Division of Student Affairs

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					  Division of Student Affairs

        Annual Report


         Submitted by

        Larry D. Roper
Vice Provost for Student Affairs
 Overview of 2007-2008 Division of Student Affairs Priorities

I. Division Of Student Affairs 2007-2008 Programmatic Achievements

  A. Initiatives in support of student engagement and success

      Student Health Service clinicians had almost 27,000 individual patient interactions
      with students and our entire clinical staff had more than 46,000 interactions with
      students. In addition, the Health Promotion Department staff worked extensively
      with 25-40 volunteers in the Peer Health Advocates program and engaged 361
      students in the IMPACT (Alcohol and Drug Education) program.

      Counseling and Psychological Services collaborated with students to successfully
      begin an OSU chapter of the national organization "Active Minds." The mission of
      this organization is to develop and support student-run mental health awareness,
      education, and advocacy groups on the college campus. OSU Active Minds
      Chapter officially is now recognized as a student group

      Counseling and Psychological Services co-created awareness raising campaigns
      for the campus community related to the issue of student suicide & mental health
      which include: Poster campaign; The Daisy Project (1000 daisies covering the
      lawns in front of the MU) indicating the number of college student suicides in the
      past year; and hosted nationally known speaker brought to campus (Kay
      Jamieson, author of An Unquiet Mind).

      Counseling and Psychological Services provided clinical services for 1264 students
      who had a combined total of 5098 sessions with 4.03 average number of
      appointments per client.
      First year of newly implemented intake system – significant increase in number of
      initial appointments within 1 ½ weeks

      In the summer and fall of 2007 New Student Programs & Family Outreach
      (NSPFO) served 4,007 new first-year and transfer students during START, OSU‘s
      summer orientation and advising program. (+52 from ‗06) and 339 new students
      and their family members participated in our off-site orientation participants (+32
      from ‘06).

      Disability Access Services (DAS) and the Office of the Dean of Student Life
      (ODSL) moved in to a shared space and now share a receptionist who provides
      leadership in developing processes to address the needs of both DAS and ODSL
      in terms of visitors to the office and the multitude of phone calls. Because of the
      new alignment, ODSL can provide more support to students who walk into the
      office with concerns.

      DAS coordinated with external agencies (EntryPoint and Federal Workforce
      Recruitment Program) to provide internship opportunities for student with

disabilities. Three students were contacted for possible internships. Two student
accepted summer jobs within Oregon. One student did not report their outcome.

During 2007 – 2008, the research team working under Technology and Production
Support Services (TPSS) achieved numerous successes in providing access to
blind students. We created method and standard to produce printed graphic which
would allow blind student to explore and learn from various images in the Biology
text book. Additionally, we created software that format a document into a Braille
embosser ready document. This software allows students to navigate pages of the
books efficiently. This method was also adopted by George Fox University.

Due to changes in the DAS systems and the new relationships with Veteran‘s
Vocational Rehabilitation Counselors, we now have the capacity to track
enrollment of veterans. Currently we have twelve new veterans for a total of
sixteen. We will continue to foster this new relationship.

DAS provided note takers in 1,194 classes; accommodated 2,255 exam requests;
provided 626 books in alternative formats; open captioned 99 videos or excerpts
from YouTube and other sources.

For the academic year 641 students were enrolled in DAS. 91.73% of students
completed the year with a 2.0 or higher GPA.

After consolidation of the MU, Student Media, Greek Life and Student Involvement
in July of 2007, the year offered plenty of opportunities for new vision and program
reformation and opportunities to enhance student engagement and success,
among those activities are:

      Creation of a Center for Leadership Development
      Creation of a Student Events and Activities Center
      Relocation of the Office of Greek Life to better connect Greek students to
       other student leaders
      Formation of the Leadership Advisory Board (LAB), a cross-functional
       coalition made up of academic and programmatic partners focused on
       enhancing and/or creating a university-wide practice of leadership
      Integration of the Community Service Center and Team Liberation into the
       fold of Student Leadership Initiative.

