student affairs base funding request title: adventure alaska · commuter student population in...

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Student Affairs Base Funding Request

Title: Adventure Alaska

David Murdoch

907 786-1124

[email protected]

1. Request Description

Adventure Alaska (AA) is a Student Union and Commuter Student Services program that provides

outdoor learning and belonging experiences uniquely designed for UAA commuter students. The

mission of AA is to provide safe, intentional, diverse outdoor recreational experiences to the UAA

commuter student population in order to foster community, increase the ethos of belonging, deepen

peer to peer, and faculty/staff to peer relationships, and enhance the connectedness to curricular and

co-curricular life of UAA commuter students.

AA will have a variety of outdoor recreational activities for all skill levels and interest levels. The

beauty and vastness of Alaska is a pristine student-learning laboratory that awaits the 14,000

commuter students here at UAA and an AA experience in Alaska can significantly impact our

students’ University experience. By getting involved in an Adventure Alaska trip, a commuter

student will meet UAA students, staff and faculty, embarking together in a shared experience, which

will significantly impact the student’s connectedness to UAA. AA experiences will range in time

from one hour to multiple days with specific and intentional learning outcomes and goals.

Possible adventures that will happen on a regular basis with AA:

Skate Ski * Classic Cross Country Ski

Dog Sled * Glacier Hikes

Bike * Hike

Ice Climb * Broomball

Fly Fishing * Fly Tying

Sledding * Alyeska Alpine Days

Ice Skating * White Water Rafting

Sea Kayaking * Canoeing

Snowshoe * Disc Golf

Ultimate Frisbee * Workshops (camp stove culinary, outdoor

safety, etc)

2. Strategic Purpose

(How does the request address and/or support the Student Affairs Core Themes, Cabinet Strategic

Guidance or UAA 2017?)

Adventure Alaska touches four of the five Student Affairs Core Themes in meaningful ways.

“Student, Staff, and Faculty Well-Being” is affected through participants engaging in outdoor

adventure and developing meaningful connections with others. AA supports “Student Centeredness”

by providing intentional trips based on the interests of commuter students. AA provides an

opportunity for “Student Learning and Success” through outdoor opportunities that foster a sense of

belonging and connectedness. AA will develop and utilize “University and Community

mailto:[email protected]

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Partnerships” through strategically identifying key outdoor leaders in the community to partner with

on programs. In addition to the impact on the Student Affairs Core Themes, AA will provide

opportunities for commuter students to develop and utilize leadership and transferable work skills.

3. Operational Focus. (Does the request fill a gap, remedy a problem, or respond to an external

requirement (e.g. accreditation or professional standard)? In light of the recent NWCCU accreditation

process, does it address any weakness or suggestion cited by NWCCU? Does it reinforce or accelerate

institutional or program success? Does it invest in a new initiative?)

A. Students engaged with Adventure Alaska will be more connected to campus and have a greater sense

of belonging at UAA through meaningful connections and intentional dialogue.

B. Adventure Alaska will collaborate and reach out to students participating in vital academic support

initiatives, to include Map-Works and ‘Finish in Four.’

C. Adventure Alaska will work collaboratively with New Student Orientation, AHAINA and Native

Student Services to intentionally target our first generation, diverse and Alaska Native student

populations, assisting in their transition into UAA academic and student life.

4. Funding Requested. (What GF funds are requested? What NGF revenue is anticipated?)

Since AA will be is a part of Student Union and Commuter Student Services the current professional

staff and student leadership structure can absorb the professional oversight of the AA program.

Beginning in spring 2012, Health Physical Education and Recreation (HPER) will provide student

interns for AA, an average of one intern paid 20 hours a week would be $11,700. SUCSS would

hire a student manager twenty hours a week to partner with the student intern on the project at a cost

of $11,700 annually. Funding for outdoor programming will be approximately $10,000 to provide

weekly outdoor experiences throughout the year. In addition, the program will be supplemented by

having students pay a nominal fee for the AA outdoor experiences. FY 12 funding would be $5,850

for labor and $5,000 for programming. FY13 and onward funding requested is $33,400 to run the

program annually.

Personnel

Adventure Alaska Intern (from Health Physical Education and Recreation)

Student Union and Commuter Student Services Manager

Contractual/Commodities

Object Code Amount Requested Match (not required)

1000 (personnel) $23,400

1900 (benefits) $0

2000 (travel)

3000 (contractual) $0

4000 (commodities) $10,000

5000 (capital expenditures) $0

9000 (revenue)* $0

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5. Department/Program Investment. (What investment, if any, is the department/program prepared

to make in this proposal in addition to the funds requested from outside the present budget? Will any

funds be reallocated internally to support this effort?)

Since AA will be is a part of Student Union and Commuter Student Services the current professional

staff and student leadership structure can absorb the professional oversight of the AA program.

6. Collaboration. (Demonstrate how the program optimizes existing capacity and expertise throughout

and/or beyond Student Affairs.)

The beauty of the Adventure Alaska program will be its network of collaborations with the UAA and

the Anchorage community. AA will collaborate with Health Physical Education and Recreation

(HPER) by utilizing faculty and students from HPER who will assist Student Union and Commuter

Student Services in designing and facilitating AA experiences. The HPER students will use AA as a

learning laboratory and field training to prepare for their career. The HPER department will provide

a spring 2012 student intern to oversee outdoor trip safety, logistics, advertising and website

presence. Working with New Student Orientation, AA will provide spring and summer outdoors

new student orientation trips to help assimilate new students into UAA culture and connect them to

other students, staff/faculty and student mentors. AA would like to collaborate with the Dean of

Students Office/Student Conduct/Alcohol, Drugs, and Wellness Education by providing intentional

trips as part of the student development sanctioning process to affect change in student behavior and

promote wellness. AA would like to collaborate with AHAINA and NSS- promoting outdoor

experiences designed to attract and engage UAA marginalized students. AA would like to

collaborate with Student Life and Leadership by providing outdoor experiences for the emerging

leaders program along with students involved in clubs and fraternities/sororities.

7. Key Decisions. (Describe the key decisions needing to be made to implement the opportunity and

identify by name the individuals responsible for making those decisions. Indicate the key decision

maker’s willingness to support and/or implement the opportunity.)

Commuter Student Services Coordinator will work directly with Students Union and Commuter

Student Services Student Manager and Health Physical Education Recreation intern to plan and

implement Adventure Alaska.

8. UA SWS Performance Measures. Please provide anticipated impacts to performance end results

of the requested increment. It is not necessary to enter anything for metrics that will not be

impacted by this increment.

a. For each performance end result impacted by this request, provide the timeframe for

realization. (Example: This increment will increase the student credit hours by FY13, because

FY12 will be used to hire the additional professor. University-generated revenue and student

credit hours will be impacted in FY13 by the additional course offerings provided by the new

professor.)

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Student Union and Commuter Student Services would hire during spring 2012 an HPER student

intern 20 hours per week along with a student manager and launch a summer 2012 new commuter

student outdoor orientation trip and weekly programs for fall 2012 and spring 2013.

b. What strategy-specific sub-metric will be used to demonstrate return on investment?

Determine which strategy specific sub-metric will be used to track intermediate progress

toward moving the End Result metrics. (Example: Program major enrollment will be tracked

as a preliminary indicator of eventual increases in high-demand graduates.)

Retention and involvement rates of Adventure Alaska students will be assessed and tracked by

Student Voice and MapWorks (for first time full-time freshmen)

c. What is the current baseline for this sub-metric, the expected change and the timeframe for

realizing this change? Provide at least one year of historical performance on the proposed

sub-metric, against which future year performance can be compared. Provide the

anticipated change in the sub-metric performance if funding is received. Also indicate

which fiscal year this change will be fully realized. (Example: In Fall 2010, there were 120

of these program majors enrolled. This increment would grow enrollment by 20 majors in FY13.

Of the approximately 14,000 commuter students the estimated involvement of Adventure Alaska will

be 500 students in summer and fall 2012 and 1000 students in spring, summer and fall 2013.

9. Other Output Measures. (Beyond the UA measures, how will the request affect the measureable

output of teaching, research, engagement, and/or creative expression? Provide specific estimates.)

Adventure Alaska will:

Give faculty, staff, and students a chance to connect in a safe environment to foster possible

mentoring relationships.

Develop 10 presentations/educational workshops to UAA community on health living, stress

reduction and enjoying the outdoor activities.

Increase student involvement and engagement and enhance UAA community life.

10. Productivity and Efficiency. (What empirically demonstrable impact will this request have on

program or institutional productivity and efficiency? Faculty to student ratios and cost per student

are relevant examples. Provide specific estimates.)

Adventure Alaska will provide opportunities for UAA students to engage and immerse themselves in

the UAA community.

11. Effectiveness and Quality. (What empirically demonstrable program or institutional improvements

in quality are expected from the implementation of this request? Identify specific outcomes.)

By having students involved in Adventure Alaska, new, first generation, diverse and Alaska Native

students will develop a sense of belonging, positively impacting their academic success and social

experiences. AA will have a positive impact on student retention.

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12. Sustainability. (What impact will this request have on institutional, programmatic or

environmental sustainability?)

Adventure Alaska participants will have a deeper appreciation for the environment and an

opportunity for learning and development on sustainable lifestyles.

13. Internal Reallocation. (Should base funds from other Student Affairs departments, programs, or

services be reallocated to fund this proposal in FY13? If yes, please explain the rationale.)

No.

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Title: Enrollment Management Communication Specialist Author’s name, phone, and email: Eric R. Pedersen, AVC Enrollment, 786-1266, [email protected]

1. Request Description. (Provide a detailed narrative of the request. Include the purpose of the request and the market demand the request is intended to meet. If applicable, include the number and type of individuals affected) This proposal represents the number one staffing priority for Enrollment Management. This would be a new position created within Enrollment Management dedicated to the development and implementation of proactive communications strategies and plans regarding UAA enrollment services to students, parents, faculty, staff, and the broader community (both on- and off-campus). Currently each office in EM is responsible for its own communication. Weaknesses the management team have identified are (listed in rough order of magnitude/concern):

1. Most of our communications with students are reactive, rather than proactive. 2. Communications are not coordinated across offices. 3. Delivery of messaging is inconsistent (including inadvertent mixed-messages); and messages are not

delivered reliably in a timely manner. 4. Departments are not consistently engaged in quality control or quality improvement in regard to

communications. 5. Communications lack a consistent professional style and tone. 6. Messages often have a negative/punitive tone to them reinforcing the perception of bureaucracy that

students refer to in reference to the communication. 7. Messages are very process oriented, but do not offer encouragement of a positive message that supports

continued enrollment. (i.e. What to do next? What is the remedy? What are options for fixing the problem?)

8. Messages are often unsigned and do not always include direct contact information for the sender. The primary focus of this position will be to address each one of these weaknesses. Expected outcomes of the position will be:

Increased student satisfaction and understanding

Increased staff and faculty satisfaction and understanding

Increased efficiency and productivity for faculty, staff and students

Increased student retention

Increased graduation rates

Increased numbers of completed applications for admission

Increased yield (first semester registrations) on admitted students

Increased EM staff and management morale

This position will work closely with the Director of Recruitment but responsibility for communication with future students will lie with the Recruitment Office. This new position will be responsible for communication with current students, staff and faculty on enrollment related issues. This position will work closely with the Director of each office in EM and the AVC for Enrollment. He or she would report to the AVC for Enrollment Management. One possibility will be to form a communications team drawing on relevant staff from each EM office to create a work group responsible for assisting this position in creating and executing communication plans.

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Another focus of this position will be to build collaboration with other UAA departments, faculty, and programs, solidifying relationships to best recruit and retain students, especially within our target markets. Learning from departments about their needs, reduce duplication of effort, and create efficiencies in serving prospective and current students. The position will also be charged with examining how we communicate with students and building strategies which improve the likelihood of students understanding and following through. There are many different types of learners at UAA and students who respond to different types of teaching and communication. This position would work with offices in Student Affairs and Academic Affairs, along with reviewing current literature and practice in communications and student development theory, to advise EM on what forms of communication are needed to deliver messages appropriately to UAA students. Traditional written materials (brochures, letters, email) may not be sufficient to communicate effectively with all UAA students. For example, short videos or more graphic brochures which illustrate how to complete a transaction may need to be produced. This position would also be responsible for ensuring EM communications are compliant with current ADA and other regulations.

2. Strategic Purpose. (How does the request address and/or support the Student Affairs Core Themes, Cabinet Strategic Guidance or UAA 2017?)

Student Centeredness – Proactive communication will identify methods for informing students of policies relevant to their continuing success during and beyond their academic careers. Potential student/administrative issues will be identified systematically and when followed by proactive communication can reduce the numbers of students experiencing negative consequences and improve their perception of enrollment services delivered.

Student Learning & Success – Being proactive in communicating information to students will ensure that students are better able to plan their academic progress and complete their degree in a timely manner. It will also reduce the stress caused by last-minute, incomplete, and negative-toned communications, allowing students to quickly and easily complete enrollment and business transactions with the University so they can remain focused on their academics. CAS standards for offices in EM also include an obligation to educate students, and we must accept responsibility for educating students on how to navigate the university and manage their academic career (with the help of University staff and faculty).

Staff/Faculty/Student Well-being – We believe that this will also help alleviate miscommunication that may cause undue stress and confusion for faculty, staff, and students alike.

University & Community Partnership – This position will be able to reach out to Student Affairs and the broader campus community to ensure that students receive correct and consistent information from all sources.

Advance the Profession – This position also has the potential to educate other EM and SA staff on the value of positive, proactive communication, and can coach them on how to create and implement it.

The position supports UAA2017 and Cabinet Guidance because improved communication will positively influence:

Recruitment goal attainment - generally and for targeted populations. Beyond EM this position can serve to coordinate the messaging from multiple offices in SA.

Retention - this is where the position can have the greatest impact. Proactive communication will allow students to identify and solve problems before they become critical and stressful. Students will be able to complete enrollment and business transactions with the University under more positive circumstances rather than in a rushed fashion and under stress. If students are better informed it should reduce the number of petitions and appeals students have to file, which are a burden for the student, staff, and in some cases faculty. Reducing stress and frustration will improve student satisfaction and this will lead to improved retention rates.

Graduation rates – with improved communications and geared toward student retention, we can also better inform students of their academic progress so they can stay on track to graduate.

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The position supports fiscal responsibility and sustainability because it will quickly identify redundant communications and eliminate them. Communication may be delivered verbally or in writing, in person, by telephone, electronically, in addition to making the best use of existing mailings.

3. Operational Focus.

The central idea behind this proposal is to ensure that the Enrollment Management team provides proactive and consistent communication to current and prospective students, and the UAA faculty and staff. The entire EM Management Team acknowledges that one of the divisions greatest weaknesses is that it is too reactive in it communication with students. This proposed position specifically addresses this weakness.

4. Funding Requested. (What GF funds are requested? What NGF revenue is anticipated?) Personnel

One FTE – Enrollment Management Communications Coordinator or Manager. Review of UA job families indicates this position could fall into one of these classifications:

Student Services Professional 3, grade 79

Communications Specialist 4, grade 79

Communications Professional 1 or 2, grade 80 or 81

Salary rate in the table below is for grade 79, step 1 Benefit calculation is based upon this salary to benefit formula:

Exempt is 45.7% Non-exempt is 56.9%


<Explain>


1000 (personnel) $48,000

1900 (benefits) $23,000

2000 (travel)


4000 (commodities) $0


9000 (revenue)* $0

5. Department/Program Investment. (What investment, if any, is the department/program prepared to make in this proposal in addition to the funds requested from outside the present budget? Will any funds be reallocated internally to support this effort?)

Enrollment management will invest in fully training and equipping (computer hardware and software) this position. It will also invest in the importance of the position, i.e. make sure the role, intent and expected outcomes are clearly understood. This position is of the highest importance in the division. If not fully funded the division will re-allocate resources to fully fund the position; however, if not funded, reallocation will come at a price – a reduction in service to students because a position within Admissions, Financial Aid, Registrar or Student Information

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Services would have to be eliminated. Process and wait times in the affected area would increase in the short-term as a result of such a staffing changes. In the long run processing and wait times should return to present levels and improve once the new communications strategies begin to make an impact.

6. Collaboration.

This position would partner with departments and units across campus that serve students (i.e. new student orientation, CAFÉ, student governance, student groups, departments, and advisors, IT Services, etc.). Within Student Affairs this position would inventory and calendar communications from all SA offices and departments to establish a truly comprehensive view of what SA is communicating to students. While this position would have direct influence only in EM, staff in any SA department could access this information to reduce redundancy, improve consistency, and coordinate timing of messages to better serve students. Additional resources from these units would be in the form of staff time for providing feedback, assisting in planning and problem-solving, solutions development, and providing technical expertise (particularly ESS) and training. This position would be charged with collaborating with offices in SA and Academic Affairs to coordinate messaging and communication with students.

7. Key Decisions. (Describe the key decisions needing to be made to implement the opportunity and identify by name the individuals responsible for making those decisions. Indicate the key decision maker’s willingness to support and/or implement the opportunity.)

Associate Vice Chancellor for Enrollment Eric Pedersen, Vice Chancellor for Student Affairs Dr. Bruce Schultz, and Enrollment division managers. All view this position as important and support it.

8. UA SWS Performance Measures. Please provide anticipated impacts to performance end results of the requested increment. It is not necessary to enter anything for metrics that will not be impacted by this increment.

There is no one quantitative measure that can be linked directly to this position. We know from either anecdotal information, qualitative and quantitative data that students leave UAA because are frustrated with what they see as unnecessary bureaucracy and because they are not given enough information early enough to solve their own problems. Improvements in student satisfaction surveys, retention rates, graduation rates, and enrollment metrics can all be linked to this position; but, there are multiple activities happening at UAA so changes cannot attribute solely to this position. If you review #10 below, there are some specific measures which can be used to measure the effectiveness and success of this position.

9. Other Output Measures. (Beyond the UA measures, how will the request affect the measureable output of teaching, research, engagement, and/or creative expression? Provide specific estimates.)

None

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10. Productivity and Efficiency. (What empirically demonstrable impact will this request have on program or institutional productivity and efficiency? Faculty to student ratios and cost per student are relevant examples. Provide specific estimates.)

Reduced staffing requests for processing-oriented positions, allowing EM to handle growing number of students without additional staffing. Better informed students should be able to complete needed transactions correctly and on-time. Will reduce the amount of time engaged in problem resolution and handling of special cases.

Reduced number of petitions and appeals filed by students, which are a burden for the student, staff, and in some cases faculty.

Reduced number of students on academic probation and/or financial aid probation. For example, informing students of poor performance early will allow them, if they chose, to take actions to solve the problem before they go onto probation.

Reduced repeat contacts at UAA-One Stop, students given full and complete information early should reduce the need for repeated calls or visits to solve problems or complete transactions.

Reduction in student complaints. We will never eliminate the items listed above, but reductions will create staff time to engage in other activities, especially activities geared towards student success, retention, graduation and future enrollment. It will also improve the image of UAA in the community, and EM and SA on-campus.

11. Effectiveness and Quality. (What empirically demonstrable program or institutional improvements in quality are expected from the implementation of this request? Identify specific outcomes.)

One of the challenges and stress points now in each office within Enrollment Management is a constant struggle between processing and response times and the need to do things like “improving communications”. Each office has measures related to processing times and student satisfaction and they are understood as being important. Managers and staff struggle to find a balance between improving these measures and tasks such as communication. One of the measures of the success of this position will be improvements in student satisfaction and processing times. Managers and staff can focus more on these aspects of their office and if we better communicate instructions to students we should see improve rates of return for such things as transcripts, FAFSA documents, etc.

