus community and student connectivity • A building of distinction, that is modern with a respect for tradition • Adaptable and flexible • Reflects spirit and aspiration • Forward thinking
- 34. Case Studies- FeeStructure Kentucky NC State UNC-Charlotte Year 1 $92 $80 $90 Year 2 $98 $100 $100 Year 3 $125.25 $290 $250 Year 4 $125.25 $290 $250 Total Cost $201 Million New Building $127 Million New Building $37.9 Million Renovation
- 35. Taken from StudentLeader Breakfast
- 36. Affordable Programming Event VenuePrice Sorority Recruitment Orientation Convention Center > $100,000 NPHC Step Show Colonial Life $25,000 Fraternity Recruitment Orientation Convention Center > $1,500 Dance Marathon Strom Thurmond Fitness and Wellness Center Requested > $10,000 Various Alumni Center Ballroom $3,000
- 37. Ballroom Cost forOutside Event Price AV Package $230 Operations Fee $135 Podium $12 Room Fee $345 AV Tech Staffing per hour $56 Stage $160 Wireless Microphone System $116 Wireless pointer $8 Ballroom Cost for Student Organizations Price AV Package $173 Operations Fee $108 Podium $12 Room Fee $345 AV Tech Staffing per hour $56 Stage $80 Wireless Microphone System $46 Wireless pointer $6
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- 40. Five Key Elements of College Unions Student- Centered Culture Dynamic Spaces Pathwaysto Success Collaboration Connection Source: ACUI Summer 2017 Catalog
- 41. Institution Enrollment LastS/F Addition University of Kentucky 30,720 2018 University of Mississippi 23,838 2018 University of Tennessee 24,214 2017 University of Florida 52,519 2016 University of Alabama 37,100 2014 Texas A&M University 57,934 2012 Louisiana State University 28,865 2011 University of Missouri 30,671 2010 University of Georgia 34,752 2009 Mississippi State University 20,429 2008 Auburn University 27,287 2008 Vanderbilt University 11,815 2005 University of Arkansas 26,754 2000 University of South Carolina 34,684 1976
- 42. Next Steps: Feasibility Study • IdentifyArchitects and Designers • Create Our Collective Vision Campus Visits • Site Visit: NC State, University of Kentucky, University of Florida • Select Date Moving Forward • Union Steering Committee • Financial Structure (Fees, Development, State)
- 44. Stacey Bradley Division DirectorsMeeting November 28, 2017 USC and You First-Year Retention Survey
- 45. Why Did WeSurvey? • Provide real-time interventions to at-risk students • Gather summary data to inform our practices and policies
- 46. Survey Overview • Partneredwith the Education Advisory Board (EAB) • 37 questions predictive of student success – EAB’s analysis, USC’s analysis • Academic, Financial, Social, Community and Living • Likert Scale: 1 (strongly disagree) to 6 (strongly agree) • Sent to each student from their first-year advisors
- 47. Survey Overview Questions predictiveof completing 30 credits and earning >= 3.0 GPA I will do well in my hardest class I am highly motivated to maintain a GPA of at least 3.0 I finish my homework assignments on time I have skipped classes this semester I am participating in student organizations this semester
- 48. Completion Rates • TargetCompletion Rate: 50% • Freshmen: 2,965 of 5,875 50.47% • Gateway Transfers: 96 of 265 36.23%
- 49. Intervention Team UAC –Drew Newton Housing – Keith Ellis Financial Aid – Joey Derrick Student Success Center – Dana Jablonski Leadership & Service Center – Ambra Hiott Enrollment Mgmt Analytics – Nikki Knutson U101 – Dan Friedman (Survey Promotion)
- 50. Intervention Plan Question InterventionLead Intervention I know who my first-year academic advisor is First-Year Advising Advisor outreach email introduction I know how to add and drop classes First-Year Advising Follow-up email to explain the process I know how to make an advising appointment First-Year Advising Follow-up email to explain the process I am satisfied with the major I selected First-Year Advising (If very low) Request a one-on-one conversation; (If moderate) discuss in fa I am comfortable approaching my professors and teaching assistants with questions and concernsStudent Success Follow-up email with alternative resources (e.g., supplemental instruction) I have career goals N/A Informational question, can be used with other responses to frame a conve I know where to get help if I'm struggling in a class Student Success Follow-up email with suggested resources; in-person if their score is very lo I understand my course materials Student Success Same as question in row 8; look at all three responses and suggest a holist I will do well in my hardest class Student Success Same as question in row 8; look at all three responses and suggest a holist I have control over my academic success at USC First-Year Advising In-person conversation with first year advisor I get to my classes on time N/A Informational, but we should keep an eye on the aggregate responses beca I am motivated to maintain a GPA of at least 3.0 First-Year Advising Very low: request an in-person meeting with the student I intend to complete 15 credit hours per semester First-Year Advising If no: Request an in-person meeting with the student, or, using the rest of t I finish my homework assignments on time Student Success Follow-up email or phone call to suggest a peer consultation or another res Getting a college degree