After extensive evaluation the Department of Recreational Sports redesigned the
Fitness and Wellness Programs to provide additional focus on campus health and
wellness. The department established the Wellness Center in Dixon Recreation
Center [restructure of the Health/Fitness Connection] with goals of developing a
health & wellness resource center, expanding wellness programming, growing the
campus partnerships and collaborations, and coordinating campus outreach

Department of Recreational Sports, within the redesign of the Fitness and
Wellness Programs, established the positions of Fitness Coordinator for the

Wellness Center and a Coordinator, Fitness Specialist by reallocation of existing

Department of Recreational Sports coordinated OSU Campus Wellness Week
through campus-wide collaborations.

Department of Recreational Sports initiated the Pac-10 Challenge as an incentive
exercise program for the campus.

Department of Recreational Sport offered structured classroom/formal learning
opportunities to 1,942 participants, a total of 4,752 hours of instruction or skill
development [Fitness Instructor Training Class, Safe Return Personal Training
Instructor Class, Wilderness First Aid & Wilderness First Responder Certifications,
multiple Safety Training Certifications, Challenge Course Instructor Training
Course, Climbing Facility Instructor Training Course, White Water Kayaking Skill
Development, Sport Clubs Leader Training, Sports Officials Training, Bike & Ski
Maintenance Workshop], much of this instruction is conducted by trained and
certified OSU students.

Department of Recreational Sports increased participation in a variety of program
areas: Intramural Teams [+9.7%], participation [+8.4%], women‘s participation
[+9.4%]; Sport Clubs participation [+2.5%]; Challenge Course Programs [+4.2%];
Safety support for Sport Clubs Programs [+5.8%]; Fitness Group Program visits
[34.7%]. Expanded Fit Pass Program allowing members to attend any Fitness
Class through open enrollment, Fitness Services [+25]; Dixon Recreation Center
entries [+2.4]; membership Sales [+7.9%].

The Challenge Course/Experiential Education Program provides facilitated
programs [a philosophy and methodology in which educators/facilitators
purposefully engage with learners in direct experience and focused reflection in
order to increase knowledge, develop skills, and clarity of values] for 2,039
participants in 124 programs.

Intramural Sports experienced an 84.9% decrease in ejections from activities from
06-07 to 07-08. This was a direct result of partnering with Intercollegiate Athletics
in training of officials and supervisors on establishing and maintaining consistent
expectations on levels of play.

Successful efforts were undertaken to reduce Student Conduct regulation
violations: decrease in MIP alcohol citations from 461 to 342; decrease in drug
related citations from 104 to 93; decrease in academic dishonesty violations from
72 to 59; and decrease in disruption violations from 60 to 34.

Career Services staff planned, organized and orchestrated five Career Fairs during
this academic year (All majors the first day of Fall and Winter terms and the
Engineering Fair on the following day; Spring Fair is a one-day combined event).
Record number of employers attended our Fall 07 Career Fair and Engineering

   Career Services hosted over 300 students at various Networking and Dining
   Etiquette events during the academic year.

   University Housing & Dining Services hosted three full-time teaching faculty in
   residence during the 2007-08 academic year – providing a link to academic
   departments and connections to faculty in the informal setting of the residence
   halls. These faculty members hosted weekly ‗house hours‘ in their apartment for
   residents and students. Live-in faculty also provided students with links to other
   faculty through special programs and sponsored events.

   University Housing & Dining Services contributed to a collaborative
   program with the Writing Center and the Academic Success Center, which
   was instituted this year as a pilot project in Bloss Hall. We are in
   consultation to expand this program into additional living groups for next

   Under the Director of COB faculty and AEP coordinator and in consultation
   with the Weatherford CORE team, the Weatherford AEP program
   curriculum was redesigned during the 2007-08 year – to be implemented in
   fall 2008.

   University Housing & Dining Services recognized over 1500 eligible
   students as Academic All-Stars (term GPA of at least a 3.0 or better) at our
   7th annual Mom‘s weekend Academic Success Recognition Event.