12. Sustainability. (What impact will this request have on institutional, programmatic or environmental sustainability?)

The position supports fiscal responsibility and sustainability because it will quickly identify redundant communications and eliminate them. Position can also be charged through the PD to identify and use environmentally friendly methods of communication.

13. Internal Reallocation. (Should base funds from other Student Affairs departments, programs, or services be reallocated to fund this proposal in FY13? If yes, please explain the rationale.)

Because this position will positively influence retention, time to graduation, and graduation rates, all of high importance to Student Affairs as a whole, it is worthy of reallocation with in the division.

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Title: Care Team Coordinator Author’s name, phone, and email: Michael Votava 786-6129 mvotava@ 1. Request Description. (Provide a detailed narrative of the request. Include the purpose of the request and the market demand the request is intended to meet. If applicable, include the number and type of individuals affected) UAA Care Team members have identified the need for a Care Team Coordinator. In summer 2009, UAA Dean of Students office organized the Care Team, made up of individuals from the Dean of Students office, Student Health and Counseling, University Police and Residence Life. The Care Team met biweekly until fall 2011, but to the increase in care cases the team currently meets weekly. The Care Team reviews reports about current and prospective students of concern. Following the report, the Care Team creates an action plan and facilitates continued care for students, as needed. The Care Team makes recommendations based on a composite view of students’ behavior. In cases where students appear to be at an elevated risk to harm self or others, the Care Team takes the precautions necessary to protect the well-being of the student and other members of the University Community. The Care Team Coordinator would provide case management. The Care Team Coordinator would coordinate follow-up care to students including one-month, six-month and one-year check-ins. The Care Team Coordinator would assign cases to Care Team members and improve UAA’s current Care Team recordkeeping system. The Care Team Coordinator would create a recordkeeping system that all Care Team members could access and add information. The Care Team Coordinator would open an online portal that students, faculty, staff, parents, and community members could use to refer students of concern to the Care Team. In line with the National Behavioral Intervention Team Association (NABITA) best practices, the Care Team Coordinator would be knowledgeable about current research and best practices of behavioral intervention teams. The Care Team Coordinator would train Care Team members on critical intervention techniques. The Care Team Coordinator would be knowledgeable about FERPA and HIPPA, and the interplay between the two privacy laws. The Care Team Coordinator would develop a rubric for classification of student distress into specific levels of criticality, warranting varying levels of escalating intervention and/or support. The Care Team Coordinator would develop written policies and protocols that would provide a level of objectivity so students referred to the Care Team are addressed in a consistent manner. The Care Team envisions a Care Team Coordinator who could create “a reporting culture” on campus. The Care Team Coordinator would advertise the services provided by the Care Team to the UAA community. The Care Team Coordinator would help develop a branding campaign that would share the purpose of the Care Team with the UAA community. The Care Team Coordinator would provide training to the UAA community regarding how to recognize at-risk students and how to make referrals. Through the establishment of a reporting culture on campus, UAA would be able to realize the full potential of providing a high level of care to every student. 2. Strategic Purpose. (How does the request address and/or support the Student Affairs Core Themes, Cabinet Strategic Guidance or UAA 2017?)

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Hiring a Care Team Coordinator supports all five Student Affairs Core Themes. The Care Team Coordinator supports Student, Staff, and Faculty Well-Being by attempting to restore students to a high level of wellness, so students can focus on attaining their educational goals, which supports the Student Centeredness Theme. The Care Team aspires to create a sense of belonging for students and tries to find meaningful ways for students to become engaged on campus, and this supports the Student Learning and Success theme. The Care Team Coordinator would be charged to establish new University and Community Partnerships and strengthen existing partnerships. The Care Team Coordinator will Advance the Profession by providing training to not only Care Team members but also the entire UAA campus, providing a well-trained community that can respond to all students of concern. Hiring a Care Team Coordinator supports UAA 2017 Strategic Plan Priorities C and D. The Care Team Coordinator will help promote personal growth and academic success amongst students. The Care Team Coordinator will provide support to students of concern in an effort to increase the likelihood of their retention. 3. Operational Focus. (Does the request fill a gap, remedy a problem, or respond to an external requirement (e.g. accreditation or professional standard)? In light of the recent NWCCU accreditation process, does it address any weakness or suggestion cited by NWCCU? Does it reinforce or accelerate institutional or program success? Does it invest in a new initiative?) In summer 2009, faculty and staff members from University Police, the Dean of Students Office, the Student Health & Counseling Center, and Department of Residence Life started meeting bi-weekly to review reports about students of concern and make recommendations for follow-up care. In FY10, the Care Team received 145 referrals. In FY11, the Care Team received 182 referrals, a 26% increase from the year before. In fall 2011, the Care Team started meeting weekly to address the increased caseload. This increase in referrals is remarkable given the limited advertising to the UAA community about UAA’s Care Team. Staff and faculty members within Behavioral Health Research and Services have started to operationalize the Integrated Suicide Prevention Initiative. This department has been encouraging UAA community members to refer students of concern to UAA’s Care Team. Creating “a reporting culture” on campus has been identified as a best practice of Care Teams by NABITA, the National Behavioral Intervention Team Association. Currently the Care Team is not aggressively advertising its services to the UAA community because the Care Team does not currently have the human resources necessary to handle the increase in cases that would come forward. As a result, there are likely many students of concern on campus who are not receiving the care that they need to be successful, and there are likely many other students who are currently exhibiting concerning behaviors that are not being addressed. In addition to creating a “a reporting culture”, at the NABITA 2012 conference, experts recommended a Care Team Coordinator or Case Manager provide managed care, to include long-term follow up care to students of concern. Currently, UAA’s Care Team is only able to provide short-term follow up. In FY11, the Care Team documented 302 different actions to support students’ short-term needs. The Care Team Coordinator would check back in with students at pre-determined intervals, i.e., six months and one year, to provide long term care.

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Lastly, NABITA recommends policies and procedures to govern the Care Team’s work. The Care Team Coordinator will develop a policies and procedures manual based on NABITA best practices. This will ensure a more objective consistent approach to case management. 4. Funding Requested. (What GF funds are requested? What NGF revenue is anticipated?) Personnel Care Team Coordinator (Grade 79, Step 4) Contractual/Commodities <Explain>

Object Code Amount Requested Match (not required) 1000 (personnel) $48,776.00 1900 (benefits) $22,290.63 2000 (travel) $3000.00

3000 (contractual) $500.00 4000 (commodities) $0 5000 (capital expenditures) $0 9000 (revenue)* $0

5. Department/Program Investment. (What investment, if any, is the department/program prepared to make in this proposal in addition to the funds requested from outside the present budget? Will any funds be reallocated internally to support this effort?) The Care Team is currently a partnership of faculty and staff members from the Dean of Students Office, Residence Life, University Police, and Student Health & Counseling Center. For the last three years, members of the Care Team have volunteered their time. The Care Team Coordinator would expand the number of internal and external individuals involved in providing follow up care to students. 6. Collaboration. (Demonstrate how the program optimizes existing capacity and expertise throughout and/or beyond Student Affairs.) The Care Team Coordinator would establish internal and external partnerships to support the Care Team. Internal partnerships would be created with faculty members and other staff members on campus who could help provide follow up care to students and gather pertinent information on students of concern. The Care Team Coordinator will establish clear protocols for every employee to follow regarding students in distress. The Care Team Coordinator would establish relationships with external agencies such as local hospitals, behavioral health and community counseling services. For instance, the Care Team Coordinator could help locate an anger management group that a student might be able to join. Another example is that the Care Team Coordinator could work with local hospitals to ensure releases of information are in place to gather information necessary for the Care Team to develop an appropriate action plan. The Care Team Coordinator will train a volunteer victim’s advocate program. 7. Key Decisions. (Describe the key decisions needing to be made to implement the opportunity and identify by name the individuals responsible for making those decisions. Indicate the key decision maker’s willingness to support and/or implement the opportunity.)

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Associate Dean of Students Dawn Dooley and Assistant Director of Student Conduct Michael Votava would write a job description for a Care Team Coordinator. Dawn Dooley and Michael Votava would coordinate a job search. The Associate Dean of Students would supervise the Care Team Coordinator. 8. UA SWS Performance Measures. Please provide anticipated impacts to performance end results of the requested increment. It is not necessary to enter anything for metrics that will not be impacted by this increment.

a. For each performance end result impacted by this request, provide the timeframe for realization. (Example: This increment will increase the student credit hours by FY13, because FY12 will be used to hire the additional professor. University-generated revenue and student credit hours will be impacted in FY13 by the additional course offerings provided by the new professor. Not applicable

b. What strategy-specific sub-metric will be used to demonstrate return on investment? Determine which strategy specific sub-metric will be used to track intermediate progress toward moving the End Result metrics. (Example: Program major enrollment will be tracked as a preliminary indicator of eventual increases in high-demand graduates.) Not Applicable

c. What is the current baseline for this sub-metric, the expected change and the timeframe for realizing this change? Provide at least one year of historical performance on the proposed sub-metric, against which future year performance can be compared. Provide the anticipated change in the sub-metric performance if funding is received. Also indicate which fiscal year this change will be fully realized. (Example: In Fall 2010, there were 120 of these program majors enrolled. This increment would grow enrollment by 20 majors in FY13. Not Applicable 9. Other Output Measures. (Beyond the UA measures, how will the request affect the measureable output of teaching, research, engagement, and/or creative expression? Provide specific estimates.) The Care Team Coordinator will:

Advertise the Care Team’s services to the UAA community resulting in an increase from 180 to 300 referrals per year.

Begin long-term follow-up care for students of concern resulting in 600 additional contacts/actions with students of concern.

Provide 12 presentations to the UAA community per year about the Care Team and identifying behaviors to report

Develop 6 partnerships with external community members each year.

Develop a policies and procedures to support the Care Team’s work.

Create a portal to intake referrals.

Create a victim advocates’ group.

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10. Productivity and Efficiency. (What empirically demonstrable impact will this request have on program or institutional productivity and efficiency? Faculty to student ratios and cost per student are relevant examples. Provide specific estimates.) Through creating a reporting culture on campus, faculty and staff members will have a mechanism to report disruptive or concerning behaviors immediately, allowing the Care Team to address these behaviors in a timely manner. This will minimize disruptions to the learning environment at UAA. 11. Effectiveness and Quality. (What empirically demonstrable program or institutional improvements in quality are expected from the implementation of this request? Identify specific outcomes.) UAA community members will become more knowledgeable about types of student behaviors that are concerning. UAA community members will become more knowledgeable regarding where to report students of concern. 12. Sustainability. (What impact will this request have on institutional, programmatic or environmental sustainability?) Creating a reporting culture on campus increases the likelihood of being able to create a composite picture about students of concern, increasing the likelihood that UAA can prevent tragedies similar to what happened at Virginia Tech. 13. Internal Reallocation. (Should base funds from other Student Affairs departments, programs, or services be reallocated to fund this proposal in FY13? If yes, please explain the rationale.) UAA has a critical need to hire a Care Team Coordinator to support the development of the Care Team program. The Care Team is concerned about both the well-being of the individual student and also the safety of the entire UAA community. Hiring a Care Team Coordinator is will provide the human resources necessary for the UAA Care Team to align itself with NABITA best practices. Hiring a Care Team Coordinator is the only way for UAA to fully engage the entire University Community in the process of reporting students of concern, and for the students who are reported to receive the care that they need.

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Student Affairs Base Funding Request February 2012

UAA Emerging Leaders Program Presented by Student Life & Leadership staff Paula A. Fish, 786-1371, [email protected] Jessica Dyrdahl, 786-1217, [email protected]

1. Description Currently UAA does not have a formalized leadership program open to all students. Although UAA offers several leadership courses, they are specific to academic programs and are not available to all students. The Emerging Leaders Program (ELP) curriculum will target first year students and students not yet involved in UAA leadership opportunities. With an increase in employers seeking candidates with leadership training ELP meets this demand and makes our students more academically and professionally competitive. (Greenwald, R. (2010), Today’s Students Need Leadership Training Like Never Before. The Chronicle of Higher Education). What is the Emerging Leaders Program? ELP is a co-curricular program for UAA student leadership development. The program enhances skills and competencies of UAA students through self-assessment, learning, and practice opportunities. ELP cultivates skills, knowledge, and qualities to make students:

• Accomplished in the classroom,

• Competitive in the work force, and

• Civic-minded in their communities.

ELP is based on the Social Change Model of Leadership Development; the process of enacting social change from multiple perspectives. ELP helps increase students’ self-awareness, learn to collaborate with others, and focus on being positive contributors to the community. This holistic approach enables students to see themselves as individual leaders within a group creating positive change in society.

ELP has three levels of learning: I.) Individual Values, II.) Group Values, and III.) Societal/Community Values. Each cohort has a maximum of 25-30 students and progresses through the program in four semesters. In each level, students participate in leadership retreats, topic-specific workshops, community service, speaker series, mentorship opportunities, and national conferences. Level III culminates with the involvement portfolio and annual UAA leadership conference.

When can we start? The development of ELP began in the summer of 2011 by the Student Life and Leadership office. Currently, the program has 12 participants who have completed Level I of the program and nine students are working through Level II this semester. The funds requested will grow the program. To fully realize ELP, the following steps are necessary:

• Hire a part-time administrative assistant (marketing/recruitment, program logistics, research, communication, budget management)

• Host nationally recognized leadership speakers • Implement an annual leadership conference open to all UAA students

Our funding request total is $51,900 (see pages 3-4 for details)

The program has huge potential and we have big goals! See appendix A.

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2. Strategic Purpose a. Emerging Leaders Program supports three Student Affairs Core Themes: Student Learning and Success - ELP provides students with holistic leadership development. Through the various activities, students will be able to build relationships, engage in community service opportunities, and develop competitive skills to succeed in the classroom and in the workforce.

Student Centeredness - ELP engages participants in mentorship opportunities to increase student connections with UAA faculty and staff. This special feature will improve retention as it encourages goal setting, personal achievement, and commitment to academics.

University and Community Partnerships - For ELP to succeed, many UAA departments will be asked for support in the recruitment of students, curriculum development, and the implementation of mentorships. Faculty and staff will be invited to share their expertise through the workshops and speaker series. Community building through partnerships and resource sharing demonstrates leadership in action, a perfect model for ELP. b. Emerging Leaders Program supports the UAA 2017 Strategic Priority in the following ways: Priority D2: Enhance student life on our campuses by expanding our residential life programs; increasing student involvement in co-curricular opportunities; and promoting academic success, civic responsibility, and personal growth.

Students participating in ELP will develop leadership skills and take action to better themselves and their community. By gradually building on skills acquired at each program level, students will have a better sense of self and be able to positively influence others. Participation in the program will help students strengthen their academic success and relationships with others. The civic engagement component and participation in campus/community events will broaden the student’s civic involvement.

Priority D3: Become a model employer, recognized for high quality hiring, training, development, performance review, and succession planning.

Utilizing knowledge and skills of our staff and faculty throughout campus is a way to engage students as well as provide professional development opportunities for faculty and staff. Program development and workshop facilitation by faculty and staff will ensure that various departments have a voice in the program. Faculty and staff will also serve as mentors to students, facilitating students’ growth as campus leaders.

Priority D5: Create a strong alumni community closely engaged in the work of continuing development of the university.

Involvement of UAA alumni is a significant program component. Alumni will participate in panels, forums, networking events, and campus conferences to share leadership in action. Eventually ELP graduates will come back to the program, share the impact of ELP on their personal development, and serve as mentors to student participants.

Priority D6: Build an institution recognized for its collaborative efforts between and among programs, schools, colleges, campuses, and universities.

It is imperative to work closely with faculty and staff to ensure ELP meets the needs of students and is supported by many departments. We researched recognized university leadership programs to incorporate their best practices and increase our student participation. Successful contact has been made with UAF and UAS to understand their programs and how we can collaborate to enhance the experience of our students statewide. By making these connections and gaining the necessary knowledge, we believe we can effectively communicate the mission and goals of ELP and empower students, faculty and staff to take a part in the program.

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3. Operational Focus Currently, the university offers leadership training in segmented areas across campus, including athletic teams, student clubs/organizations, campus jobs, academic programs, and internships. A few leadership courses are offered, but are limited to graduate students or students in particular areas of study (e.g. BA 628, courses under the Military Science program, Health & Fitness Leadership Minor, Outdoor Leadership Degree).

ELP is available to all students on campus with a focus on those students not participating in UAA leadership opportunities. ELP fills the gap left by courses and other leadership activities. With full funding ELP will be able to increase student leadership participation and expand engagement opportunities. Northwest Commission on Colleges and Universities Accreditation Core Theme Connection Core Theme 3: Student Success – This theme focuses on engagement - enhancing student quality of life and learning. It is measured by the rate students participate in co-curricular activities and are involved in external communities. ELP provides learning experiences for students to gain leadership knowledge and skills, helping them to collaborate effectively with diverse peoples and situations. ELP students will practice skills learned at each level of the purposefully designed program. Students will increase leadership competencies, enhance individual identity, and develop meaningful connections to positively impact internal and external communities. As a result of ELP participants become more civic minded. Core Theme 5: Public Square - ELP’s framework focuses on enacting positive social change through the thoughtful evaluation of students’ own values, strengths, and meaningful interactions. Community engagement and service are at the core of the program. This core value drives partnerships with campus departments, such as the Center for Community Engagement and Learning, as well as community agencies and non-for-profit organizations. ELP broadens partnerships by engaging community members as guest speakers and mentors.

An established, formal leadership program at UAA will not only increase student success, student centeredness, and retention but also makes UAA a more desirable institution to students seeking valuable leadership opportunities. ELP graduates will have a higher degree of pride and appreciation for their UAA experience, thus elevating the value of our work in the Division of Student Affairs. These graduates are also likely to be more dedicated UAA alumni. 4. Funding Requested To continue the development of ELP, $51,900 is requested for administrative support, program supplies, educational materials, speaker contracts, and professional development opportunities for students and staff. We do not anticipate generating any NGF revenue. Personnel/Benefits: $22,900 (includes exempt benefits at 0.569% based on FY12 salary schedule) Administrative Assistant (Administrative Generalist II, Grade 75 / PT .5% / 10 months)

Marketing and recruitment Program logistics (room reservations, contracts, etc.) Communication (with students, mentors, university/community partners) Budget management Research

Travel: $9,000 Student attending LeaderShape (nationally recognized week-long training program), professional staff attending the National Clearinghouse for Leader Programs conferences

Contractual/Commodities: $20,000 Program supplies, advertising, guest speakers, resource/education materials, room reservation fees, food, accessibility accommodations, student attendance at national conferences, and professional development opportunities.

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Funding Request (continued)

Object Code Amount Requested Match (not required) 1000 (personnel) $14,600 1900 (benefits) $8,300 2000 (travel) $9000 3000 (contractual) $15,000 4000 (commodities) $5000 5000 (capital expenditures) $0 9000 (revenue)* $0

5. Department/Program Investment Student Life and Leadership will invest staff time, salary and space for ELP. The Assistant Director for Student Leadership, Paula Fish, and the Leadership Coordinator for Student Clubs and Greek Life, Jessica Dyrdahl, will serve as the main coordinators for the program. The Assistant Director for Student Leadership will serve as the direct supervisor to the ELP Administrative Assistant.

6. Collaboration University partnerships are beneficial in various areas of ELP. Guidance 150 courses, New Student Orientation, Student Support Services, and AHAINA helped in the recruitment of the 2011-12 cohort, comprised of students from a variety of backgrounds, perspectives and life experiences. Student Affairs, Student Union and Commuter Student Services, and Residence Life have assisted in the facilitation of the program. Connections with the Center for Civic Engagement and Learning, National Coalition Builders Institute, and the Department of Health, Physical Education, & Recreation helped with program ideas and groundwork for future ELP collaborations. Through Map-Works, students have been identified who express interest in leadership opportunities. These students will be targeted for the 2012-13 cohort beginning next fall.