is important to me First-Year Advising Request in-person conversation I have skipped classes this semester Student Success or First-Year AdvisingLow number of skipped classes: Student Success; High number of skipped c I belong at USC Housing Res Life Coordinator will speak with the student in person I am coming back to USC next semester. First-Year Advising In-person conversation (we will likely flag these students in other questions I am proud to be a USC student Housing Res Life Coordinator will speak with the student in person I plan to spend most or all of my weekends on campus N/A We can consider this in the context of other responses (e.g., homesickness, I know where to get help if I'm struggling with personal issues Housing Res Life Coordinator will speak with the student in person and then possibly My current level of homesickness is low Housing Res Life Coordinator At least one [University Name] faculty or staff member has taken an interest in my successN/A Informational - But share all 'no' responses with U101 I like where I live Housing Res Life Coordinator I get along with my roommate(s) Housing Res Life Coordinator I enjoy my classes N/A Informational for first-year advisors I am participating in student organizations this semester Housing Res Life Coordinator in-person conversation; supplemental information for fi I am getting at least 7 hours of sleep most nights Housing Res Life Coordinator will speak to the student and then triage depending on I have felt overwhelmed by my classes this semester First-Year Advising TBD on the appropriate intervention (email or in-person). Different colleges I have felt overwhelmed in my personal life this semester Housing Res life conversation with potential referral to BIT or counseling My costs for next semester will be covered Financial Aid Review with FAFSA, payment plan information; contact students; adjust aid I believe that a degree from USC is a worthwhile investment N/A Informational. Comment: this is similar to "I am proud to be a USC student" I consider how much I need before deciding how much money to borrow to pay for college Financial Aid Follow-up email with suggested resources I need help in managing my student loans Financial Aid Follow-up email with suggested resources I need help in managing my day-to-day finances Student Success Provide resources for financial literacy training and suggest an in-person ap On average, do you work a total of more than 20 hours per week (combining all of your jobs)?Student Success Request in-person conversation What would you change about your experience at USC so far? Review responses - BIT for highly concerning responses; Housing, L&SC for
- 51. Interventions First-Year Advisors Intervention leadfor 10 questions, primarily related to academic behavior 759 notes logged in EAB Pathfinder with the note reason “FYA Intervention” 666 unique first-year students 523 students received an outreach e-mail that contained resources (in some colleges, connected the student with drop-in hours) Outreach focused on informing the student who his/her advisor is; how to add/drop classes; how to navigate feeling overwhelmed in courses; reiterating course-specific support 65 unique students were asked to come in and chat in person Outreach focused on having conversations related to satisfaction with major; intention to complete 15 hours each semester/maintain a 3.0; feeling overwhelmed in courses 78 students have advisement session notes that attribute back to the survey Many notes related to course adjustment, college adjustment at large, or potential major change. Strategies noted include reviewing the SI/tutoring schedules, helping the student make course adjustments before the WF deadline, and discussing major change.
- 52. Interventions Financial Aid Intervention leadfor 3 questions related to costs and borrowing 400 students disagreed or strongly disagreed to “My costs will be covered for next semester.” 59 Pell grant students were identified as potential institutional grant awardees • 37 resident students were awarded institutional grant funds – average of $1,227 per student Many still had balance due for fall semester when award was made • Review of non-resident Pell students will be conducted
- 53. Interventions Housing Intervention lead for9 questions related to adjustment or community • Responded to approx. 100 moderate to high level concerns • Homesickness, not connecting with others, desire to transfer, roommate issues • Goal: Listen and connect with appropriate resources across campus • Counseling Center, Leadership & Service, Advisor • Responded to 40-50 low level concerns per building • Minor adjustment issues, minor roommate issues • Often alleviated with staff member conversation
- 54. Interventions Student Success Center Interventionlead for 6 questions, primarily related to course-specific help or financial literacy • Students w/ 1 Flag received an e-mail about services • 501 students received email • 260 students opened email • 103 students attended Success Consultation or Peer Tutoring/Writing Appt. • Students w/ 2-3 Flags received an e-mail encouraging students to schedule a success consultation • 119 students received email • 74 students opened email • 27 attended either a Success Consultation or Peer Tutoring/Writing Appt.