   University Housing & Dining Services planned, organized, and carried out
   the inaugural Class of 2011 Picnic. Over 2000 students were in

   University Housing & Dining Services Service Centers are now lead by
   student leaders, who each receive leadership and supervision training
   through our assistant director.

   University Housing & Dining Services provided Moonlight Breakfasts to
   kick-off finals week for each term.

   In the Family Housing Community, we have worked with CARDV to do
   parent/family/domestic issue education.

   University Housing & Dining Services helped plan and execute the late
   night carnival and many other late night special events to offer students an
   alternative to alcohol and other unproductive activities.

B. Increasing Research/Assessment

   The Division of Student Affairs continues to have a very strong assessment and
   evaluation program. We have been cited by a number of professional associations
   as being a model of best practice in student affairs assessment. All units produce
   annual assessment reports. Our on-going challenge is ensuring that we continue

to elevate the sophistication of our efforts. Some units still lag behind in quality
and rigor of efforts.

Disability Access Services is in the third version of the database developed by
Haris Gunadi. Southern Oregon University, Portland State University, and Western
Oregon University are looking to adopt the system by the end of the summer.
Haris and fellow DAS employee Rob Armas have formulated a new, private
business to market and sell the database.

Student Affairs Research and Evaluation Office provided data to colleges that will
allow them to determine the engagement of their students based upon the National
Survey of Student Engagement (NSSE) results. They will also be able to compare
themselves with OSU students in general.

A committee charged by the Student Affairs Assessment Council researched and
developed an instrument to measure cohort characteristics of the entering first year
student. This instrument was administered for the first time in summer 2007 and is
again being used in the summer of 2008. This instrument provides useful
information about the first year class, its expectations, kinds of high school
experiences and perceptions of OSU. This information has been provided to
advisors, student affairs personnel and others in an open forum and a report
posted on the web.

The Division of Student Affairs collaborated with Eduventures on two research
projects: Learning Outside the Classroom, which focused on areas that are high
impact for students outside the classroom and what made them high impact; and
Minority Student Success, which focused on the facilitators and barriers to the
success of domestic students of color at OSU—results of both projects are be
applied to programs and services.

Over the past 6 years information from the NSSE has been distributed to colleges
at OSU. Initially, the idea of increasing the engagement of students in
educationally purposeful activities as measured by NSSE had little traction in the
academic community. Now however, the results of this instrument are sought after
by OSU colleges and departments as a way in which to gauge the engagement of
their students. Further this initiative has spurred some colleges to increase the
kinds of high impact activities available to students (e.g., internships, learning
communities, research with a faculty member, etc.)

SA Assessment Council created new rubric for evaluation of assessment plans and

The student affairs Assessment Council achieved successful implementation of
Student Voice software. For several years the Assessment Council has indicated
that managing assessment plans electronically was increasingly needed. During
the 2007-2008 year, the Council reviewed several products and determined that
Student Voice would provide not only the management software that was needed
but would also provide a survey and consultation service that many departments
felt they needed in order to improve their assessment work.

C. Outreach and Increasing Diversity

   The Office of the Vice Provost for Student Affairs hired a post-baccalaureate
   student to work on a project that can serve as a resource for students seeking to
   navigate OSU in a way that allows them to build a more multicultural life. The
   outcome of the project is the video and resource booklet ―Walking Among
   Communities‖. Both pieces will be used in diversity training and other educational

   The Office of the Vice Provost for Student Affairs hired a student to oversee a
   project to work with student communities to develop a statement of student ethos.
   The resulting document, which will be used by student leaders to help promote
   community, is entitled ―The OSU Shared Student Values‖.

   The Division of Student Affairs again hosted a very successful PeaceJam with
   Nobel Laureate Adolfo Perez Esquivel. The event attracted the capacity of 300
   high school and middle school students. 40+ OSU students were engaged as

   We successfully aligned all student affairs diversity programs and office into the
   Office of Intercultural Student Services.