See page 2, Priority D6 for more collaboration details.

7. Key Decisions Primary Decisions Paula A. Fish, Assistant Director for Student Leadership, and Jessica Dyrdahl, Leadership Coordinator for Student Clubs and Greek Life, are the coordinators for the program and, if funded, will continue to serve in this capacity in order to expand the scope of the program. Initial work has begun on these program components: Curriculum development Implementation strategies Recruitment/marketing strategies Assessment development and implementation University and community engagement coordination Speaker selection Establishment of mentorship program, including mentor training Development and implementation of the UAA Leadership Conference Secondary Decisions and Support Dr. Dewain L. Lee, Dean of Students and Associate Vice Chancellor for Student Development, and Annie Route, Director of Student Life & Leadership, provide advisory support to program coordinators and mentorship support for ELP students.

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8. UA Statewide System Performance Measures ELP will contribute to an increase in retention rates for students, as well as complement the academic skills students gain by participating in high demand job area programs (e.g. Health, Business/Finance/Management, Teacher Education, Engineering). Student leadership programs have proven an important tool for attracting and retaining students and integral part in preparing them for future careers. (Crawford, S. et al (2011), Comparative Analysis of Soft Skills: What is Important for New Graduates? Association of Public and Land-grant Universities). a. For each performance end result impacted by this request, provide the timeframe for realization. See Appendix A for program structure and timeline details. ELP is a four-semester curriculum with a new cohort starting each fall and overlapping with the second year cohort.

b. What strategy-specific sub-metric will be used to demonstrate return on investment? Determine which strategy specific sub-metric will be used to track intermediate progress toward moving the End Result metrics. To measure the impact of ELP, the following data sources will be utilized: 1.) Student attendance in Level I, II, and III workshops and activities 2.) Retention of students after completing each level 3.) Leadership Assessment Inventory administered at the beginning of the program and after the completion of each level 4.) Student Involvement Portfolios upon program completion 5.) Faculty/Staff participation as facilitators and mentors 6.) Faculty/Staff partners assessment 7.) Community service participation and assessment 8.) UAA retention and graduation rates of ELP students

c. What is the current baseline for this sub-metric, the expected change and the timeframe for realizing this change? Provide at least one year of historical performance on the proposed sub-metric, against which future year performance can be compared. Provide the anticipated change in the sub-metric performance if funding is received. Also indicate which fiscal year this change will be fully realized In the first year, 12 students participated in Level I. Nine of those students continued and are currently in Level II. ELP is designed to heavily recruit in the spring and have a new cohort group each fall. If funded, we will have the staff power to increase recruitment efforts and student participation. Our goal is to have 25 students enrolled in the program by fall 2012 and continue this trend each fall semester. 9. Other Output Measures The three goals of ELP are for students to be 1.) accomplished in the classroom, 2.) competitive in the workforce, and 3.) civic-minded in the community. These will be measured by academic progress and GPAs, successful employment, and participation in community activities resulting in positive change. 10. Productivity and Efficiency With two full cohorts totaling 50 students, the UAA investment is $1040/student annually. Providing this meaningful engagement with 50 students each year in addition to the all-campus leadership conference is a wise investment. ELP student participants and conference attendees will eventually fill many student leadership roles throughout UAA. They will do so with a better understanding of their civic responsibilities and roles as student leaders. 11. Effectiveness and Quality As a result of the ELP, students will be able to define “leadership” and understand concepts and theories as they apply them to real-life situations. Through community service, students will be civically engaged and see how their actions impact others. ELP lectures, panels, and networking opportunities will enhance students’ learning and demonstrate leadership in action. Program growth will be measured by student participation, student satisfaction, level of involvement with campus partners, and faculty/staff feedback. Continuous program assessment will be implemented to ensure the curriculum is relevant and achieving learning outcomes.

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12. Sustainability A fledging version of ELP is currently implemented. If funded, the existing Student Life and Leadership staff structure and programming model would allow the implementation and sustained support of ELP. 13. Internal Reallocation Yes, ELP is a necessary investment for UAA. Students are seeking specialized training in leadership. Both UAF and UAS have established leadership programs. UAA, the largest campus of the system, needs to provide our students with an equivalent or superior option. (Beat the Nooks!) The Emerging Leaders Program will have a profound effect on the leadership development of our students. Current cohort members identified improve communication skills and increased self-confidence through ELP. Now in Level II, students are already engaged in new leadership experiences (e.g. USUAA and Campus Programming Board). ELP students are more likely to seek out a faculty member’s advice, work efficiently and effectively on group projects, and have a stronger connection to the needs of the community. Upon completion of the program, participants will be marketable graduates and a great example of what UAA has to offer.

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Appendix A PROGRAM STRUCTURE Level I (fall semester 1) - Leadership Essentials: Individual Values Objectives

‐ Introduction to self-development and self-management skills ‐ Self-assessment of strengths and weaknesses, values, motivations, passions and leadership styles ‐ Understanding of importance of congruency between values and actions and commitment to

achieving goals through actions

Requirements ‐ Leadership Retreat (mid September) ‐ Cohort meeting #1 (mid October) ‐ Cohort meeting #2 (mid November) ‐ Community Engagement: 20-30 hours per semester in agency of choice ‐ Leadership Education: Participation in at least four activities/events related to leadership. These

activities/events include topic-specific workshops, speaker series, or conferences (local or national) ‐ Reflections: Provide one-page reflections for each requirement (to be use for Involvement Portfolio) ‐ Mentorship: Attend at least three mentorship meetings per semester with assigned mentor.

Level II (spring semester 1) – Leadership Essentials: Group Values Objectives

‐ Introduction to relationship building and team development ‐ Understanding importance of collaboration and group dynamics to achieve common goals. ‐ Development of communication styles and interpersonal skills to strengthen working relationships

with individuals different from themselves. ‐ Understanding how to use leadership to work with and influence others to create positive social

change

Requirements ‐ Leadership Retreat (mid February) ‐ Cohort meeting #1 (mid March) ‐ Cohort meeting #2 (early April) ‐ Community Engagement: Completion of group project in a community agency ‐ Leadership Education: Participation in at least four activities/events related to leadership. These

activities/events include topic-specific workshops, speaker series, conferences (UAA Leadership Conference or national program)

‐ Reflections: Provide one-page reflections for each requirement (to be use for involvement Portfolio) ‐ Mentorship: Attend at least three mentorship meetings per semester with assigned mentor.

Level III (fall semester 2/spring semester 2) - Leadership Capstone: Societal/Community Values Objectives

‐ Introduction to citizenship concepts ‐ Understanding of how continuous leadership development provides personal growth and positive

group dynamics that have a profound effect on society ‐ Network development with individuals on campus and in the community

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Appendix A (continued) Program Structure Level III (fall semester 2/spring semester 2) - Leadership Capstone: Societal/Community Values Requirements Fall Semester

‐ Leadership Retreat (mid September) ‐ Development of UAA Leadership Conference (spring semester) – cohort activity ‐ Cohort meeting #1 (mid October) – conference planning ‐ Cohort meeting #2 (mid November) – conference planning ‐ Community Engagement: 20-30 hours per semester in agency of choice ‐ Leadership Education: participation in at least four activities/events related to leadership. These

activities/events include topic-specific workshops, speaker series, conferences (local – incl. UAA Leadership Conference; or national), etc.

‐ Development of Involvement Portfolio ‐ Mentorship: Attend at least three mentorship meetings per semester with assigned mentor.

Spring Semester ‐ UAA Leadership Conference ‐ Completion of Involvement Portfolio ‐ Presentation of Involvement Portfolio at UAA Leadership Conference ‐ Mentorship: Attend at least three mentorship meetings per semester with assigned mentor.

Upon completion of the Emerging Leaders Program, including all set requirements, students will receive a Certificate of Completion and Co-Curricular Transcript.

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Title: Creation of Data Analyst/IT position in the Office of Student Financial Assistance Sonya Fisher

786-1517 [email protected]

1. Request Description. (Provide a detailed narrative of the request. Include the purpose of the request and the market demand the request is intended to meet. If applicable, include the number and type of individuals affected)

Afull‐timeDataAnalyst/ITpositionisneededwithintheOfficeofStudentFinancialAssistance(SFA)inordertoincreasetheefficiencyandaccuracyoffinancialaidprocessingandtoensuretheintegrityofthedatawereportforfederal,state,institutionalandpublicuse.HistoricallythisresponsibilityhasfallentotheDirectorofFinancialAid.FinancialAidDirectorsarenotrequiredtohavetechnicalprogramming/SQLexperienceandthereforedonotalwayshaveafullunderstandingofhowBannerissupposedtowork.ComplicatingBanneratUAisthefactthatpartsoftheBannerfinancialaidmodulearesharedbythethreeMAU’sandothersaretriplicated(differentversionsofthesameformsforthethreeMAU’s).Bannerwasnotdesignedtobeusedinthismanner,andexpertunderstandingofBanner’scapabilitiesisthereforeevenmoreimportant.Whenanon‐technicaluserofBannerisresponsibleforprogramming,mistakeshappenandBannerbecomesinefficient.TheSFAorSIAOfficecanprovideseveralexamplesoftimesoverthelastfewyearswhenstudentswerepaidtheincorrectamountofaid,wrongtypesofaid,notpaidaidwhentheyshouldhavebeen,askedtosubmitdocumentationthatwedidn’tneed,assignedtowrongtracking,packagingorSAPgroupsbecauseofBannerprogrammingissues‐issuesthatcouldhavebeenpreventedwiththehelpofanexpertprogrammer.Therearealsocomplianceissues(likeexitcounselingrequirementsandtherequirementthatwebemonitoringallstudentsandonlypayingthemfederalaidforcoursesthataredegreeapplicable)thatcouldbeaddressedbyautomatingourprocesses.ABannerprogrammercouldalsohelpusimprovethewayweuseBannerself‐service(UAOnline)tomakeitmoreuser‐friendlyandallowustocommunicatewithourstudentsbetter.TheSFAOfficehasseentremendousincreasesinthenumberofstudentsapplyingforandreceivingaid,aswellaslargeincreasesintheamountofdisbursementsmadetoUAAstudents.

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TheSFAOfficehasaccomplishedtheseincreaseswithoutthehelpofadditionalstaff.We’vedoneagoodjobatcontinuingtoprocessapplicationsandgetmoneytostudentsbuthavenotbeenabletoimproveourserviceorcommunicationtostudentsormeetotherdemandsofourstudentpopulations,suchascreatingafinancialliteracyprogrambecausewedon’thavethestaffing.AddingaDataAnalyst/ITpositionwouldincreasetheefficiencyofallofourprocessorsandallowusto“raisethebar”forwhatwedoforourstudents.AnIT/DataAnalystwillalsohelpuspredictthefuturefinancialneedsofourstudents.Theymaybeabletohelpuscorrelatecertainfundingmodels,orawards,withretentiontohelptheDirectorstrategizeourallocationsoffederal,Foundationandinstitutionaidandcreateawardingmodelsthataredatadriven(noneofwhichcurrentlyexist).Aswefindourselvesinageneralclimateofincreasedfederalreportingrequirements,moreandmoredatawillbeexpectedtocomefromtheStudentFinancialAidOffice.The2011implementationofGainfulEmploymentStatisticsisanexampleofsuchreporting.AbillisinCongressrightnowthatwillrequireustoreportgraduationrates,retentionratesandotherstatisticsonVArecipients.Onaninstitutionallevel,theDirectorofSFAreceivesseveralrequestseveryweekfromUAADepartmentsforinformationonourstudents.ManyoftheserequestsaretimesensitiveandareusedingrantproposalsandconversationswithpotentialdonorstoadvocateformoreUAAresources.HavingadedicatedstaffmemberwiththetechnicalabilitytopullaccuratestatisticswillimpactUAAdepartmentsacrosstheAnchorageandcommunitycampuses.ThisstaffmemberwillserveasaBanner/EdConnect/SSHexpertandwillhaveprimaryresponsibilitiesincluding,butnotlimitedto:

MaintainingtheBannerfinancialaidmoduleforUAA

$17,729,270.53

$22,701,118.24

$34,961,025.23$39,952,026.82

$45,489,700.54

$55,355,683.73

$0

$10,000,000

$20,000,000

$30,000,000

$40,000,000

$50,000,000

$60,000,000

2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011

Total D

ollars Disbursed

Dollars Disbursed: Fall semester only

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Maximizingtheuseofexistingsoftwaretoolsanddevelopingcustomizedprogramstomeetfederal,stateandinstitutionalfinancialaidrequirements

PerformingtheannualBannerawardyearroll/setup:FinancialAidhasitsownBannermoduleandrequiresallnewprogrammingwitheverynewawardyear.Thisisaverytimeintensiveandimportantprocess.

Gathering/reportingstatisticsforfederal,state,institutionalandprivateentities[ex.FISAP,Veteran’sAdministration,GainfulEmploymentreporting,USNews&WorldReport,Peterson’sGuide,CollegeBoard,UAAStudentProfile,grantrequestsfromUAAcolleges(Anchorageandcommunitycolleges),ACPErequestsfordata,etc.].

WritingBannerpopulationselectionsandTOADqueriesforinternalfinancialaidusebutalsofordepartments,collegesandcolleaguesthatrequestthem(ex.TOADreportfordepartmentstofindtheirstudentsthatarenotmeetingSAPstandards).

Datatrackingandtrendanalysis Managingbatchprocesses(exportingandimportingofISIRsandloanoriginations,batch

packaging,awarding,etc) Troubleshootingdisbursementerrors TrainingstaffonBannerfinancialaidbestpractices Testingandtroubleshootingsoftwareupgrades(Tokeepupwithchangingfederal

regulationsandinstitutionalrequirements,severalmoreupdatestothefinancialaidmodulearereleasedinanygivenyearthaninthestudentmodule.)

ProvidetechnicalassistancetoFinancialAidTechniciansandSIA’s


AddinganIT/DataAnalystcorrelatestothefollowingStudentAffairsCoreThemes:StudentCenteredness,StudentLearningandSuccess,AdvancetheProfession,University&CommunityPartnerships.

o StudentCenteredness: ThispositionwillhelptheSFAdeliverfundstostudentsinamore

efficientmanner.UAisnotusingBannerFinancialAidasefficientlyandeffectivelyasitisdesignedtobeused.Disbursementsgetdelayed;studentsdon’tgetpickeduponreportsanddon’tgetcertifiedforcertainprograms;Bannerassignsrequirementstothewrongstudents.Thefinancialaidprocesscanbeconfusingforstudentsatitsmostbasiclevel,processingmistakeslikethese,ESPECIALLYwhenthey’rethingsthatcanbeprevented,arefrustratingforstudentsanddetractfromlearneroutcomes.Longdelaysinfundingcanevenimpactretentionandgraduationrates.

Thispositionwillincreaseefficiencyinallofourfinancialaid

administration(processingtimeswilldecrease)andwillsaveusseveralhoursofstafftimethat’scurrentlyspentmanuallycorrectingissuesthatcouldbepreventedifBannerwereprogrammedcorrectly.Withtheincreasedstafftimewe’dbeabletoprioritizesomeprojectsthatneverseemtomakeittothetopofthelist,like,creatingacomprehensive

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communicationplan,creatingafinancialaidliteracyprogramandincreasingourcollaborationwithUAdepartmentstooffermorefinancialaidworkshops.

o Student,StaffandFacultyWell‐Being:Thinkyou’restressedaboutfinances?

Imaginehowstressfulitisforourstudentswhentheyfindtheiranticipateddisbursementhasbeendelayedandtheydon’thavemoneyforbooks,housing,etc.AlthoughtheSFAdoesanoverallfantasticjobofdisbursingover$55milliondollarsoffinancialaideverysemester,improvementscanbemade.Forexample,priortothespring2012semester,studentsthathadcertaindisbursement(ROIDISBcodes#022and#049)errorshadtocalltheOne‐Stopandself‐identifythemselves(literallyaskwhytheyhaven’t’beenpaidsoSFAstaffcouldfixthemoneatatime).DuringthespringtheSFAofficecreatedapopulationselectiontoidentifythosestudentseverymorning(pickinguperrorsfromthedisbursementthatoccurredthenightbefore)andpaythembefore9AM.Weresolvedhundredsofissuesbeforethestudentevenrealizedtheyhadanissue!Althoughwesolvedthesetwodisbursementscodesbycreatingaworkaround,aprogrammercouldfixtheissuethat’scausingthedisbursementerrorinthefirstplace‐therebysavingmanualprocessingtime.Pleaseunderstand,thisisjustoneexampleofmanythatstillexist!

o AdvancetheProfession:HavingsomeonewithanITbackgroundtoprovideBannertrainingforourFinancialAidstaffwillincreaseourstaff’stechnicalunderstandingofBanneranditseffectonfinancialaidprocessing.ThecurrentstaffintheSFAofficeisincrediblyskilledandknowledgeable.Theylookforwardtolearningmoreandbecomingmoreproficientatthetechnicalsideoftheirjobs.

o University&CommunityPartnerships:Asmentionedabove,wereceivemanyrequestsforfinancialaidrelateddata.Advancementsometimesrequestsstatisticswhenworkingwithdonorstoshowhowneedycertainpopulationsofourstudentsare.Departmentsacrosscampusoftenneedfinancialaiddatawhenapplyingforgrants.

AddinganIT/DataAnalystcorrelatestotheUAACabinetStrategicGuidanceinthatthepositionwillimproveefficiencyandeffectivenessoftheFinancialAssistanceOffice(B‐2).ItwillalsosupportdepartmentsingrantproposalsbybeingthecontactpointforFinancialAidstatsasUAAplansforcontractionsinfederalsupporttostudents.Asmentionedabove,itwillallowustheabilitytoanalyzedataonfinancialaidasitrelatestostudentsuccess,withthegoalofcreatinganawardingmodelthatoptimizesourinstitutionalfunds.Forexample,arestudentloanborrowersmorelikelytoprogressthanstudentsreceivingtheequivalentamountofscholarshipfundingbecausethey’remoreinvestedintheireducation?AreourSeawolfOpportunityScholarshiprecipientsmorelikelytoberetainedthanotherstudentsinthesamecohort?Isthereathresholdofneedbasedaidwherestudentsprogressatahigherratethanothers?Withsomeonetoanalyzethedata,theDirectorwillbeabletomakedecisionsonpackagingawardsandamountsthataredatadriveninsteadofspeculative(B‐3).ThismethodofdecisionmakingleavestheSFAOfficeinapositiontoinfluencegraduationratesoffinancialaidapplicants(C‐3).

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3. Operational Focus. (Does the request fill a gap, remedy a problem, or respond to an external requirement

(e.g. accreditation or professional standard)? In light of the recent NWCCU accreditation process, does it address any weakness or suggestion cited by NWCCU? Does it reinforce or accelerate institutional or program success? Does it invest in a new initiative?)

Thispositionmostcertainlyfillsagapinexpertise‐notonlyintheSFAOfficeandEnrollmentManagement,butintheUniversityasawholesincethispositionwillbearesourcetootherdepartmentsingatheringdataabouttheirstudents,asrelatedtofundingneeds.TheUAAAccreditationObjective#2and#3discussstudentaccess,persistenceandretention.Lackoffinancesisoftenareasongivenbystudentsfornotreturninginanygivensemester.Asdescribedabove,adataanalystcanhelpusmakedatadrivendecisiononwhoshouldreceivewhatfunding.UAAAccreditationObjective#5:GraduationEfficiencyIndex:Whichstudentsareinviolationofthe150%rule?Howcanweidentifythesestudentsearlierandletthemknowthey’reatriskofviolatingSAP?AnIT/DataAnalystcouldwriteandpullapopulationselectionofallfinancialaidrecipientsthathavecompletedtheminimumnumberofcreditsfortheirdegreeprogram(orareclose)andgivethemearlywarningthattheymustcompletetheirdegreewithin“X”numberofcreditstoavoidlosingfinancialaideligibility.ThisisonewaythatthispositioncanhelptheSFAofficebecomemoreproactive,ratherthanreactive.GivingstudentsadditionalcounselingandreferralstoUniversityresourcescanalsohelpreduce/influencetheGraduationEfficiencyIndex. 4. Funding Requested. (What GF funds are requested? What NGF revenue is anticipated?)