- 55. Interventions Student Success Center(Cont.) Intervention lead for 6 questions, primarily related to course-specific help or financial literacy • Students w/ 4+ Flags received an e-mail & a phone call encouraging students to schedule a success consultation • 6 students received an email and phone call • 2 of these students attended Success Consultation in October • 5/6 declined appointment at time of call
- 56. Summary Findings Overall 99%agreed or strongly agreed to “I am motivated to achieve a 3.0.” 91% strongly agreed to “Getting a college degree is important to me.” Pell/Non-Pell I plan to spend all or most of my weekends on campus Pell 4.32 Non-Pell 4.74 (-.42) My costs for next semester will be covered Pell 4.30 Non-Pell 4.73 (-.43) I consider how much I need before deciding how much money to borrow Pell 4.76 Non-Pell 4.19 (+.56)
- 57. Selected Summary Findings College/Schoolresponses to overall responses I am satisfied with the major I selected. Overall: 4.77 Arts and Sciences: 4.35 (-.42) College of Education: 5.34 (+.57) My current level of homesickness is low. Overall: 4.42 College of Education: 4.04 (-.38) College of Engineering & Computing: 4.65 (+.23)
- 58. Selected Summary Findings College/Schoolresponses to overall responses I am participating in student organizations this semester. Overall: 4.68 Engineering & Computing: 4.29 (-.39) Information & Communications: 5.16 (+.48) I consider how much I need before deciding how much to borrow to pay for college. Overall: 4.30 Moore School of Business: 4.10 (-.20) School of Music: 5.02 (+.73)
- 59. Selected Summary Findings ResidenceHalls I like where I live. Bates 37% disagreement (n=19) Bates West 14% disagreement (n=139) I am participating in student organizations this semester. Bates 26% disagreement (n=19) Aspyre 20% disagreement (n=79) I get to my classes on time. Overall 5.60 Park Place 5.17 (n=65)
- 60.
Editor's Notes
- #22 This presentation is about what a new student union looks like- not just saying “we need one” It’s identifying why it would transform campus culture and provide a new home for students
- #23 Our other SEC schools have us beat by 26 years for the oldest one
- #24 Since 1976 when Russell House was last renovated, our campus enrollment has grown by 31% without any additional space 23, 854 then and 34, 684 now
- #25 Evidence of the fact that we’ve grown so much that this building can’t sustain day-to-day life
- #26 The Council of Advancement of Standards in Higher Education recommends at least 10 square feet per student. We currently have a little over half of that so our students are constantly feeling crowded and uncomfortable
- #27 The Russell House has seen so much traffic over the years, but as you can see we are about to cap out. Eventually we will see the graph continue and level out because it cannot hold more people
- #28 We have seen a 66% increase in the amount of student organizations in the past 10 years and Russell house has been unable to sustain demand for meeting rooms
- #29 This slide should probably go after the number of orgs to show that when they can’t find space they have to go to academic buildings
- #30 We had this in our master plan. If you look at the map, the one thing missing is what will unite that entire side of campus. It has the potential to bring campus together in a way we haven’t seen
- #31 The time is now
- #32 A group from student affairs and russell house went a couple weeks ago to visit NC State Their timeline was fast because they wanted to ensure the first to pay for it got to see it and it opened 2 days before graduation They have a large ballroom, student org meeting space, energy efficient You put it anywhere in the country and you know you’re at NC State (we are missing that- picture walking in and seeing the alma mater on the stairs)
- #33 The University of Kentucky is another one to look at because it is so student focused and open
- #34 What’s next for us? A feasibility study: UNC found that they were most interested in those project guiding principles and conducting one for us will help determine what we need to focus on
- #35 So how do we pay for it? (I can’t do money so this slide is all you with the notes)
- #36 We gather once a month with other student leaders and this past month we discussed what people would like to see in a student union: Meeting spaces Large ballrooms Places for people to study An open concept so people feel welcomed
- #38 Having a place that could hold thousands of students and be available to students for use would be incredible because we have to rent it now and it costs organizations so much money that many are unable to do it and have to look for off-campus options
- #41 Student Centered Culture In each of the places we visited, administrative offices were in back corners and the building was truly student-centered. It helps to create a culture where we show students that they are appreciated and supported Dynamic Spaces This includes making spaces multi-faceted. We need to make sure that everything can be adapted for different situations and things create conversations Pathways to success Studies have shown that the more students see faces they recognize, the more connected they feel to a place. This means that providing a place where students can encounter others is extremely important and the open concept design will help with that Collaboration A student union should foster working together and having a place with student org space and meeting rooms fosters that collaboration Connection A student union can become embedded in campus culture and having one that embodies the Carolinian culture would create a stronger sense of community and help people feel connected to the university
- #42 Our other SEC schools have us beat by 26 years for the oldest one
- #43 You’ve got this one
- #47 USC factor analysis (earning 3.0 GPA, 30 credit hours); working on retention
- #48 5 questions predictive of BOTH Nikki conducting retention factor analysis
- #49 Given volume of email students receive, 50% was an achievement Shout out to U101 and Housing for survey promotion!!
- #51 An intervention plan was developed for nearly all questions. If we asked it, we planned to do something with the information. Not intended to be legible – intended to illustrate the level of action and coordination.
- #52 Drew Newton I intend to complete 15 hours per semester; I am coming back to USC next semester; I am motivated to maintain a GPA of at least a 3.0
- #53 Joey Derrick
- #55 Disagreement with a question created a “flagged” response: I know where to get help if I’m struggling in a class; I understand my course materials
- #56 Disagreement with a question created a “flagged” response: I know where to get help if I’m struggling in a class; I understand my course materials
- #57 Mirrors first-gen responses
- #59 Nursing only college/school with all question responses either in alignment or more positive than the overall
- #60 I like where I live – Aspyre 3% disagreement; Park Place 0% disagreement
- #61 I like where I live – Aspyre 3% disagreement; Park Place 0% disagreement