   The Ujima Education Office co-sponsored African American Youth Leadership
   Conference Apr. 15, 2008. 130+ middle and high school students from Benton,
   Lincoln, and Linn Counties attended

   Ujima Education Office co-sponsored Networking Summit with Self Enhancement,
   Inc May 2, 2008

   Following 4 years of effort, LGBT Outreach & Services and the Pride Center
   succeeded in completing the final phase of Adam‘s Annex‘ transformation into the
   OSU Pride Center.

   Members of the student affairs organization continued to collaborate with the
   Department of Athletics, Academic Success, and Educational Opportunities
   Program on the BEST Program.

   Women‘s Development sponsored a very successful Feminist Fair that aimed to
   educate students on women and feminist issues.

   The Office of Admissions successfully launched OSU‘s first-ever Out-of-State High
   School Counselor Fly-In Program, which was a tremendous success.

   The Office of Admissions hosted 15,000+ visitors from June 1, 2007 to June 30,

The Office of Admissions planned and hosted 6 on campus recruitment programs-
3 programs having record attendance: 06-07 Total 3707, 07-08 Total 5571,
increase of 1,864 in one year.

We successfully transitioned scholarships for Students of Color to from the OSU
Foundation to the Benton County Foundation and supported BCF in successfully
implementing the scholarship selection process

The Office of Admissions successfully launched the 1st Edition of Orange & Black,
a magazine for admitted students.

26% of those participating in group tours through the Office of Admissions were
first-generation, low-income, and/or Students of Color.

Malinda Shell of the Health Promotion Department produced a Voices video for
Student Health Services on ―Multiracial Identity‖. All staff viewed a Voices video
each term in their department and had a discussion following this. All clinicians
received 5 handbooks, one dealing with each major cultural group, on culturally
competent care. Student Health Services we hosted international students at one
of their all-staff meetings to discuss health care in their countries. Staff then held a
debriefing to identify action items for SHS.

Counseling and Psychological Services represented OSU in a statewide suicide
prevention consortium implemented activities under auspices of federal grant. This
partnership across all 7 Oregon public universities (plus OHSU) will enhance best
practices for benefit of all Oregon students.

Counseling and Psychological Services provided educational seminars to more
than 178 faculty & staff. ―Gatekeeper Training‖ educates staff on how to recognize
depression and intervene and refer students who present in distress and/or may be

Counseling and Psychological Services distributed suicide risk-reduction brochures
to 2,418+ parents

Counseling and Psychological Services staff provided over 230 outreach-related
activities and reached over 6500 students in the 07-08 school year.

The Office of Financial Aid and Scholarships created and implemented the Bridge
to Success Program for the 08-09 school year. They will assess the impact on of
our packaging policies on students after the first year of the program.

DPP Initiatives – Clackamas CC signed MOU, plan for spring 2009 implementation
and Hawaii CC and Maui CC working on 08-09 implementations.

In its 3rd year, START Bilingüe saw a large increase in participant numbers. We
had over 70 parents/family members attend the Spanish-speaking parent/family
track. (+25 from ‘06). This is a collaboration between NSPFO, Admissions, CAMP
and MEO.

   Student Media entered a new partnership with the Oregonian newspaper has
   resulted in a very successful week-long journalism experience for high school
   students of color

   DPP between OSU and Umpqua CC started admitting, enrolling DPP students
   winter 2008.

   LBCC/OSU held a 10-Year Celebration & Summit of the DPP between our
   institutions – May 16th, signed a new MOU.

   University Housing and Dining Services produced the ―Journey Through
   Culture and Cuisine‖ including Soul Food Café and Sabor Latino to honor
   and celebrate students, staff, and faculty from the African-American and
   Latino communities respectively.

   A collaboration between CASA Latina/o de OSU and other OSU office resulted in
   the creation of a new website dedicated to ¡Sí Se Puede! and other Latino events.

   Through a collaborative effort OSU‘s Recruitment DVD now features new Spanish
   tracks. CASA Latina/o de OSU collaborated closely with Marketing and Admissions
   to create this tool.

D. International Initiatives

   Dan Schwab and Jackie Balzer were Invited to Hong Kong City University and
   presented/trained City U staff on Critical Management and Incident Response

   Residential Education staff provided ground-breaking work to providing
   support and direction for the development and implementation of an
   international service project to Tanzania.