Personnel

StudentFinancialAssistanceIT&DataAnalyst,PerHRtherecommendedPDissimilartoISProfessional2,Grade79



1000 (personnel) $48,000 1900 (benefits) $21,936 2000 (travel) $2500 3000 (contractual) $0 4000 (commodities) $0 5000 (capital expenditures) $0 9000 (revenue)* $0

5. Department/Program Investment. (What investment, if any, is the department/program prepared to make in this proposal in addition to the funds requested from outside the present budget? Will any funds be reallocated internally to support this effort?) TheOfficeofStudentFinancialAssistancewilldedicatetrainingtimefortheITperson.IfthepersondoesnothavefinancialaidexperiencewewillsendthemtoSisterDaleBrownInstituteforfinancialaidtrainingoutofourexistingtravelbudget.

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6. Collaboration. (Demonstrate how the program optimizes existing capacity and expertise throughout and/or beyond Student Affairs.) Asdiscussedabove,thispersonisaresourceforallofStudentAffairsandtheUAACampustoextractdataandhaveusefulqueriesandreportsbuilt.Forexample,thispersoncouldbuildareporttonotifythestaffintheAdvisingandTestingCenterofalltheirstudentsthatareinWarning,ProbationorUnsatisfactoryAcademicProgressstandingssotheycanbeproactiveinreachingouttothesestudentsandplanaheadforhowmanystudentswillbeinneedofanacademicplaninthecomingsemester. 7. Key Decisions. (Describe the key decisions needing to be made to implement the opportunity and identify by name the individuals responsible for making those decisions. Indicate the key decision maker’s willingness to support and/or implement the opportunity.) EricPedersen,AssociateViceChancellorofEnrollmentManagementstronglysupportsthisinitiative.



realization. (Example: This increment will increase the student credit hours by FY13, because FY12 will be used to hire the additional professor. University-generated revenue and student credit hours will be impacted in FY13 by the additional course offerings provided by the new professor.

Oneacademicyear,todocumentincreasedapplicationratesstemmingfromincreasedproductivityandabilitytoprovidemorestudentoutreach.


Determine which strategy specific sub-metric will be used to track intermediate progress toward moving the End Result metrics. (Example: Program major enrollment will be tracked as a preliminary indicator of eventual increases in high-demand graduates.)

Financialaidandscholarshipapplicationrates,Trackingthedatethatwe’reabletosendfirstawardandtrackingnotificationseachspring.

c. What is the current baseline for this sub-metric, the expected change and the timeframe for realizing this change? Provide at least one year of historical performance on the proposed sub-metric, against which future year performance can be compared. Provide the anticipated change in the sub-metric performance if funding is received. Also indicate which fiscal year this change will be fully realized. (Example: In Fall 2010, there were 120 of these program majors enrolled. This increment would grow enrollment by 20 majors in FY13.

ToBeDiscussedFurther:Increasestothesemetricswilloccur,butthereareotherfactorsinfluencingthesemetricsalso.

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9. Other Output Measures. (Beyond the UA measures, how will the request affect the measureable output of teaching, research, engagement, and/or creative expression? Provide specific estimates.) Moretargetedawardingwillimpactretentionandgraduationrates,asdiscussedabove. 10. Productivity and Efficiency. (What empirically demonstrable impact will this request have on program or institutional productivity and efficiency? Faculty to student ratios and cost per student are relevant examples. Provide specific estimates.) TodemonstratehowmuchofagapcurrentlyexistsintheSFAOffice,pleaselookatthestaffingmodelbelow.Thisinformationwasgatheredbypollingotherlarge,publicUniversitiesthroughtheCOSUAAlistserveonFebruary14,2012astothenumberofITstafftheyhavewithintheirfinancialaidorganizationalstructure.ManyUniversitieshavemorethanonededicatedITpersonandhavemuchsmallerFinancialAidITtostudentratios.Ifthisproposalisapproved,UAAisstillrankedlowestontheIT:studentratiolist

School # of

Students

# of IT personnel within the

SFA Office

IT:student ratio

UVA 20,000 8 1:2500 Western Illinois University 13,500 4 1:3375

University of Texas at Austin 50,000 11 1:4545 Washington State University 26,000 5.5 1:4727

Virginia Tech 28,650 6 1:4775 UMD 34,000 7 1:4857 JMU 20,000 4 1:5000

University of Connecticut 30,500 6 1:5083 University of Georgia 35,000 6 1:5833

University of North Carolina at Chapel Hill

30,000 5 1:6000

University of Oregon 25,000 4 1:6250 Wright State University 19,000 3 1:6333

Purdue University 39,000 6 1:6500 University of Idaho 13,000 2 1:6500

Missouri 33,000 5 1:6600 Colorado State University 28,000 4 1:7000 Kennesaw State University 28,000 4 1:7000

University of Colorado at Boulder 30,000 4 1:7500 University of Illinois at Urbana-

Champaign 42,000 5 1:8400

Oregon State University 25,000 2.5 1:10000 UCF 59,000 5 1:11800

Arizona State University 72,000 5 1:14400

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Florida International University 47,000 3 1:15666 UTSA 32,000 2 1:16000

University of Manoa - Hawaii 20,337 1 1:20337 University of Alaska Anchorage 20,699 1 1:20699


o Mostofthesignificantoutcomeswillbeinservicetostudents‐fewercomplaints,fewerphonecallsandemailstotheOne‐StopCenter

o Increasedefficiencyincurrentfinancialaidprocessingo Fewermanualprocessesthatrequiresignificantstafftimewillallowforthe

creation/improvementofotherservices.o Fewerauditfindingso Fewercomplianceissueso Fewermistakesinfederal/publicreportingo Decreasedprocessingtimeso Reducedreceivables(won’thavetoreturnfundingthat’salreadybeenrefundedtothe

studentwhenwemanuallydiscoveraidpaidthatshouldnothave)o MoreautomatedcommunicationsbasedonBannertriggers,ratherthanmanualletter

generationo ASFADirectorthat’sabletobeaprominentleaderoncampusinsteadofbeingbogged

downintheofficewithprogrammingrequests

12. Sustainability. (What impact will this request have on institutional, programmatic or environmental sustainability?) SFAwillbeabletooptimizelimitedallocationofinstitutionalallocations(ATWs,Foundationscholarships,FSEOG,UAG,etc)bystrategicallyawardingthembasedonanticipatedneedsofourstudentstoproducedesiredoutcomes(increasedretentionandgraduationrates) 13. Internal Reallocation. (Should base funds from other Student Affairs departments, programs, or services be reallocated to fund this proposal in FY13? If yes, please explain the rationale.) YES! It will help us become complaint with current federal regulations. We’ll be prepared for increased federal reporting requirements. It will allow us to improve service to students & efficiency of financial aid processing. It will provide other departments in Student Affairs with information on their students that can improve their service to students. We’ll be able to optimize current levels of funding. It will free up time for the Director to lead the Office of Student Financial Assistance into a more proactive, student friendly and outcome-oriented office.


Title: Military & Veteran Community ServicesAuthor’s name, phone, and email: John Johnson, (907)786-1183, [email protected].


The creation of an Office of Military & Veteran Community Services will not only provide our students with a single, informed point of contact but will also put us on the leading edge of the national trends on how to successfully work with a military/veteran student population. The UAA staffing of this office will include the primary position of Director/Coordinator of Military & Veteran Community Services and one support position, most likely a student worker, to act as an administrative assistant as well as being well trained to assist the students in the military/veteran community.

The roles of the director/coordinator will be varied to account for the shifting needs of this student population. Working with faculty and staff throughout the university elevate the institutional understanding of the military/veteran student experience as well as the procedural complexities faced by faculty and staff while serving these students. Military & Veteran Community Services will also play the part of POC between the student and the university. The presence of a central point of contact that is knowledgeable about the military/veteran student experience as well as the university’s internal processes and procedures will provide these students a place to raise questions/concerns without redirecting the student to multiple offices or locations. This position will also be an invaluable resource for future assessment and improvement of the policies and procedures that affect this student group.

There is an increasing level of attention focused on the needs of this population of students as well as an upward trend in the numbers of military/veteran students coming to UAA every year. As our military responds to budgetary concerns by reducing troop levels, for the foreseeable future this upswing in numbers will continue. Creation of this functional area within the university will provide a valuable starting point to helping these students navigate the complications of their benefits and assist them in their accomplishing their next "mission".

2. Strategic Purpose. (How does the request address and/or support the Student Affairs Core Themes, Cabinet Strategic Guidance or UAA 2017?) This project falls right in line with several of the core themes of Student Affairs:

University and Community Partnerships: One of the primary functions Military & Veteran Community Services will be to work directly with students, staff and faculty to bring a better understanding of how each role within UAA contributes to the whole of a successful Military/Veteran Student experience. Additionally, working with external resources, available to the Military/Veteran Student, will be paramount to the creation of a centralized location for these students to gather the information they need to successfully transition into our campus and to thrive while here. This coordination with internal resources and outreach to external ones will engender a “team” mentality, which will only enhance UAA’s ability to assist our students in the successful navigation of the challenges they will face. Student Veterans of America (SVA) has identified these functions of

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internal training and the development of partnerships with external resources as critical to the development of a Military/Veteran friendly campus.1

Student Learning and Success: In Creating a Veteran Friendly Campus, Ackerman and DiRamio speak to how important a Student Veterans Organization (SVO) can be to both the student and the university. For the student they can provide an air of familiarity during a potentially uncomfortable transition. The SVO can provide access to people with a similar background and experience as well as mentorship from those individuals. These functions benefit the university as well by easing the Military/Veteran transition to the civilian sector and the wonderful world of higher education. The SVO can also provide invaluable insight into the perspective of the Military/Veteran Student and assistance in addressing the needs of these students.2

An important role of Military & Veteran Community Services will be to work closely with student leadership to strengthen their ability to mentor and assist new students during their transition into life as a student. An efficient means to this end is to develop and nurture a relationship with the Student Veterans of UAA (SVA). Military & Veteran Community Services will provide guidance and act as a mentor to SVA helping them cultivate their own abilities to assist new Military/Veteran Students in during their transition and beyond. This effort will assist students, initially, with their effort to become an effective student and then also address the sense of loss of camaraderie many experience when transitioning out of a military environment. By nurturing this concept of students helping students, the growing teamwork will improve student transitions, concretely, through advising and guidance and through intangibles like team-building and community involvement.

Advance the Profession: As mentioned previously, there are several national organizations that promote ideas on how to best serve the Military/Veteran Student community. Student organizations, like SVA, and professional organizations, like the National Association of Veterans Program Administrators (NAVPA) and CAS and Student Affairs Administrators in Higher Education (NASPA) Veterans Knowledge Community, all have a similar message on how to best serve this community. The opportunity here is for UAA to create from scratch a functional area that mirrors the leading edge thinking in the field. This move will obviously benefit our students while at the same time we will improve understanding by faculty, staff and administrators of the very real issues faced by some of these veteran students and illustrate tools we can provide to enhance their success. The training that will come out of this opportunity will avail our staff, faculty and administrators of the most up to date information in how to serve this increasing large segment of our student body. And by doing so we will enhance the overall understanding and sense of collaboration within UAA.

Student Centeredness: With the knowledge that student and professional organizations alike agree that this type of central point of contact is the most beneficial way to serve this student population, this is an opportunity to demonstrate just how student centered we are. Without having to reinvent the wheel we can take these leading edge concepts and implement them. And by doing so

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1 Student Veterans of America. (2011). Creating a veteran friendly campus: A guide for college and university administrators. Retrieved from http://www.studentveterans.org/resourcelibrary/documents/CreatingaVeteranFriendlyCampus_AGuideforCollegeandUniversityAdministrators.pdf

2 Ackerman, R. A., & DiRamio, D. D. (2009). Creating a veteran-friendly campus: Strategies for transition and success. New Directions for Student Services, 126, 77-79.

we will clearly illustrate that the needs of our students are a driving force behind UAA’s decision making process.

3. Operational Focus. (Does the request fill a gap, remedy a problem, or respond to an external requirement (e.g. accreditation or professional standard)? In light of the recent NWCCU accreditation process, does it address any weakness or suggestion cited by NWCCU? Does it reinforce or accelerate institutional or program success? Does it invest in a new initiative?) The creation of a new Military & Veteran Community Services office will absolutely fill a gap, remedy a problem and respond to external requirements. For our students, the creation of a single point of contact will simultaneously introduce a service that does not currently exist and limit the frustrations encountered when being regularly rerouted to try to find answers to questions faced by military & veteran students. This also falls right in line with the recommendations of national organizations on how to best serve a military & veteran student body. There is a national focus on insuring that institutions are meeting specific standards in order to be eligible to receive tuition assistance funds from the Department of Defense as well as GI Bill funds from the Department of Veterans Affairs. This combined with the increasing complexities of the processing of these benefits makes it apparent that UAA needs a functional area focused on compliance for eligibility as well as procedural improvement so that we may best serve these students with the resources we have at our disposal.

4. Funding Requested. (What GF funds are requested? What NGF revenue is anticipated?)Personnel

Director/Coordinator of Military & Veteran Community Services - Grade 78/Step 1 - $43,284.80Student Worker level 3 - $10.5. per hour/20 hours a week - $10,920.00

Contractual/Commodities $5,000.00 in Travel funds to accommodate 2-3 conferences per year.$300.00 in Contractual to allow for periodic refreshments for training sessions.$5,000.00 in commodities for promotional items.

Object Code Amount Requested

1000 (personnel) $54,204.80

1900 (benefits) $24,629.85

2000 (travel) $5,000

3000 (contractual) $300.00

4000 (commodities) $5,000.00

Total GF funds requested $89,134.65

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5. Department/Program Investment. (What investment, if any, is the department/program prepared to make in this proposal in addition to the funds requested from outside the present budget? Will any funds be reallocated internally to support this effort?) N/A

6. Collaboration. (Demonstrate how the program optimizes existing capacity and expertise throughout and/or beyond Student Affairs.) The foundation of this office will lie in collaboration. Be it working with UAA's faculty and staff to communicate and share how we affect this student group and how we can do it better or by reaching out to community partners to learn and share all that is available for our students, Military & Veteran Community Services will work with everyone to insure these students receive the service and assistance that they deserve.

7. Key Decisions. (Describe the key decisions needing to be made to implement the opportunity and identify by name the individuals responsible for making those decisions. Indicate the key decision maker’s willingness to support and/or implement the opportunity.) The decision to create this new office will have to start with the Vice Chancellor of Student Affairs, Bruce Schultz. Vice Chancellor Schultz is intimately familiar with the benefits this new office would provide to both the university and our students. As such I believe he is willing to press forward on the creation of this office.

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Title: MAP-Works - Increasing Graduation and Retention at UAA Author Information: David Weaver, (907) 786-6156, [email protected]


MAP-Works, or Making Achievement Possible, is a major student success and

retention initiative piloted at UAA in AY11, continuing in AY12. MAP-Works serves

as the infrastructure for a comprehensive, campus-wide student retention program.

The system builds unique profiles of individual students based on their admissions

characteristics, and their responses on a series of voluntary surveys. MAP-Works

then serves as a platform for intentional collaborations by staff and faculty on behalf

of any struggling students.

Over the course of the first year, the MAP-Works implementation team used this

cutting-edge tool to initiate over 11,900 informed student outreach contacts. Of these,

1,711 represent deeper, interactive connections between a student and his or her

faculty and staff allies. The effective use of MAP-Works continues to grow in AY12,

the second year of the pilot.

The diligent work of the team, which comprises members from across Student

Affairs and Academic Affairs, led to a dramatic increase in fall-to-spring persistence

in each of the first-year pilot cohorts. After the first year of MAP-Works at UAA,

fall-to-fall retention of first-time full-time (FTFT) degree-seeking students on the

Anchorage campus increased by just over one percent.

In academic year 2012-2013, more than 60 faculty and staff across major units will

continue to use MAP-Works to target approximately 6,000 degree-seeking students in

three distinct cohorts:

All Anchorage-campus first-time freshmen (approximately 1,800 students)

All Anchorage-campus continuing freshmen (approximately 2,000 students)

All Anchorage-campus sophomores (approximately 2,200 students)

Funding is requested to continue the retention coordinator position currently

implementing the MAP-Works student success and retention program. Also requested

are funds to purchase the MAP-Works program in AY13 for the 6,000 Anchorage-

campus students identified above.


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The MAP-Works project directly supports three of the five Student Affairs Core

Themes:

1. Fostering Student Success: By identifying struggling students early in the

semester, and intentionally and quickly connecting them to the campus

supports they most need, student success, retention, and achievement are

significantly increased.

2. Exemplifying Student Centeredness: Frontline staff and faculty no longer

have to guess which of their students need additional support. Staff no longer

have to wait for struggling students to come to them. Through MAP-Works,

professional frontline staff members have a wealth of real-time, actionable

information about their students and are empowered to outreach like never

before.

3. Cultivating University and Community partnerships: MAP-Works has

provided staff and faculty at UAA with the infrastructure to collaborate at a

level never before achieved. Partnerships have been developed among many

areas within Student Affairs and among areas outside of the division,

including the Learning Resources Center, College of Education, College of

Arts and Sciences, Community and Technical College, the RRANN program,

and the Alaska Commission on Postsecondary Education.

Through fostering student success, exemplifying student centeredness, and

cultivating new partnerships, the MAP-Works initiative addresses two key areas of

UAA’s 2017 Strategic Vision:

1. UAA 2017 Strategic Priority C: Expanding Educational Opportunity and Increase

Student Success

2. UAA 2017 Strategic Priority D: Strengthening the UAA Community

3. Operational Focus. (Does the request fill a gap, remedy a problem, or respond to an external requirement (e.g. accreditation or professional standard)? In light of the recent NWCCU accreditation process, does it address any weakness or suggestion cited by NWCCU? Does it reinforce or accelerate institutional or program success? Does it invest in a new initiative?)

MAP-Works affords UAA the opportunity to sustainably and consistently improve student

success and retention. The system allows students an avenue to examine, and express to staff

and faculty, their individual strengths and challenges in a way previously unavailable. The

system gives faculty and staff at UAA insights into their students’ experiences to a degree

previously unattainable.

In a recent study of 12 public universities across the US, researchers identified three vital

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characteristics of programs aimed at improving persistence and completion rates:1

Intentionality: are campus supports viewed traditionally as services that the

student must initiate, or do staff and faculty themselves initiate support based on

an informed understanding of the dynamic needs and trends within the

populations they serve?

Integration: do professionals from within major institutional units actively

develop partnerships and align outreach and support services?

Collaboration: are faculty and staff members across unit lines working closely

on student support initiatives? Do they understand the interrelationship between

academic and student development programs?

The strength of the MAP-Works platform is that it is grounded in these three principles: it is

highly intentional and promotes integration and collaboration at its core.

This initiative improves UAA’s ability to quantify activities related to core theme 3, Student

Success, of UAA’s 2010 Comprehensive Accreditation Report. MAP-Works builds the

capacity of faculty and staff to bridge institutional boundaries and more holistically support

students. Both of these benefits directly address NWCCU recommendations to UAA. 4. Funding Requested. $170,676 total general funding is requested.

Personnel 1.0 FTE MAP-Works Coordinator


The $68,700 contractual request consists of MAP-Works usage fees ($63,400), printing, duplication, and mailing costs ($2,800), and annual workshop fees for four participants ($2,500). The MAP-Works usage fees consist of a $16,000 base fee and a $9/ freshman student and $6/ sophomore student cost. The $9,000 commodities request includes promotional materials and gear, and student participation incentives and prizes.


1000 (personnel) $58,323 1900 (benefits) $26,653 2000 (travel) $8,000 3000 (contractual) $68,700 4000 (commodities) $9,000 5000 (capital expenditures) $0 9000 (revenue)* $0


In FY11 and FY12, UAA’s Office of Student Affairs contributed significant internal resources

1 American Association of State Colleges and Universities. Retrieved March 7, 2011, from

http://www.csustan.edu/studentaffairsassessment/documents/AASCUReportFinal.pdf

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to the MAP-Works program. For example, in FY 11, OSA committed one-time year-end funds

of approximately $137,000 to pilot MAP-Works. In addition, the Office of Student Affairs

houses the program coordinator and continues to provide fiscal and technical resources, as

well as workspace and equipment.

6. Collaboration. (Demonstrate how the program optimizes existing capacity and expertise throughout and/or beyond Student Affairs.)

The MAP-Works model is grounded in the two-fold notion that better understanding the

dynamic experiences of individual students, and better collaborating on their behalf, will

increase overall success, persistence, and degree completion.

Within two academic years, a host of strengthened relationships and new collaborations have

taken shape. For example, Residence Life and Native Student Services have formed new

partnerships; OSA is now working closely with the Alaska Commission on Postsecondary

Education to support the new APS Scholarship program; Career Services and Advising and

Testing have formed new partnerships; as have the Learning Resource Center and the Office of

Student Affairs.

Academic Advisors and faculty in the Community and Technical College, College of Health,

College of Education, and the College of Arts and Sciences are now strong partners with

Student Affairs through MAP-Works. MAP-Works has catalyzed a new level of cooperation

between Academic Affairs and Student Affairs. 7. Key Decisions. (Describe the key decisions needing to be made to implement the opportunity and identify by name the individuals responsible for making those decisions. Indicate the key decision maker’s willingness to support and/or implement the opportunity. Because MAP-Works has been actively used and tested at UAA since July 2010, many key decisions have been made, and several best practices discovered. Administrators in Student Affairs, in conjunction with an active project steering committee, have addressed and refined issues related to confidential student information access, program marketing, student cohort identification and grouping, faculty and staff reporting, front-line user training, and MAP-Works network partnership building. Administrators in the Office of Student Affairs, together with guidance from the steering committee, will continue to refine the MAP-Works project at UAA in areas of greater faculty involvement, greater student survey participation, and effectively launching currently unused features within MAP-Works like faculty early alerts and advisor scheduling. 8. UA SWS Performance Measures. Please provide anticipated impacts to performance end results of the requested increment. It is not necessary to enter anything for metrics that will not be impacted by this increment.



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With this request staff and faculty will use MAP-Works to increase the first-to-second

year retention rate of UAA’s FTFT degree-seeking cohort by 1.5 to 3.5 percent per year

for three years. The long-term goal of MAP-Works is to help UAA reach and maintain a

75% first-time full-time baccalaureate-seeking retention rate leading to significantly

higher six-year graduation rates.

A one-time, 2.5 percent increase in first-time full-time persistence would generate

$131,460 in new revenue for UAA.2 3 The cumulative effect of a sustainable 2.5 percent

increase in FTFT retention would exceed $311,000 for each and every first-year cohort

supported by MAP-Works.

These goals are realistic based on outcomes at many other universities. For example,

Central Michigan University administrators credit MAP-Works as the driving force

behind their 3.5 percent increase in first-year persistence between 2010 and 2011.4

Colorado State University reached an 84 percent first-year retention rate in fall 2009,

their highest ever. CSU identifies MAP-Works as the key component in this success.5

b. What strategy-specific sub-metric will be used to demonstrate return on investment? Determine which strategy specific sub-metric will be used to track intermediate progress toward moving the End Result metrics. (Example: Program major enrollment will be tracked as a preliminary indicator of eventual increases in high-demand graduates.)

First-year fall-to-spring persistence and first-year fall-to-fall retention will be tracked as

the primary indicators of effectiveness. After the MAP-Works program reaches six

years of implementation, six-year graduation rates will also become a primary End-

Result metric.

c. What is the current baseline for this sub-metric, the expected change and the timeframe for realizing this change? Provide at least one year of historical performance on the proposed sub-metric, against which future year performance can be compared. Provide the anticipated change in the sub-metric performance if funding is received. Also indicate which fiscal year this change will be fully realized. (Example: In Fall 2010, there were 120 of these program majors enrolled. This increment would grow enrollment by 20 majors in FY13.

Since fall 2002 the first-year retention rate of FTFT baccalaureate-seeking students on the Anchorage campus has ranged from 64.1% (fall 2002) to 73.2% (fall 2009). In

2 UAA Office of Institutional Research. Dashboard Persistence Matrix. Retrieved March 25, 2011, from

http://www.uaa.alaska.edu/ir/publications/dashboard/upload/Retention.html 3 Office of the Registrar at UAA. Fall 2011 Catalog. Tuition and Fee Schedule. Retrieved April 5, 2011, from

http://www.uaa.alaska.edu/records/catalogs/schedules.cfm. Calculation based on the 2010 incoming cohort of 1,173 FTFT

degree-seeking students each taking 12 lower-division credit hours on the Anchorage campus. 4 Educational Benchmarking, INC. (2011). Press Releases. Retrieved March 7, 2011,

https://order.webebi.com/ClientSite/KnowledgeBase/Browser.aspx?kb=397 5 Educational Benchmarking, INC. (2011). Press Releases. Retrieved March 7, 2011,

https://order.webebi.com/ClientSite/KnowledgeBase/Browser.aspx?kb=397

http://www.uaa.alaska.edu/ir/publications/dashboard/upload/Retention.html

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fall 2011, the Anchorage campus FTFT retention rate was 70.8 percent for baccalaureate-seeking students. 6 In the same period, the first-year retention rate of FTFT associates-seeking students on the Anchorage campus ranged from 51.8% (fall 2002) to 64.2% (fall 20011). In 2010, the 6-year graduation rate among FTFT baccalaureate-seeking students at UAA was 24.6 percent, about 10 percent below the average graduation rate of UAA’s peer institutions (see graph below).7


A 2009 review of literature concerning persistence in colleges and universities reveals the

strong connection between persistence and completion rates.8 It is a logical and viable

conclusion that effective retention programs like MAP-Works will increase completion rates

in the long-term.

This positive effect will include sustainable growth of total degree and certificate awards in

High Demand Job Areas like health and engineering at UAA. 10. Productivity and Efficiency. (What empirically demonstrable impact will this request have on program or institutional productivity and efficiency? Faculty to student ratios and cost per student are relevant examples. Provide specific estimates.)

According to UA in Review 2011, the UAA Anchorage campus had 1,854 first-time freshmen

entering in the fall 2010 semester. The Anchorage campus first-time freshman student cohort

has increased 17.5 percent since 2006. MAP-Works will serve as the infrastructure for faculty

and staff to better manage critical outreach efforts to this important student population, as

well as more than 4,000 additional continuing freshmen and sophomores.

6 UAA Office of Institutional Research. Dashboard Persistence Matrix. Retrieved February 24, 2012, from

http://www.uaa.alaska.edu/ir/reports/persistence/index.cfm 7 UAA Office of Institutional Effectiveness. Performance Measures. Retrieved February 24, 2012, from http://www.uaa.alaska.edu/institutionaleffectiveness/performance.cfm 8 Oseguera, L. and Rhee, B. The Influence of Institutional Retention Climates on Student Persistence to Degree Completion: a

Multilevel Approach. Research in Higher Education. 2009. 50:546-549. Retrieved March 8, 2011, from

http://www.springerlink.com/content/mn57280332k1497p/

http://www.uaa.alaska.edu/ir/reports/persistence/index.cfm

http://www.uaa.alaska.edu/institutionaleffectiveness/performance.cfm

http://www.springerlink.com/content/mn57280332k1497p/

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As a management tool, MAP-Works will assist faculty and staff in understanding individual

student needs and experiences more holistically and across functional areas. It will empower

professional staff to effectively and efficiently impact students most at-risk. Finally, the

reporting aspect of MAP-Works will lead to evidence-based knowledge of the most effective

intervention strategies. Resource allocation decisions can then be based on proven efforts, a

central recommendation to the University of Alaska in the 2011 Fisher Report.9


Educational Benchmarking, Inc. (EBI) developed MAP-Works in partnership with Ball State

University as a comprehensive student retention and success program. MAP-Works has been

rigorously tested and refined over the past decade and is now used by more than 100 public

and private higher education institutions across the United States. Other users of MAP-Works

include eight peer and aspiring institutions to UAA.10

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If the increases in first-year retention realized in the first two pilot years of MAP-Works

are consistently maintained and built upon over time, the program will more than offset

its costs with recaptured tuition and fees. This proposal does not require new office space

or equipment.

9 Fisher, James et. al. University of Alaska Review. James L. Fisher, Ltd. Retrieved March 22, 2011, from

http://www.alaska.edu/files/pres/FinalFisherReport.pdf/. 10 UAA Office of Institutional Research. Peer Comparison Matrix. Retrieved March 8, 2011, from http://www.uaa.alaska.edu/ir/ 11 Educational Benchmarking, INC. (2011). Client List. Retrieved March 7, 2011,

https://order.webebi.com/ClientSite/MyEBI/orderDetail.aspx

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Title: Native/Rural and Early Outreach Coordinator Author’s name, phone, and email: Office of Student Recruitment; [email protected]; 786-1489

1. Request Description. Recruitment will add a staff member dedicated to Native/rural student outreach and early/pre-secondary student outreach. These student populations are becoming a bigger part of the Recruitment’s efforts. Outreach to rural Alaska is vitally important, but also difficult due to limited Recruitment staffing and the high amount of manpower and expense that rural Alaska outreach requires. Recruitment has also received an exponential increase in requests for recruitment events at the elementary and middle school level. With current staffing, this takes away from time spent on the recruitment of high school juniors and seniors. Long-timeline, “early” recruitment is increasing in importance, so additional staff to fulfill visit and event requests for this younger demographic is necessary. This staff position would allow for UAA’s Office of Student Recruitment to have consistent representation in rural Alaska which is currently not an option with only two Recruiters on staff. Adding this position also offers a single point of contact for not only Native and Rural students, but also for those requesting campus visits and events for elementary and middle school students.

2. Strategic Purpose.

This request supports various Strategic Priorities of UAA 2017: Priority C.1. Expand Educational Opportunity and Increase Student Success. Increase UAA’s share of Alaska’s college-bound population, paying specific attention to Alaska Natives and other underrepresented populations. Priority D. 1. Strengthen the Community. Increase UAA’s cultural, social, and intellectual diversity of students, with increased emphasis on recruitment of Alaska Natives and other underrepresented populations. Priority E. 5. Expand and Enhance the Public Square. This position enhances UAA’s presence not only in rural Alaska, but in pre-secondary schools. It will support and grow the partnership with UAA’s community school districts and help to reinforce the importance of public education.

3. Operational Focus. This position will fill a gap currently found in the Office of Student Recruitment. As it stands, the staff is too small to have one Recruiter of the two Recruiters be solely dedicated to recruiting Rural and Native students as well as coordinating early outreach efforts, leaving the other Recruiter to recruit all other student populations in Alaska and throughout the Lower 48.


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4. Funding Requested. Personnel

Native/Rural and Early Outreach Coordinator

Object Code Amount Requested Match (not required) 1000 (personnel) $39,582.40 1900 (benefits) $22,522.38

2000 (travel) $14,000.00

3000 (contractual) $0 4000 (commodities) $0 5000 (capital expenditures) $0 9000 (revenue)* $0

5. Department/Program Investment. As it currently stands, the Office of Student Recruitment would not be able to make a budgetary investment in this proposal in addition to the funds requested nor can any funds be reallocated internally to support this effort. The Office does not have additional funds to support this position without eliminating recruitment efforts/duties of other team members.

6. Collaboration. Adding this position will enhance strategic partnerships campus-wide to ensure future students are connected with the necessary programs and resources to support their transition to UAA. 7. Key Decisions. The Recruitment Team will play a vital role in creating a job description for this position as well as the interview process of candidates. Ultimate decision-making/hiring authority rests with Director of Recruitment, Jennifer Jensen.

8. UA SWS Performance Measures.

This position will impact the following end results as set forth by the UA Performance Measures: More graduates who are qualified to take a high-demand job in Alaska; Increased University of Alaska Anchorage baccalaureate degree-seeing student six year graduation rate.


realization. For both end results: FY13 Create this staff position; hire and train Native/Rural and Early Outreach Coordinator. Coordinator builds upon existing relationships in rural areas and pre-secondary schools and promotes how UAA programs can train/prepare for high-demand jobs in Alaska to prospective students. FY14 students start enrolling from targeted areas with Coordinators assistance. FY15 and beyond: Successfully graduate students into high-demand jobs in Alaska.


Determine which strategy specific sub-metric will be used to track intermediate progress toward moving the End Result metrics. Close tracking of visits and contacts with each rural area/school will be monitored regularly in addition more one-on-one contact with rural students to guide them in the process of matriculation. Implementing evaluation surveys and interviews for students to give input as to the helpfulness of Coordinator’s visits, events, materials, etc. Additional tracking of number of pre-secondary school visits and events will be required. Surveys and feedback from younger students will also be administered. Potential for

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long-term “check-in” option as Office of Student Recruitment will have student contact information (email and/or phone number) early on in their education.

c. What is the current baseline for this sub-metric, the expected change and the timeframe

for realizing this change? Provide at least one year of historical performance on the proposed sub-metric, against which future year performance can be compared. Provide the anticipated change in the sub-metric performance if funding is received. Also indicate which fiscal year this change will be fully realized. Increase number of visits/contacts with students in rural regions of Alaska, namely Nome, Bethel, Kotzebue, Dillingham, and Barrow. During the 2010-211 made three visits – one to Nome, Dillingham, and Barrow. In alternate years there have been singular trips to Bethel and Kotzebue. Increasing visits/contacts to these regions and being present consistently (at least once in the Fall semester and once in the Spring semester) will improve college program awareness, increase promotion of high-demand job availability in Alaska, and gain useful insight into planning their degree to graduate within six years. Over the last year, the Office of Student hosted 32 visits with 1,701 students from Alaska elementary and middle schools. These takes a great deal of time and coordination to plan in addition to all of the current duties and responsibilities the Recruitment Coordinator has in planning visits and events for traditional-age college visitors (high school students). This new position will allow more opportunities to coordinate such visits and events and to accommodate a great number of visitors during the year.

9. Other Output Measures. Through student evaluation surveys and interviews, this position will provide measurable output for increasing student engagement in terms of awareness and connectedness to UAA resources and programs prior to arrival on campus. 10. Productivity and Efficiency. This position will allow for the Office of Student Recruitment to more efficiently use travel funds. Having a staff member dedicated to traveling and recruiting students from rural Alaska will have the opportunity to spend a greater amount of time in rural areas. These are expensive trips and would be more impactful if UAA could be present for a longer period of time instead of only 24 hours or even less. 11. Effectiveness and Quality. This position will improve communication to two continually growing markets for UAA – Rural Alaska and pre-secondary education. Having a dedicated person will allow the Office of Student Recruitment to accommodate more requests as well as act as a specific point of contact for these populations. 12. Sustainability. 13. Internal Reallocation. This opportunity is critical to UAA’s commitment to increasing its Alaska Native and rural student population. Also, pre-secondary school visit/event requests have been increasing every year. Without additional staffing resources, the ability to effectively recruit these important populations will be limited, as the Office of Student Recruitment cannot reallocate from its already limited budget in order to support this position.

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Student Affairs Base Funding Request – Phase II

Title: AMSS Peer Mentor Program Contributing Authors: Linda Morgan, [email protected] 786-4512 Joanne von Pronay, [email protected] 786-4892 Theresa Lyons, [email protected] 786-1240 Andre Thorn, [email protected] 786-4080 Request Description. (Provide a detailed narrative of the request. Include the purpose of the request and the market demand the request is intended to meet. If applicable, include the number and type of individuals affected)

Academic and Multicultural Student Services envisions the creation of a cohort of peer mentors to provide academic and student support to assist students in reaching their educational and life goals. The peer mentor cohort is estimated to impact over 2,000 students served by AMSS each year. In addition to benefits received by student mentees, there are also valuable opportunities that will enrich the college experience for the students serving as peer mentors by engaging in student leadership experiences through employment in a paraprofessional role. Numerous research studies on the impact of paraprofessional peer educators on undergraduate students support the potential gains of this initiative. (See research data submitted in Phase 1 Planning Form) The anticipated outcomes of funding this peer mentor initiative is to increase rates of persistence and retention in order to impact the number of students who attain their educational goals. National and institutional statistics indicate that the retention rates for students of color and first generation college students, all populations served by AMSS, support the need for strategies to address these issues. The following are examples of specific ways in which AMSS departments will use peer mentors. These examples are tied to specific student learning outcomes and with identification of specific interventions: a) Peer mentors will provide support and information to students transitioning into UAA. Peer mentors

will be tasked with the following activities: i. Inform students about General Education Requirements, University policies and procedures

and the wide variety of UAA academic programs. ii. Serve students who need help with processes such as applying for admission and financial

aid, logging into degree works, accessing UAA technology such as email, blackboard, and UAonline to register for classes.

iii. Provide information to help students complete tasks and processes such as appeals, petitions, declaring majors and minors, etc. that are not easily understood in order to advance student learning and knowledge necessary to navigate within higher education. These activities produce student learning outcomes that align with the following CAS categories:

− knowledge acquisition, integration, construction, and application

− intrapersonal development

− practical competence

− self-efficacy





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b) Peer mentors will provide students with tips and strategies to reinforce student skills for success.

These skills include helping students set up a daily or weekly planner to better manage their time, provide strategies for taking exams, and encourage students to make use of the Learning Resource Center for added support. Peer mentors will be tasked with the following example activities:

i. Schedule workshops and group sessions through the various AMSS departments, with event details in the UAA Green and Gold as well as the UAA Calendar.

ii. Help students to think through how to write up a list of questions to ask a faculty member during office hours.

iii. Help students set up Outlook on their computer and synchronize with a mobile device, or take a paper based planner and show a student how to go through each syllabus and add the important dates such as those for exams, as well as appropriate lead time reminders for projects.

c) Peer mentors will be used as liaisons to the academic colleges. Peer mentors will be tasked with the following example activities:

i. Develop collaborative relationships with faculty and advisors within the academic units. It is important for peer mentors to be regarded highly by faculty and advisors so they will be trusted and used to liaison with students at risk.

ii. Use leadership skills to influence students, develop self-efficacy and enhance student connections with departments and faculty.

d) Provide students with a successful role model and give prospective students the benefit of a current student’s perspective. For example, several mentors might serve on a panel during the annual DSS Transition Event, or meet with prospective students during an outreach effort facilitated through NSS, or facilitate events coordinated through the Multicultural Center and our TRiO funded programs.

1. Strategic Purpose. (How does the request address and/or support the Student Affairs Core Themes,

Cabinet Strategic Guidance or UAA 2017?) Student Centeredness. The AMSS Peer Mentoring Program aims to collaborate with all departments in the Division of Student Affairs to better deliver services that meet the individual needs of our diverse student body. The peer mentoring program will focus on retaining students by providing them with the one on one support of a peer mentor to access, engage and connect with faculty, advisors, staff, tutors, and multicultural programming in order to persist and complete their educational goals. Student Learning and Success. The AMSS Peer Mentoring Program will promote engagement and student leadership opportunities for a diverse and multicultural student body through providing employment in paraprofessional roles on campus which will foster a sense of belonging for the cohort of peer mentors. In addition, the program will be designed to recognize peer mentors for their exemplary service through an annual student appreciation luncheon as well as other means to acknowledge their accomplishments.