   Residential Education developed programs in student family housing to
   specifically support international students and their families.

   A number of student affairs units collaborated with other campus colleagues to
   initiate an ―international Welcome Center.‖

E. Other Initiatives

   The major initiative undertaken by the Division of Student Affairs was transition to
   the new organizational structure that resulted from our realignment. Unit leaders
   spent much of the year refining the missions and structures for their organizations.
   In many cases units transitioned to new spaces that required adapting to sharing
   space with new groups of colleagues. The transition to a new structure will
   continue to require attention to structural and interpersonal issues. Our quarterly
   assessment of department heads‘ perceptions of the transition revealed general

      satisfaction and positive observations about the climate with units and the success
      of the process. Specific initiatives we have pursued related to our realignment are:

              Healthy Campus Initiative
              Creation of a Student Leadership Center and related educational initiatives
              Investment in a more robust assessment system and commensurate
              Reconfigured diversity programs and services

II. Brief Assessment Of Unit’s Efforts

   The following priorities we established for the 2007-2008 academic year. Following is a
   brief description of the goals and the successes and challenges related to each.

        A. Partner with Academic Affairs to complete design and implementation of a
           student success agenda.

              Through the efforts of Moira Dempsey, the University Council on Student
              Engagement and Experience, Becky Johnson and others a concrete plan to
              enliven the undergraduate experience was submitted to the Provost this
              spring. The creation of the University Council on Student Engagement and
              Experience was an important addition to the university‘s leadership culture.
              This group‘s work and thinking about OSU‘s efforts to enhance student
              success and engagement has resulted in strong recommendations and
              created a solid foundation for future work.

              The major barrier to creating a student success agenda is making up for the
              amount of ground we have lost by not investing in the needed infrastructure
              over time.

        B. Partner with Eduventures through a learning collaborative to generate data
           with peer institutions; of particular interest is understanding the unique
           educational experiences of under-represented students.

              We invited 2,405 students of color to participate in a Web-based survey. Of
              those, 688 (28.7%) completed the survey. Students were asked about
              persistence, participation in on- campus services, activities and programs,
              and barriers to success at OSU. We received extensive feedback from
              students. We reviewed the data at our student affairs department heads
              retreat. Specific activities student affairs department heads will engage in to
              better understand the data and act on findings are: look at programs of low
              participation and high impact to determine how to increase participation; look
              at programs of high participation and lower impact to determine how to
              increase impact; commit to learning more about multicultural identity
              development; and commit to leadership and faculty development to increase
              intercultural effectiveness.

              Our major barrier is the lack of clarity about outcomes and lack of metrics to
              determine success. We will need to do the necessary research to define

    measurable outcomes for our efforts.

C. Implement an intensive professional development experience for Student
   Affairs department heads, with special focus on increasing intercultural

    We held three daylong sessions with outside facilitators exploring various
    issues related to intercultural proficiency. We will continue this agenda for
    the next academic year.

    There are no barriers to success. However, it has become clear that this is
    not a one-year initiative, this must be an on-going initiative if we are to
    address intercultural proficiency as an essential skill for student affairs

D. Implement and evaluate the new student affairs meeting structure, as well as
   complete the transition of all realigned student affairs units.

    We successfully transitioned to our new organizational structure. There is
    still much work to be done within each of the newly aligned clusters of units.
    We conducted quarterly assessment of department head assessments of the
    transitions process. The outcomes suggest the realignment is moving
    forward well.

    The major barrier we have to confront is the fact that we have a fairly
    embedded organizational culture where faculty and staff members‘ identities
    are fairly rooted in the ways we have been structured historically. We are
    challenge to acknowledge the difficulty of the transitions we are asking our
    colleagues to make while staying firm in our commitment that we will be
    structured and function in new and different ways.