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Currently, UAA’s Strategic 2017 Plan has identified priorities which align with AMSS’s Peer Mentor Program initiatives. These priorities are reflected and embraced in the following goals: (1) increase student success through focusing on challenges related to the transition of under-represented and first generation college students into higher education; (2) use peer mentors to provide interventions which support and motivate students to attain their educational goals; and (3) influence student achievement through the impact of peer mentors as role models to increase the number of UAA students who seek to achieve the highest academic distinction.


Personnel 15 Peer Mentors


(See below)

Object Code Amount Requested Match (not

required) 1000 (personnel) $90,000.00* 1900 (benefits) $0 2000 (travel) 3000 (contractual) (Residential Life Training $15) x 15 $225.00

(Tuition GUID A101 “Introduction To Peer Advising 1 cr.) $154 x 10 $1,540.00 Advertising (shuttle ad and Northern Light) Printing (posters, documents) $200.00

4000 (commodities) Notebooks- Advisor Manuals $3 x 15 45.00 5000 (capital expenditures) $0 9000 (revenue) $0

*This request is for multi-year funding of a UAA peer mentor program. The yearly cost to provide compensation for the employment of 15 peer mentors who would work 20 hours per week (15 weeks in the fall, 15 weeks in the spring and 10 weeks in the summer) would be:

$126,000 Maximum (no work-study students employed- hourly rate $10.50) $ 63,000 Minimum (all work-study students employed – hourly rate $5.25)

*$90,000 Average salary costs assuming 50% of peer mentors are work-study eligible

5. What percent of the requested funding will be encumbered in FY12 and FY13 FY12 0 FY13 100%

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6. Department/Program Investment. (What investment, if any, is the department/program prepared to make in this proposal in addition to the funds requested from outside the present budget? Will any funds be reallocated internally to support this effort?) Each AMSS department will invest staff time to provide training and supervision to peer mentors hired for their program. Each department will provide work space, telephone access and general office supplies necessary to provide expected student services.

7. Collaboration. (Demonstrate how the program optimizes existing capacity and expertise throughout

and/or beyond Student Affairs.) a) Academic Affairs-Mentors will work with faculty, advisors and tutors to establish positive

working relationships that benefit students at risk as well as help to ensure students are using resources offered by Academic Affairs to the fullest degree possible.

b) Residence Life-An agreement has been reached with the Residential Life program to collaborate in the training of AMSS Peer Mentors. Residential Life has an extensive and well developed peer mentor training program which occurs in August of each year. This program will provide peer mentors with the knowledge and skills to offer students support related to transition and adjustment to student life, campus involvement, and general student well-being.

c) Enrollment Services-Peer mentors will interface with Enrollment Management staff to assist students with processes and paperwork associated with admissions, financial aid, and registration.

d) Career Services-Peer mentors will work with Career Services to promote career awareness by encouraging students to make use of their resources as well as attend events and workshops.

8. Key Decisions. (Describe the key decisions needing to be made to implement the opportunity and identify by name the individuals responsible for making those decisions. Indicate the key decision maker’s willingness to support and/or implement the opportunity.) *All key decision makers have indicated willingness to support and/or implement this proposal

*Key Decision Makers Peer Mentor Program Key Decision Areas Organization and delivery models AMSS Directors o Identify a peer mentor program development committee

Peer Mentor Development Committee: Linda Morgan, Theresa Lyons, Willy Templeton, Andre Thorn, Joanne von Pronay

o Develop an action plan/timeline

AMSS Department Directors

AHIANA- Andre Thorn ATC- Linda Morgan DSS - Barbara Markley

o Peer Mentor Model Considerations

Potential program types i.e.: peer mentors as friendly contacts, team member with a faculty member or professional advisor, paraprofessionals within

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NSS - Willy Templeton NSO- Theresa Lyons SSS- Kim Patterson

a centralized advising center, paraprofessionals within residence halls.

Peer mentor responsibilities

Student outreach-drop in , appointments

Types of students i.e.: high risk, first time students,

Number of students who will be served by peer mentors

Examples of AMSS Peer Model Considerations:

1. The Multicultural Center (AHIANA)

The Multicultural Center seeks to hire up to five peer mentors who will be utilized to work with these students to assist the staff in the “high-touch” monitoring that we plan to use to encourage students in the Seawolf Success Program to engage the program as we prescribe it. Since the participants of the Seawolf Success Program will come into the program with various risk factors, students will be trained on a variety of support resources, including (but not limited to): Learning Resource Center, Financial Aid, Advising and Testing, general policies as it relates to satisfactory academic progress, including appeal processes and deadlines.

1. New Student Orientation (NSO)

Responsibility - Peer Mentors will be referred to as Wolf Pack Leaders. These peer mentors will be required to complete intensive Peer Student Mentor Training. They will develop ongoing relationships with the freshmen from initial contact during the summer orientation through completion of the first year. The Wolf Pack will engage students and ensure they are connected to resources, can navigate the university system, and feel supported during their first-year experience. They will be responsible for student outreach, encouraging student interaction with faculty, and meetings with college advisors every semester. Wolf Pack Leaders will facilitate monthly forums (workshops) designed to support the new student through skill building and fostering an environment for enriched learning for freshmen students. Each peer mentor will be assigned 75-100 students, and will be accountable for the successful transition of these freshmen students. Student Type – Peer Mentors will work with first-time freshmen that attend

Howl Days (new student orientation program). Number of Peer Mentors – A total of five (5) Peer Mentors will be required to serve this population.

Number of Students Served – An average of 500 to 550 first-time freshmen attend Howl Days and enroll in the fall term. This is the approximate number of students we’ll serve annually.

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AMSS Peer Mentor Development Committee

o Determine how the peer mentoring program will be promoted. (What program aspects and benefits are important to know)

Recruitment and selection of peer mentors

AMSS Directors o Review target student population to be mentored.


o Determine qualifications and skills required for mentors i.e.: GPA, college level i.e.: sophomore, committee or volunteer work, personality types-empathetic, ability to listen


o Develop a job description, contract or code of conduct for peer mentors.

AMSS Directors o Establish who will perform hiring/will there be a selection committee.


o Establish peer mentor recruitment strategies i.e.: GUID A150 faculty referrals.

Examples of AMSS Recruitment and Selection Plans:

1. Multicultural Center (AHIANA) Prospective peer mentors will have an opportunity to apply for various positions within the department. We will also have the prospective mentors prepare a short presentation highlighting how they would work with students exhibiting the risk factors that the Seawolf Success Program targets. The staff of the Multicultural Center will make recommendations and rate each prospect. The Director of the Multicultural Center will make the final selections.

2. New Student Orientation

The recruitment and selection of Peer Mentors (Wolf Pack Leaders) will follow the process outlined below:

Advertisement will include - fliers, posters, Green & Gold Daily, KRUA, UAK Jobs, email, and department website Applicants will be required to submit – an application, cover letter, and resume; have a 2.5 grade point average or higher; as well as be interviewed by department staff and veteran Wolf Pack Leaders; and pass a background check. Applicants moving to final stage of recruitment will be recommended for hire. Director of New Student Orientation is the hiring authority. The timeline is:

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o April – May is recruitment o June – Training while working o July – August Howl Days begins/Mentoring begins o September – May is Peer Mentoring

Supervision of Peer Mentors will be the responsibility of the Director of New Student Orientation, who may delegate supervisory authority to appropriate department staff. Peer mentors will receive supervision about 85% of the time, as their duties may require a certain level of autonomy in meeting with students away from the office.

Training and development of peer mentors Advising and Testing Center o Review training issues; topics to cover, learning outcomes, timing of training,

amount of training, expectations, how to train, follow-up training or meetings with peer mentors, evaluation of training.


o Establish how peer mentors will be recognized.

Advising and Testing Center o Establish proposed training course: Guid A101 “Introduction to Peer Advising” (1 cr.)


o Develop collaborative relationships with other departments(i.e.: residential life’s peer mentor training programs which occurs in early August)

Advising and Testing Center o Integrate experienced peer mentors into the training of new peer mentors.

Supervision and evaluation of peer mentors AMSS Directors o Determine the best person in office to oversee peer mentors/percentage of time

spent on managing peer mentors.

AMSS Directors o Establish how peer mentors will be supervised and performance assessed/ given feedback.

Assessment and evaluation of peer mentoring program


o Determine the extent to which the peer mentoring program is effective, what are the benchmarks of success, how will the evidence be used to improve the program.


o Define with whom should information be shared, what information is critical for stakeholders to know and what type of report should be shared.

Finance/Resource issues Student Affairs Leadership Team for funding issue/AMSS Peer Mentor Development Committee for exemplary service

o Assess if returning peer mentors or those identified for exemplary service will receive additional compensation.

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compensation award issue


o Establish whether peer mentors will be required to take a training course and who would be paying for it. If mentors pay for course will money be able to be funneled back for operating expenses. Also, what monies will be needed for training?


o Determine what resources/funds will be available for peer mentors and their support of co-curricular activities for mentees.

AMSS Directors o Define what supply or functional support must be allocated to support peer mentoring (copying, phone calls etc.)


o Identify what funds will be available to support recognition events and symbols (meals, certificates, plaques)

Legal and ethical issues AMSS Peer Mentor Development Committee

o Define risk management issues and establish a plan to mitigate potential risks.

Advising and Testing Center o Integrate ethical and legal issues into the peer mentor training program.

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Title: Native/Rural and Early Outreach Coordinator Author’s name, phone, and email: Office of Student Recruitment; [email protected]; 786-1489

1. Request Description. Recruitment will add a staff member dedicated to Native/rural student outreach and early/pre-secondary student outreach. These student populations are becoming a bigger part of the Recruitment’s efforts. Outreach to rural Alaska is vitally important, but also difficult due to limited Recruitment staffing and the high amount of manpower and expense that rural Alaska outreach requires. Recruitment has also received an exponential increase in requests for recruitment events at the elementary and middle school level. With current staffing, this takes away from time spent on the recruitment of high school juniors and seniors. Long-timeline, “early” recruitment is increasing in importance, so additional staff to fulfill visit and event requests for this younger demographic is necessary. This staff position would allow for UAA’s Office of Student Recruitment to have consistent representation in rural Alaska which is currently not an option with only two Recruiters on staff. Adding this position also offers a single point of contact for not only Native and Rural students, but also for those requesting campus visits and events for elementary and middle school students.

2. Strategic Purpose.

This request supports various Strategic Priorities of UAA 2017: Priority C.1. Expand Educational Opportunity and Increase Student Success. Increase UAA’s share of Alaska’s college-bound population, paying specific attention to Alaska Natives and other underrepresented populations. Priority D. 1. Strengthen the Community. Increase UAA’s cultural, social, and intellectual diversity of students, with increased emphasis on recruitment of Alaska Natives and other underrepresented populations. Priority E. 5. Expand and Enhance the Public Square. This position enhances UAA’s presence not only in rural Alaska, but in pre-secondary schools. It will support and grow the partnership with UAA’s community school districts and help to reinforce the importance of public education.

3. Operational Focus. This position will fill a gap currently found in the Office of Student Recruitment. As it stands, the staff is too small to have one Recruiter of the two Recruiters be solely dedicated to recruiting Rural and Native students as well as coordinating early outreach efforts, leaving the other Recruiter to recruit all other student populations in Alaska and throughout the Lower 48.


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4. Funding Requested. Personnel

Native/Rural and Early Outreach Coordinator

Object Code Amount Requested Match (not required) 1000 (personnel) $39,582.40 1900 (benefits) $22,522.38

2000 (travel) $14,000.00

3000 (contractual) $0 4000 (commodities) $0 5000 (capital expenditures) $0 9000 (revenue)* $0

5. Department/Program Investment. As it currently stands, the Office of Student Recruitment would not be able to make a budgetary investment in this proposal in addition to the funds requested nor can any funds be reallocated internally to support this effort. The Office does not have additional funds to support this position without eliminating recruitment efforts/duties of other team members.

6. Collaboration. Adding this position will enhance strategic partnerships campus-wide to ensure future students are connected with the necessary programs and resources to support their transition to UAA. 7. Key Decisions. The Recruitment Team will play a vital role in creating a job description for this position as well as the interview process of candidates. Ultimate decision-making/hiring authority rests with Director of Recruitment, Jennifer Jensen.

8. UA SWS Performance Measures.

This position will impact the following end results as set forth by the UA Performance Measures: More graduates who are qualified to take a high-demand job in Alaska; Increased University of Alaska Anchorage baccalaureate degree-seeing student six year graduation rate.


realization. For both end results: FY13 Create this staff position; hire and train Native/Rural and Early Outreach Coordinator. Coordinator builds upon existing relationships in rural areas and pre-secondary schools and promotes how UAA programs can train/prepare for high-demand jobs in Alaska to prospective students. FY14 students start enrolling from targeted areas with Coordinators assistance. FY15 and beyond: Successfully graduate students into high-demand jobs in Alaska.


Determine which strategy specific sub-metric will be used to track intermediate progress toward moving the End Result metrics. Close tracking of visits and contacts with each rural area/school will be monitored regularly in addition more one-on-one contact with rural students to guide them in the process of matriculation. Implementing evaluation surveys and interviews for students to give input as to the helpfulness of Coordinator’s visits, events, materials, etc. Additional tracking of number of pre-secondary school visits and events will be required. Surveys and feedback from younger students will also be administered. Potential for

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long-term “check-in” option as Office of Student Recruitment will have student contact information (email and/or phone number) early on in their education.

c. What is the current baseline for this sub-metric, the expected change and the timeframe

for realizing this change? Provide at least one year of historical performance on the proposed sub-metric, against which future year performance can be compared. Provide the anticipated change in the sub-metric performance if funding is received. Also indicate which fiscal year this change will be fully realized. Increase number of visits/contacts with students in rural regions of Alaska, namely Nome, Bethel, Kotzebue, Dillingham, and Barrow. During the 2010-211 made three visits – one to Nome, Dillingham, and Barrow. In alternate years there have been singular trips to Bethel and Kotzebue. Increasing visits/contacts to these regions and being present consistently (at least once in the Fall semester and once in the Spring semester) will improve college program awareness, increase promotion of high-demand job availability in Alaska, and gain useful insight into planning their degree to graduate within six years. Over the last year, the Office of Student hosted 32 visits with 1,701 students from Alaska elementary and middle schools. These takes a great deal of time and coordination to plan in addition to all of the current duties and responsibilities the Recruitment Coordinator has in planning visits and events for traditional-age college visitors (high school students). This new position will allow more opportunities to coordinate such visits and events and to accommodate a great number of visitors during the year.

9. Other Output Measures. Through student evaluation surveys and interviews, this position will provide measurable output for increasing student engagement in terms of awareness and connectedness to UAA resources and programs prior to arrival on campus. 10. Productivity and Efficiency. This position will allow for the Office of Student Recruitment to more efficiently use travel funds. Having a staff member dedicated to traveling and recruiting students from rural Alaska will have the opportunity to spend a greater amount of time in rural areas. These are expensive trips and would be more impactful if UAA could be present for a longer period of time instead of only 24 hours or even less. 11. Effectiveness and Quality. This position will improve communication to two continually growing markets for UAA – Rural Alaska and pre-secondary education. Having a dedicated person will allow the Office of Student Recruitment to accommodate more requests as well as act as a specific point of contact for these populations. 12. Sustainability. 13. Internal Reallocation. This opportunity is critical to UAA’s commitment to increasing its Alaska Native and rural student population. Also, pre-secondary school visit/event requests have been increasing every year. Without additional staffing resources, the ability to effectively recruit these important populations will be limited, as the Office of Student Recruitment cannot reallocate from its already limited budget in order to support this position.

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Title: The Seawolf Success Program

The Seawolf Success Program will identify minority students enrolling at UAA with specific factors which place them “at risk” for retention, persistence, success and graduation. This program encourages these students to utilize a variety of existing campus programs through a series of intrusive, planned and intentional interventions within a given semester.

Submitted by Elijah Andre Thorn, Director of UAA Multicultural Center, 786-4080 [email protected] 1. Request Description. (Provide a detailed narrative of the request. Include the purpose of the request and the market demand the request is intended to meet. If applicable, include the number and type of individuals affected) This request is for one FTE student success coordinator. Based on fall 2011 grades, 714 African American, Hispanic, Asian, International and Native American students have been identified as having one or more of the following risk factors: below 2.0 GPA, probationary academic standing, or being a first-year student (both first year, first time, freshman and transfer students). If this “vulnerable” population of 714 students were retained from year to year, this would go a long way toward enhancing the rates of persistence, completion, graduation and improve the student’s satisfaction with their UAA experience. In a 2006 article, University of Southern California researchers Edlyn Vallejo Peña, Estela Mara Bensimon, and Julia Colyar observed that “not only do African Americans, Hispanics, and Native Americans have lower graduation rates than whites and Asian Americans, they also experience inequalities in just about every indicator of academic success—from earned grade point average to placement on the dean’s list to graduation rates in competitive majors” (48).

While these and other racialized outcome disparities cannot be attributed to a narrow set of explanatory factors, one thing is known for sure: college students who are actively engaged inside and outside the classroom are considerably more likely than their disengaged peers to persist through baccalaureate degree attainment.

Source: Harper, S. R. (2009). Race-Conscious Student Engagement Practices and the Equitable Distribution of Enriching Educational Experiences. Liberal Education, 95(4), 38-45. Retrieved from EBSCOhost.

At UAA, underrepresented students of color have among the lowest retention and graduation rates on the campus. (Some groups as much as 20% lower than average) This program acknowledges that there are specific personal and institutional challenges that prevent students who come to us with specific risk factors from engaging the campus in meaningful and educationally purposeful ways. By identifying, targeting and intervening in the lives of students with the following risk factors, it is believed that we will build a cohort to follow and prescribe specific programming with their unique needs in mind.

The target population for the Seawolf Success Program are Undergraduate Students of color who are:


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First-year, degree seeking

Undeclared

Lack of Academic Progress

Below 2.0 GPA cumulative

The Seawolf Success Program will enhance student connectivity and utilization of existing campus programs through a series of intrusive, planned and intentional interventions within a given semester.

These interventions are designed to develop student engagement, critical-thinking, decision-making, problem-solving and leadership skills for first-year, first-time, degree seeking students at UAA.

Students would complete an agreement which would include strategic interventions:

Pre-enrollment:

Required New Student Orientation (for first-year, first time freshmen)

Mandatory academic advisement

Enrollment in Guid A 150 OR Coun A 101

Mid-semester:

Required completion of Mid-semester progress report (specific referral to appropriate services as needed)

OR

Degree Works Follow up (if necessary)

Throughout the semester (ongoing):

Engagement in a program, organization, or service directly related to the students’ major, certificate or degree area.

and

During Intersession (between fall-spring and Spring-Summer semesters) Contacting students who have had academic action taken against them by the university and

assisting students with engaging campus procedures and processes to resolve academic deficiencies and enact any academic or financial aid appeals within a timely fashion, which will encourage student persistence. 2. Strategic Purpose. (How does the request address and/or support the Student Affairs Core Themes, Cabinet Strategic Guidance or UAA 2017?) (Primary core theme) Student Learning and Success: Through the promotion of student engagement concepts and actions at strategic times throughout each semester, students will learn how to navigate the campus milieu, discover the resources, departments and programs designed to assist

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the student if or when they encounter difficulties. This will help students demystify the college success process and equip them with the resources for self reliance and self sufficiency. This program also will recognize and celebrate students who resolve academic issues and remove their academic actions through successful participation in this program. Student Centeredness: The very essence of this program targets student connectivity to campus resources and engagement with activities, programs and services that facilitate student success, retention, persistence and graduation. Student, Staff, and Faculty Well-being: By utilizing proactive actions for student success, students will increase their involvement with faculty (through required mid-semester progress checks), required academic advising and orientation activities all designed to strengthen students’ connectivity to academic and institutional support systems on the UAA campus. University and Community Partnerships: It is believed that targeting specific students who have risk factors for academic success at UAA, we would create a unique niche to serve students who may not currently utilize services offered by academic schools, colleges and programs.

Additionally, the Seawolf Success Program (SSP) will promote participant’s interface with a variety of campus departments. This cross-functional and collaborative approach to student services will make a positive impact on the student persistence, retention and graduation data that currently exists at UAA.

• The Seawolf Success program will build student success with special attention to serving underrepresented minority (URM) and first-year college students. It also supports the UAA 2017 strategic priorities in the following manner:

Priority C. Expand Educational Opportunity and Increase Student Success. This program will improve student’s transition to higher education with special attention to underrepresented ethnic minority (URM) populations, and first year students. The Seawolf Success Program also assures that open access leads to enhanced opportunity by continuing to improve our rates of retention and completion of educational goals. The Seawolf Success Program will work to improve the efficiency with which students navigate our programs and campuses for the first two years.

Priority D. Strengthen the UAA Community. To build an institution distinguished as a diverse, engaged community of students, staff, faculty, alumni, and schools, colleges, and campuses, the Seawolf Success Program will: Increase the cultural, social, and intellectual diversity of students, staff, and faculty; place special emphasis on the retention and success on our campuses by promoting academic success, civic responsibility, and personal growth. Build an institution recognized for its collaborative efforts between and among programs, schools, colleges, campuses, and universities.

3. Operational Focus. (Does the request fill a gap, remedy a problem, or respond to an external requirement (e.g. accreditation or professional standard)? In light of the recent NWCCU accreditation

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process, does it address any weakness or suggestion cited by NWCCU? Does it reinforce or accelerate institutional or program success? Does it invest in a new initiative?) The Seawolf Success Program seeks to remedy the differential rates of success among students from communities of color at UAA. According to the UAA NWCC Year-One report, the campus is committed to: Outcomes Institutional Indicators Alaska’s diverse peoples become (and remain UAA students) The degree to which UAA students reflect Alaska’s racial

diversity UG students successfully completing their 1st year of college The first-to second year UG retention rate (with specific

emphasis on underrepresented minority (URM) groups. Students benefiting from the degrees they earn % of first-time students who earn a degree or certificate.

The Seawolf Success Program is a new initiative which seeks to positively impact all of the above outcomes and institutional indicators. The uniqueness of this program is that this program will employ a full-time student success coordinator who will be dedicated to connect to students who might need “high touch” interventions during strategic times within a given semester. The UAA Multicultural Center currently has a small staff (currently one Director of the Multicultural Center and one full-time Assistant Director of AHAINA Student Programs) and other programs and services designed to assist in this endeavor. It is evident that the current staffing is woefully insufficient to effectively deal with the number and complexity of student issues confronting this growing at-risk population. The additional full-time FTE will provide more professionals to work directly with the need of this population of students in an intrusive, yet supportive manner. According to the National Association of Academic Advisors (NACADA), their 2004 National Survey on Academic Advising indicated that institutions like UAA (public four-year colleges) had an advisee/advisor ratio of 285/1. However reductions in students should be made if working with “high touch” specialized subgroups of students.

Advisors who work primarily with students who have more extensive advising needs should have fewer advisees. The institution must decide which students need more extensive advising. On many campuses those students are undecided, underprepared, adult, disabled, minority, and/or first generation.

Advisors who work with students in transition (first-year, transferring in or out) should have fewer advisees.

Advisors who work with students in academic difficulty should have fewer advisees.

http://www.nacada.ksu.edu/Clearinghouse/AdvisingIssues/advisorload.htm#over 4. Funding Requested. (What GF funds are requested? What NGF revenue is anticipated?) Personnel

This request is for one, base-funded FTE Student Success Coordinator. Contractual/Commodities

<Explain>

Object Code Amount Requested

Match (not required)

http://www.nacada.ksu.edu/Clearinghouse/AdvisingIssues/advisorload.htm%23over

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1000 (personnel) Student Services Professional 2 (Student Success Coordinator)

$38,253

1900 (benefits) $22,470

2000 (travel)




9000 (revenue)* $0

5. Department/Program Investment. (What investment, if any, is the department/program prepared to make in this proposal in addition to the funds requested from outside the present budget? Will any funds be reallocated internally to support this effort?) As the Multicultural Center refines its mission to develop and implement our strategic plan and annual goals to include student success, persistence, retention and graduation, we are prepared to internally reallocate a portion of its budget in support of additional staffing models to enhance and strengthen this mission and to support the day to day functions of this program. This may also include writing for additional internal and external grants to enhance this vital initiative. 6. Collaboration. (Demonstrate how the program optimizes existing capacity and expertise throughout and/or beyond Student Affairs.) As previously mentioned, the Seawolf Success Program encourages a student’s involvement with many campus departments that facilitate student retention, persistence and graduation. Examples include: Academic departments (faculty and academic advisors): The planned and intentional

interactions between the Seawolf Success Program will facilitate engagement between students within the various academic colleges with the available resources, processes, procedures and information on a proactive basis to facilitate student success. Career Center: This Office assists students with making meaning out of their degree programs

and connecting them to the career opportunities that students might not be aware of. The various career assessments can contribute a great deal toward equipping students with the pertinent information they will need to make informed decisions about their future. Residence life: Engaging students in their living-learning communities is a critical piece to this

program. Specific programs can be designed for residents and include Residential Life staff with the planning and implementation of specific activities. Student Life: The department of student life currently provides a complete suite of programs

and activities to engage students at different levels of involvement. Creating a conduit of information for students to access these services is critical. Disability Support Services: This department is important to involve in this process due to the

variety of physical and hidden disabilities our UAA students enter the institution with. It is vital to expose students to the services; programs and staff early in the matriculation process and encourage student participation throughout their educational process. New Student Orientation: This growing program provides students with a success road map

early in the matriculation process. Increased participation in programs which provide students with an overview of the campus and its resources is a relevant and pertinent piece of the success of students from these vulnerable populations.

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Advising and Testing: Ongoing advising and appropriate testing is necessary for students to take stock of their strengths, weaknesses and opportunities. Our collaboration with the Advising and Testing Center is a necessary variable in the success of students in this program. Learning Resource Center: Students who become aware of challenges within specific courses,

and who need proactive resources on topics such as time management, study skills, reducing anxiety, dealing with stress and other issues, present students in the Seawolf Success Program with an opportunity to utilize resources to address these and focus on success at UAA! Guid A 150 (College Success) or Coun A 101 (Career Exploration) could serve as a common

course for students in the Seawolf Success Program to take to ground themselves on the academic expectations at UAA and where the resources might be located. Office of Financial Aid: The Seawolf Success Program will assist a student who’s financial aid is

being impacted by a Lack of Academic Progress (LAP). The student would need to work directly with Financial Aid advisors and personnel to engage the processes and time lines to appeal to reinstate their financial assistance in a timely manner. 7. Key Decisions. (Describe the key decisions needing to be made to implement the opportunity and identify by name the individuals responsible for making those decisions. Indicate the key decision maker’s willingness to support and/or implement the opportunity.) Responsibility for coordination of campus-wide retention efforts (potential campus retention advisory board): Currently there appears to be no lead individual or office responsible for campus wide coordination of retention efforts. The UAA Multicultural Center is fully supportive and considers the department to be a key stakeholder. Theresa Lyons, Director of New Student Orientation: Will need to agree to allow students identified in the target populations to attend orientation, perhaps to have a special orientation session for these students. Linda Morgan, Director of Advising and Testing: Will need to agree to utilize her advisors , student services personnel and testing services to work collaboratively with this program to assist students and provide the necessary follow up during mid-semester and other strategic times throughout the semester (such as registration periods and when a student signals that they wish to leave the institution). Jonell Sauceda, Director of the Learning Resource Center: Will need to continue to provide adequate tutorial/academic support resources to students in utilizing this program during each semester. Collaborating with programs and departments providing academic support is essential to the success of this program. Andre Thorn, Director of the Multicultural Center: Will need to develop process for recruiting process and providing an appropriate incentive for students who chose to participate in this program. Initial thoughts include participants will be entered into a drawing for a partial or full tuition waiver to entice participation in the Seawolf Success Program. 8. UA SWS Performance Measures. Please provide anticipated impacts to performance end results of the requested increment. It is not necessary to enter anything for metrics that will not be impacted by this increment. Improved persistence, student retention and higher student gpa’s are direct anticipated impacts of this initiative. a. For each performance end result impacted by this request, provide the timeframe for realization. (Example: This increment will increase the student credit hours by FY13, because FY12 will be used to hire the additional professor. University-generated revenue and student credit hours will be impacted in FY13 by the additional course offerings provided by the new professor.

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The University of Alaska Anchorage currently boasts a 68% first year retention rate. It is believed that our ability to provide specific programming designed to increase the retention and persistence rate of vulnerable populations will result more students taking more credits, for a longer period of time, living in residence halls, making purchases at the bookstore and campus retail outlets and utilizing a host of campus programs and services. This appears to be a win-win for all involved, including the various cost centers on campus that these students interact with on a daily basis. The Seawolf Success Program anticipates achieving the following goals:

1. 75% of all participants served by the Seawolf Success Program will persist from one academic year to the beginning of the next academic year, or graduate and/or transfer from a 2 year to a 4 year institution during the academic year.

2. 70% of participants served by the Seawolf Success Program will meet satisfactory academic progress for their degree/academic program.

3. 40% of students served by the Seawolf Success Program will graduate within 6-years (BA programs) and 3-years (AA programs)

4. 75% of students served by the Seawolf Success Program will have a declared major by the end of their third semester in the program.

b. What strategy-specific sub-metric will be used to demonstrate return on investment? Determine which strategy specific sub-metric will be used to track intermediate progress toward moving the End Result metrics. (Example: Program major enrollment will be tracked as a preliminary indicator of eventual increases in high-demand graduates.) Comparison studies can be made among students choosing to engage in the Seawolf Success program (either voluntarily or being mandated by a MAU) and those who do not. We can then determine whether students participating in the Seawolf Success Program (control group) performed better than those who did not. Performance variables that can be measured in terms of retention rates, cumulative GPA, # of credit hours completed, level of engagement in co-curricular activities and student satisfaction. c. What is the current baseline for this sub-metric, the expected change and the timeframe for realizing this change? Provide at least one year of historical performance on the proposed sub-metric, against which future year performance can be compared. Provide the anticipated change in the sub-metric performance if funding is received. Also indicate which fiscal year this change will be fully realized. (Example: In Fall 2010, there were 120 of these program majors enrolled. This increment would grow enrollment by 20 majors in FY13. The University of Alaska Anchorage currently boasts a 68% first year retention rate. It is anticipated that retention rates would grow incrementally (3-5%) for the first year. It is anticipated that the cumulative GPA of students engaging in the Seawolf Success Program will realize a 0.5 boost in term and cumulative gpa over the students in the same cohort who chose not to participate. It is anticipated that the number of credit hours completed for Seawolf Success participants will be 1 to 2 credits more than those cohort students who will not participate. Finally, it is anticipated that the level of engagement in co-curricular activities and student satisfaction will be higher for those students participating in the Seawolf Success Program when compared to those who did not. These Seawolf Success Program participants will also experience a higher level of satisfaction with their UAA experience over those non-participants. 9. Other Output Measures. (Beyond the UA measures, how will the request affect the measureable output of teaching, research, engagement, and/or creative expression? Provide specific estimates.)

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No additional output measures are anticipated at this time. There may be some additional outcome measures as the program continues. 10. Productivity and Efficiency. (What empirically demonstrable impact will this request have on program or institutional productivity and efficiency? Faculty to student ratios and cost per student are relevant examples. Provide specific estimates.) Program and institutional productivity will be enhanced by the success of this program. It will ensure that there is a systematic, collaborative retention effort among students in the target groups. MAU’s and the Multicultural Center can monitor and track a student’s level of contact with (or connection to) vital services at critical times within the semester and academic year. This might provide a predictive variable of a student’s initiative and willingness to engage in specific interventions designed to enhance their success and utilization of campus resources. 11. Effectiveness and Quality. (What empirically demonstrable program or institutional improvements in quality are expected from the implementation of this request? Identify specific outcomes.) This program will encourage regular discussion with institutional and community stakeholders to focus on specific strategies to directly enhance the student retention rates of this at-risk population, along with improved student engagement and satisfaction rates. This is a qualitative standard for any institution to ensure that the departments and program are working in concert with one another to work to improve the chances for success for student groups experiencing specific challenges.

12. Sustainability. (What impact will this request have on institutional, programmatic or environmental sustainability?) It is believed that if we are able to positively impact the retention, persistence, engagement and graduation rates of this group of students who exhibit certain risk factor for success at UAA, we will create some best practices which will contribute to a critical mass of students being retained at UAA. If a critical mass of students is retained, which would otherwise leave the institution; the net effect will be increased revenue from these students, continued enrollment, and satisfactory progress; rather than spending more institutional resources to replace the FTE with newly enrolled first-year students.

13. Internal Reallocation. (Should base funds from other Student Affairs departments, programs, or services be reallocated to fund this proposal in FY13? If yes, please explain the rationale.) Since the Seawolf Success Program crosses multiple boundaries in order to support the retention, persistence, and success of an extremely vulnerable population at UAA, it is viewed by this author that Student Affairs programs, departments, and Services should reallocate funding to support this initiative in FY 13. Additionally since this project supports the Academic Affairs side of the institution, perhaps, some of the academic colleges or MAU’s might “chip in” some funding as well, since they will realize the benefits of successful students most immediately.

1


Title: New Student Orientation Staffing

Author: Theresa Lyons, [email protected], 786-1240

1. Request Description. (Provide a detailed narrative of the request. Include the purpose of the

request and the market demand the request is intended to meet. If applicable, include the number

and type of individuals affected)

The office of New Student Orientation facilitates the integration of new students into the intellectual,

academic, and social culture of UAA in preparation for the university’s educational opportunities.

We are staffed by two regular employees (a director and program coordinator) and have been since

the inception of the department in 2001. This revenue generating program has increased in scope of

service:

The number of participants that attend Howl Days (orientation program for new students) has

increased 93.5%; in 2005 attendance was 520 (427 students and 93 guests); in 2008

attendance was 1,007 (798 students and 209 guests); in 2011 attendance was 991 (782

students and 209 guests).

We launched UAA Fusion (For Unity and Service In our Neighborhoods) in 2007, a

volunteer opportunity for new students that occurs one week each semester. We partner with

agencies in the Anchorage community to provide work site locations, and then recruit

students to do the service. To date, 330 UAA students have completed 1,107 volunteer

service hours.

We received one-time internal reallocation to pilot a student mentoring program referred to

as the UAA Wolf Pack, 572 students are in the cohort. The Wolf Pack’s goal is to support

the transition of first-time degree seeking freshmen that attend Howl Days throughout their

first year of college. The MAP-Works tool helps us to assess student needs and provide

strategic engagement.

Program growth as well as our goal to create a culture of evidence through assessment within the

department, has increased the work load and need for additional staff support. The Office of New

Student Orientation is seeking base funding for the Wolf Pack and an additional .75 FTE position

(administrative assistant) to provide administrative support.

2. Strategic Purpose. (How does the request address and/or support the Student Affairs Core Themes,

Cabinet Strategic Guidance or UAA 2017?)

This initiative supports Priority C (student success) of UAA 2017, Student Achievement of the

Cabinet Strategic Guidance 2011, and the Student Centeredness Core Theme of Student Affairs.

Adequate staffing allows us to provide quality service to students in their successful transition and

orientation to UAA. We support the new student from their Howl Days experience throughout the

first year of college. First-time freshmen encounter a great deal of pressure with their new found


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freedoms and often it is easy to become overwhelmed and quit because they lack the breadth of

experience and support. The “2010 UAA Misses You Survey”, conducted by the UAA Student

Affairs Division, listed reasons students left school:

financial concerns

experienced a lack of professionalism by UAA employees

frustrated with UAA

family obligations

moved too far from campus

low self-confidence

Although these comments are not exclusively first-time freshmen, it is typical of the freshmen

population. The UAA Wolf Pack will serve to interrupt these points of frustration for first-time

students and guide them in thinking through their dilemmas, with reframing and gaining perspective,

and teaching techniques to overcome challenges, which will enable them to persist in their college

education. Kuh, Kinzie, Schuh, and Whitt (2005) wrote “Maintaining an unwavering focus on

student learning is labor-intensive. To foster student success, faculty, staff members, and others

must “make time for students,” and making time for students, demands a lot of time from faculty and

staff. There is no substitute for spending time interacting with students, whether face to face or

electronically.” (p.80)

3. Operational Focus. (Does the request fill a gap, remedy a problem, or respond to an external

requirement (e.g. accreditation or professional standard)? In light of the recent NWCCU

accreditation process, does it address any weakness or suggestion cited by NWCCU? Does it

reinforce or accelerate institutional or program success? Does it invest in a new initiative?)

According to the UAA Cabinet Strategic Guidance Summer 2011, graduation rates for first-time,

full-time degree seekers hover at 11% for associate and 25% for baccalaureate; and is unacceptably

low. The increase of NSO staffing, is foundational to the successful transition and orientation of

first-time degree seeking students. This high touch support for new students during the critical first

year of college will positively influence the success of new students in achieving their goal of

graduating from college.


Personnel

Administrative Assistant at .75FTE

Five (5) Wolf Pack Leaders (student employees)


We are a revenue generating department that is seeking base funding for a regular staff position

(administrative assistant) at $43,028 (salary & benefits) and the UAA Wolf Pack mentorship

program, $53,095 will support 5 student employees at $10.50 per hour for 45 weeks (fall, spring,

summer); and Wolf Pack programming at $18,350 for contractual/commodities - supplies, facility

rentals, monthly forums (extended orientation workshops that will support skill development and

training for new students), van rentals, student lead events, incentives, and staff training. The total

funding request is $114,472.

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Object Code Amount

Requested

Match

(not

required)

1000 (5 Wolf Pack Leaders) $53,095

1000 (Admin. Asst. 75,1; .75FTE $27,078

1900 (benefits – Admin. Assistant) $15,949

2000 (travel) $0

3000 (contractual) $10,000

4000 (commodities) $8,350


9000 (revenue)* $0

5. Department/Program Investment. (What investment, if any, is the department/program prepared

to make in this proposal in addition to the funds requested from outside the present budget? Will any

funds be reallocated internally to support this effort?)

The Office of New Student Orientation will provide work space, telephone and computer access, and

general office supplies necessary to serve students; as well as invest staff time to both supervise and

train employees.

6. Collaboration. (Demonstrate how the program optimizes existing capacity and expertise

throughout and/or beyond Student Affairs.)

In order to accomplish our department’s mission to facilitate the integration of new students into the

intellectual, academic, and social culture of UAA in preparation for the university’s educational

opportunities, we must collaborate and partner with many in the university community , i.e.

Academic Advisors, Dean of Students Office, Student Health & Counseling, Advising & Testing,

Financial Aid, Multicultural Center, Native Student Services, Disability Support Services, Student

Life & Leadership, Commuter Student Services, Residence Life, Student Health and Counseling,

UAA NCBI (National Coalition Building Institute), University Police, Colleges and Schools, etc., as

well as businesses/agencies in the Anchorage community.

7. Key Decisions. (Describe the key decisions needing to be made to implement the opportunity and

identify by name the individuals responsible for making those decisions. Indicate the key decision

maker’s willingness to support and/or implement the opportunity.)

The Wolf Pack Mentoring Program received one-time funding in 2011 through internal reallocation.

It signals that members on the SA Executive Team saw value in the request. Likewise, this proposal

survived a round of evaluations by Directors in Student Affairs in phase one and has been moved to

phase two; also indicating support of this request.

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Unit Key Decision Makers

Student Affairs Division All Department Directors

Student Affairs Executive Team Vice Chancellor Schultz

AVC Vara Allen-Jones

AVC Dewain Lee

AVC Eric Pederson

UAA PBAC Committee Members

UA Statewide Board of Regents

8. UA SWS Performance Measures. Please provide anticipated impacts to performance end results of

the requested increment. It is not necessary to enter anything for metrics that will not be impacted by this

increment.


realization. (Example: This increment will increase the student credit hours by FY13, because

FY12 will be used to hire the additional professor. University-generated revenue and student

credit hours will be impacted in FY13 by the additional course offerings provided by the new

professor.

The increase in staff would immediately impact new students attending Howl Days. Funding of

this proposal request for FY13 (July 1, 2012), will likely increase the number of participants at

Howl Days and increase the number of quality contacts new students have with staff throughout

the academic year. This cohort would not be invisible, but purposely supported. Results from

this effort would be documented by FY14.


Determine which strategy specific sub-metric will be used to track intermediate progress

toward moving the End Result metrics. (Example: Program major enrollment will be tracked

as a preliminary indicator of eventual increases in high-demand graduates.)

Assessments: Student Satisfaction; Student Contact; and Persistence will be tracked and

documented for annual reporting.


realizing this change? Provide at least one year of historical performance on the proposed

sub-metric, against which future year performance can be compared. Provide the

anticipated change in the sub-metric performance if funding is received. Also indicate

which fiscal year this change will be fully realized. (Example: In Fall 2010, there were 120

of these program majors enrolled. This increment would grow enrollment by 20 majors in FY13.

The UAA Wolf Pack is still in its pilot stage. Data is currently being collected. We do know

that 78% of the students in the fall 2011 cohort completed the term with a 2.0 or higher grade

point average.

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9. Other Output Measures. (Beyond the UA measures, how will the request affect the measureable output

of teaching, research, engagement, and/or creative expression? Provide specific estimates.)

It is our expectation that first-time freshmen that attend Howl Days will become more engaged

students because they will feel welcome, included, and supported. Students will be satisfied with

their Howl Days experience and transition to UAA.

10. Productivity and Efficiency. (What empirically demonstrable impact will this request have on

program or institutional productivity and efficiency? Faculty to student ratios and cost per student are

relevant examples. Provide specific estimates.)

Two permanent staff members serve approximately 1,200 students annually; a ratio of 1:600. This

initiative would allow for a more manageable staff to student ratio of 1:150.

11. Effectiveness and Quality. (What empirically demonstrable program or institutional improvements in

quality are expected from the implementation of this request? Identify specific outcomes.)

Staff would personally engage new students monthly; document contacts; will be able to report if

students are successfully navigating UAA; answer whether students are persisting and if not, why.

This high touch process will provide data that will influence programmatic changes and provide

quality support services to new students.

12. Sustainability. (What impact will this request have on institutional, programmatic or environmental

sustainability?)

New Student Orientation would be better equipped to strengthen the university’s aim to be a “First

Choice University” by supporting strategic priorities such as Student Achievement and Student

Success in our successful transition and orientation of first-time degree seeking students.

13. Internal Reallocation. (Should base funds from other Student Affairs departments, programs, or

services be reallocated to fund this proposal in FY13? If yes, please explain the rationale.)

Yes. This initiative is important enough to reallocate existing resources. We know the earlier students

connect with their new institution, the more likely they are to persist. New Student Orientation’s Wolf Pack

mentoring program provides “high touch” engagement which is critical in the first year of college.

The increase in staff models other institutions of similar size:

Oregon State University (Director, Asst. Director, First Year Experience Coordinator, Office

Manager, and 2 Graduate Teaching Assistants)

Washington State University (Director, Coordinator, Administrative Assistant, and Graduate

Assistant).

This initiative supports the best practices as outlined in CAS (Council for the Advancement of Standards in

Higher Education).

1

Student Affairs Base Funding Request Student Union Renovation

Dana Sample Student Union Operations Coordinator

(907) 786-1896 [email protected]


The Campus Center was established in 1977 as the University of Alaska Anchorage was establishing roots as a four-year institution. Since that time, the UAA Student Union facility has failed to expand with the growing population of students and is no longer adequate in serving the needs of the current and future student population. The 24,527 square feet (Student Union) and 18,407 (Bookstore) facilities infrastructure is in need of a comprehensive renovation to meet current safety, energy, and general building codes, and are currently substandard in square footage according to professional standards of the Association of College Unions International (ACUI) and Council for the Advancement of Standards in Higher Education (CAS). The general overview of the renovation will involve a complete renovation of the existing building footprint, analysis of the current programmed spaces as well as benchmarking of current facilities as it relates to trends and uses elsewhere in the collegiate arena. A sizeable addition (approximately 117,066 sq. ft.) is anticipated to meet professional standards of a minimum of 10 square feet of space per student in a college union (totaling 160,000). This addition will serve UAA’s entire constituency by providing above average facilities for prospective students to attend Orientations and Preview Days; current students with recreation, relaxation, and engagement spaces; as well as the public with outstanding facilities for community events and programs. A facility that is popular with students can create a sense of vitality that resonates throughout the entire campus, serving as a catalyst in attracting students to the institution. The proposed addition and renovation would allow adequate space for the following:

Community/Belonging areas Study/Group Work Areas USUAA Offices Student Clubs and Greek Life Union Staff Offices Student Activities Sports Bar Bowling & Billiards Theater Student/Community Meeting Spaces Multipurpose Rooms Retail Art/Exhibit/Intercultural Space Book Store Game Room Ancillary Spaces

(Mechanical, Storage, Toilets, etc.) Ballrooms Auditorium Copy Center Alumni Offices Campus Newspaper Student Radio Station Lockers Craft Shop Den Remodel Food Court/Dining/Coffee Shops Cama-i Room Commuter Student Lounge Veterans/Military Student Lounge GLBTQQIA Student Lounge Women’s Center


In regards to UAA 2017, a new Student Union will support three of the five identified priorities.

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Instruction –

A new student union will support the academic experience through an extensive variety of cultural, educational, social, and recreational programs that the current Student Union cannot host due to the limits of the physical spaces. These programs provide the opportunity to balance course work and free time as cooperative factors in education.

The Student Union currently plays a limited role in the recruitment of prospective Sealwolves. The new facility would be able to host the entire Preview Day or Howl Day in one modern, attractive facility, replacing the current practice of transporting potential students and families back and forth between multiple venues for workshops/seminars. Unions across the nation must have marketable and attractive facilities to attract and retain students today.

Community -

These activities and programs will increase the sense of Community on campus in turn increasing retention of the student population. A sense of community is fostered through providing programming and open spaces for students to gather in formal and informal groups throughout the facility. Currently, the Student Union has limited spaces available for students to gather, especially if there are large events being held within the facility.

Public Square –

The union is a student-centered organization that values participatory decision-making. Through volunteerism, its boards, committees, voting campaigns and student employment, the union offers first-hand experience in citizenship and educates students in leadership, social responsibility, and values. (ACUI website)

The new facility would be a community asset. New and additional meeting spaces would meet the growing need for conference/meeting spaces on campus and in Anchorage while increasing the revenue of the facility with the increase in rentable spaces.

3. Operational Focus. (Does the request fill a gap, remedy a problem, or respond to an external requirement (e.g. accreditation or professional standard)? In light of the recent NWCCU accreditation process, does it address any weakness or suggestion cited by NWCCU? Does it reinforce or accelerate institutional or program success? Does it invest in a new initiative?) The renovation and expansion of the Student Union will respond directly to the ACUI professional standards minimum square footage recommendation for College Unions, which is 10 square feet per student. After a review of the Student Union through the Council for the Advancement of Standards in Higher Education (CAS) self-study, the Student Union facilities were found to be inadequate on several levels to meet CAS standards. This renovation/expansion will accelerate institutional success in regards to retention and recruitment of students by providing additional opportunities for engagement on campus and more attractive and inviting physical spaces while bringing the Student Union up to the square footage required per student. 4. Funding Requested. (What GF funds are requested? What NGF revenue is anticipated?)

Personnel Additional personnel will be needed after the completion of the new facility to staff the added spaces.


3

117,000+ square feet addition and renovation of current facilities in comparison to other similar renovation projects would be approximately $60 million to bring the current facility within ACUI and CAS standards.

Object Code Amount Requested Match (not required) 1000 (personnel) $0 1900 (benefits) $0 2000 (travel) 3000 (contractual) $0 4000 (commodities) $0 5000 (capital expenditures) $60,000,000 9000 (revenue)* $275,000*

*Increase of $66,000 from increase in rentable space. 5. Department/Program Investment. (What investment, if any, is the department/program prepared to make in this proposal in addition to the funds requested from outside the present budget? Will any funds be reallocated internally to support this effort?) Current budget shortfalls would restrict the department from adding funds to this request. In addition, such a significant renovation/addition would require legislative funding and a new student fee. USUAA is in the process of passing a resolution that would support a student fee be added to fund a new Student Union. The Student Union Advisory Board is also in support of this endeavor. Additional financial support for a new facility could also be explored from private donors and auxiliary/vendor contributions (bookstore, dining, etc.).

6. Collaboration. (Demonstrate how the program optimizes existing capacity and expertise throughout and/or beyond Student Affairs.) Student Union and Commuter Student Services is integrated into the life of the institution and encourages opportunities for collaboration with university students, faculty and staff through programming guided by student development theory. Limited facility space restricts the amount of space available for additional collaboration with other departments, including faculty and community organizations. An expansion and renovation of the Student Union will provide the platform for vibrant collaborations across campus and with the local community. 7. Key Decisions. (Describe the key decisions needing to be made to implement the opportunity and identify by name the individuals responsible for making those decisions. Indicate the key decision maker’s willingness to support and/or implement the opportunity.)

• Form a Project Planning Committee Dana Sample/Dawn Dooley Include Key Stakeholders:

Student Life & Leadership Student Activities Concert Board Student Clubs & Greek Life Student Leadership

New Student Orientation Union of Students

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Athletics & Student Recreation Business Services

Bookstore General Support Service University Housing & Dining Conference Services Parking Services

Facilities Planning & Construction Campus Sustainability Committee The Students!

Establish a Definitive and Transparent Process: Timeline and Goals

Data Gathering Gather a Broad Base of Input: Conduct Focus Groups Conduct Open Forums Implement an Online Campus Survey

Priorities / Programming Analysis / Options Current Conditions and Operations

Location Evaluation Traffic Flow and Key Functions Existing Program Space Demand Future Program Space Demand Facility Image

Communication Student Leaders as Ambassadors

Establish a Project Website Social Media: Facebook Twitter Reach Students where they are!


a. For each performance end result impacted by this request, provide the timeframe for realization. (Example: This increment will increase the student credit hours by FY13, because FY12 will be used to hire the additional professor. University-generated revenue and student credit hours will be impacted in FY13 by the additional course offerings provided by the new professor. N/A

b. What strategy-specific sub-metric will be used to demonstrate return on investment? Determine which strategy specific sub-metric will be used to track intermediate progress toward moving the End Result metrics. (Example: Program major enrollment will be tracked as a preliminary indicator of eventual increases in high-demand graduates.) N/A

c. What is the current baseline for this sub-metric, the expected change and the timeframe for realizing this change? Provide at least one year of historical performance on the proposed sub-metric, against which future year performance can be compared. Provide

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the anticipated change in the sub-metric performance if funding is received. Also indicate which fiscal year this change will be fully realized. (Example: In Fall 2010, there were 120 of these program majors enrolled. This increment would grow enrollment by 20 majors in FY13. N/A

9. Other Output Measures. (Beyond the UA measures, how will the request affect the measureable output of teaching, research, engagement, and/or creative expression? Provide specific estimates.) Student Development Theory, specifically, Theory of Involvement supports the notion that student engagement/involvement on campus leads to increased retention, educational attainment and graduation rates on campus. Additional spaces for student engagement will subsequently increase student retention at UAA through additional opportunities for involvement within the new facility. The experiences students gain through engagement opportunities also lead to increased ownership and pride in the institution. This in turn can result in increasing Alumni contributions to the institution. 10. Productivity and Efficiency. (What empirically demonstrable impact will this request have on program or institutional productivity and efficiency? Faculty to student ratios and cost per student are relevant examples. Provide specific estimates.) See question 9. 11. Effectiveness and Quality. (What empirically demonstrable program or institutional improvements in quality are expected from the implementation of this request? Identify specific outcomes.) Creating additional space for student engagement and involvement will increase student persistence, retention, and graduation rates (as referenced in Question 9, involvement leads to retention). 12. Sustainability. (What impact will this request have on institutional, programmatic or environmental sustainability?) Environmental Sustainability will be tremendously impacted. The current Student Union is current is not environmentally sustainable in several areas: no artic entry ways, glass windows along entire perimeter of facility, insufficient heat sources, outdated lighting, limited space for recycling efforts, and other numerous areas that drain utilities and resources. A new Student Union and renovation of the current facility would increase sustainability efforts. 13. Internal Reallocation. (Should base funds from other Student Affairs departments, programs, or services be reallocated to fund this proposal in FY13? If yes, please explain the rationale.) No. This project will need resources from new funding sources.

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`Student Affairs Base Funding Request

Title: UAA Wellness Gala Author’s name, phone, and email: Lexi Prunella, Alcohol, Drug & Wellness Educator

(907) 786-1511 / [email protected]


The Wellness Gala will be a day-long educational exhibition on health and wellness, offering UAA

students, faculty, staff, alumni and the greater Anchorage community the opportunity to develop new

strategies to lead a healthier and happier lifestyle. Guest speakers and health experts will

host interactive booths, hands-on demonstrations, fun activities and health challenges on a variety of

topics.

Representatives from local community organization including mental, physical, emotional, spiritual,

nutritional, sexual, and environmental health will provide event attendees with information about

their respective programs. Programs will be directed to a wide audience, including culture-specific,

families, people with disabilities, and LGBTQA populations. This educational event will feature live

music, organic food, a raffle and free promotional giveaways.


CORE THEMES:

STUDENT, STAFF AND FACULTY WELL-BEING: Enrich intellectual, physical,

emotional, cultural, spiritual and social growth and wellness of students, staff, and faculty.

UNIVERSITY AND COMMUNITY PARTNERSHIPS: Foster partnerships that advance the

goals of students, staff, and faculty, the university and our communities.

The Winter Wellness Gala opportunity supports the core theme STUDENT, STAFF AND

FACULTY WELL-BEING by offering a full day of events devoted to promoting health, relaxation

and renewal, and will focus on all seven elements of wellness: emotional, physical, social,

environmental, occupational, spiritual and intellectual.

The Winter Wellness Gala opportunity supports the core theme UNIVERSITY AND

COMMUNITY PARTNERSHIPS through involving multiple UAA departments and health-oriented

community organization in the event. This event will provide an opportunity to develop additional

leaders who are willing to promote wellness across campus.


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A Wellness Gala can support the University of Alaska Anchorage’s desire to be viewed a key player

in increasing its support for health programs and public health education. Hosting health fairs, such

as the Wellness Gala, can demonstrate UAA’s continued interest in the well-being of the student and

employee populations.


Personnel

The half-time Alcohol, Drug and Wellness Educator will need to be allocated an additional

40 hours to serve as the “Wellness Gala Coordinator” in order to coordinate and execute a

successful wellness gala (extensive coordination with UAA and community partners).


Fiscal requirements for this project would be $4,341 on an annual basis. Anticipated

funding requirements would include, but are not limited to: room rental fees, food and

refreshments, printing costs for advertising, promotional giveaways, parking waivers for

guest speakers, and resource materials.


1000 (personnel) $1195.00

1900 (benefits) $546.00

2000 (travel)




9000 (revenue)* $0


Department investments may include printing costs for advertising, resource materials, and

administrative assistance.

6. Collaboration. (Demonstrate how the program optimizes existing capacity and expertise throughout and/or beyond Student Affairs.)

UAA partnering departments will include, but are not limited to: Dean of Students Office; Student

Union & Commuter Student Services; Student Life & Leadership, Student Health and Counseling

Center; Residence Life; Office of Health Programs Development; and the Health, Physical

Education & Recreation Department. These internal departments will donate staff time, space, and

educational resources.

Community partnership will include, but are not limited to: Win For Alaska, INC; Volunteers of

America; Organic Oasis; Natural Health Center, LLC; Anchorage Yoga, and the Municipality of

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Anchorage Health and Human Services Department. These organizations will donate staff time and

free services, including: workshops, health assessments, refreshments, and services such as massage

and aromatherapy.

7. Key Decisions. (Describe the key decisions needing to be made to implement the opportunity and identify by name the individuals responsible for making those decisions. Indicate the key decision maker’s willingness to support and/or implement the opportunity.)

Key decisions needing to be made all stem from the date selected for the Wellness Gala. Several

months of preparation time will need to be allocated in order to host a successful health fair.

Decisions will include, but are not limited to: Planning Committee Member Selection, Internal

Partnership Selection and Outreach, Community Partnership Selection and Outreach, Space

Reservations, Setup Design, and Advertising Creation and Release.

Key decision makers would include the Alcohol, Drug and Wellness Educator, and Health Educator

of the Student Health and Counseling Center (SHCC). The SHCC currently hosts an annual health

fair at UAA, not to mention several smaller health resource days throughout the school year. For

UAA to host a successful Wellness Gala, both areas – the Dean of Students Office and Student

Health and Counseling Center – will have to work synergistically and have a voice in the creation of

the gala.




N/A


Determine which strategy specific sub-metric will be used to track intermediate progress toward moving the End Result metrics. (Example: Program major enrollment will be tracked as a preliminary indicator of eventual increases in high-demand graduates.)

N/A


realizing this change? Provide at least one year of historical performance on the proposed sub-metric, against which future year performance can be compared. Provide the anticipated change in the sub-metric performance if funding is received. Also indicate which fiscal year this change will be fully realized. (Example: In Fall 2010, there were 120 of these program majors enrolled. This increment would grow enrollment by 20 majors in FY13.

N/A

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A wellness fair will increase community engagement for the institution as a whole by strengthening

our relationship with key Anchorage stakeholders and demonstrating our commitment to ensure

ongoing partnerships that support and advance the goals of all involved. A wellness fair will also

provide students with additional exposure to active community partners and future involvement

opportunities.

10. Productivity and Efficiency. (What empirically demonstrable impact will this request have on program or institutional productivity and efficiency? Faculty to student ratios and cost per student are relevant examples. Provide specific estimates.) N/A


Hosting an annual winter wellness fair would be a socially viable and fiscally responsible

contribution that would benefit the University by helping to create a healthier campus culture. With

the rising financial burdens from threats to physical, psychological and social vitality, UAA is in

need of newer methods for addressing our campus community health risks. The health and well-

being of UAA students, faculty and staff can be enhanced by implementing events aimed at

promoting healthier lifestyles and stress reduction through resource exposure.


Wellness Fairs have the opportunity to bring all forms of health, including environmental, to the

forefront of people’s consciousness. It is expected that the venders participating in this Wellness

Gala will be environmentally conscious, and will be promoting environmental awareness and

sustainable methods for improving and maintaining wellness.

13. Internal Reallocation. (Should base funds from other Student Affairs departments, programs, or services be reallocated to fund this proposal in FY13? If yes, please explain the rationale.) No

student affairs base funding request title: adventure alaska · commuter student population in...

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