E. Continuing to address mental health issues on a broad spectrum: educating
   faculty, staff, and students about the issues; challenging stigma associated
   with help-seeking; building community in which students who need additional
   support in order to succeed are identified and provided with support – and
   continuing to establish appropriate limits when behavior or expectations are
   outside scope of practice and context.

    As is noted earlier in this report we undertook a number of initiatives to
    support student mental health and healthy community standards and well-
    being. Initiatives focused on supporting and responding to student mental
    health needs, promoting more positive student behavior and promoting
    student wellness.

    Our major challenge continues to be responding to the number of profound
    mental health issues we face. The high number of critical incidents we are
    called on to manage have heavily taxed our support systems, especially the
    Dean of Student Life. In the coming year we must explore the potential for
    hiring a Clinical Social Worker to serve as a case manager to provided
    focused leadership for these time and labor intensive incidents.

III. Selected Awards & Recognitions

   Tracy Bentley-Townlin was elected as President-Elect for the Oregon Association of
   Higher Education and Disability as well as the state affiliate for the national and
   international Association of Higher Education and Disability.

   Dan Schwab was nominated and selected as Circuit 9 Representative for the
   Association of Student Judicial Officers. (Circuit 9 covers the west

   Dan Schwab was nominated and selected as Chair Elect for the Willamette Criminal
   Justice Council for 08-09.

   Michele Sandlin was voted to a national position as Vice President of Admissions &
   Enrollment Management fir the American Association of Collegiate Registrar‘s and
   Admissions Officers (AACRAO)

   Rebecca Sanderson served as the Student Affairs representative on the AAC&U
   Institute on General Education with the Oregon University System Team.

   David Lewis received a Bronze Medal in an ACF sanctioned Culinary
   Competition in Vancouver, B.C.

   Tom Scheuermann was co-recipient of College of Education 4Cs – Creativity

IV. Performance on college-level metrics

     A. Enrollment Outlook for Fall ’08 as of July 13, 2008:

        1)   Total Applications up by 3.9%
                a. Undergraduates (UG) up by 7.8%: FR up 6.7%, TR up by 12%
                b. Graduates(GR) down by -5.6%
                c. UG Multicultural up (for 4 recognized population groups)
                d. UG Instate up by 9.6% , Out of State up by 8.8%

        2)   Total Admits up by 5.4%
                a. UG up by 6.8%; FR up by 5.9%, TR up by 8.6%
                b. GR down by -3.4%
                c. Total UG Deposits up by 4.7%
                d. UG Instate up by 9.6% , Out of State up by 9.0%

        3) Total UG Deposits (ATD) up by 4.7%; Instate up by 4.2%, Out of State up by

        4) Total UG Enrollment (STARTS programs held to date) up by 25.3%; Instate
           up by 26.4%, Out of State up by 20.8%. IMPORTANT TO NOTE: That
           START session timings have changed and 2 more sessions have occurred at
           this time vs. one year ago. August START has been deleted for this year, so
           ATD numbers should lower significantly by end of August when we have a
           more comparable frame of time.

        5) Exceptional Scholars (high achieving recruits) are expected to gain a slight
           increase. Our research and search process with ScholarLead is positive and
           we are building a base to attract future high achievers.

     B. Housing and Dining

        1) 2007-08 average occupancy was 98 over budget, and GEM was full
           with a waiting list

        2) Sales increases in all areas at Arnold Center

        3) Continued the double digit growth of OSU Catering whose sales
           increased 30% this year

        4) Continued sales growth in the residential dining areas with
           approximately 2 million dining transactions at an average transaction
           of $4.05. This represents 324,000 more transactions than the
           previous year.

V. Budget Leveraging, Administrative Efficiencies and Sustainability Efforts

   After nearly 8 months of extensive research Career Services implemented a new web
   based career services management software. The new product by Symplicity and
   sponsored by the National Association of Colleges and Employers enables us to
   automate many functions that were formerly done manually. This product offers web
   based management for 24/7 on-line resources, job postings, resume management, on-
   campus recruitment programs, contact management, student and alumni personal
   accounts to access and apply for jobs--including part-time, full time, career level,
   summer, internships, co-op experiences, and all student employment including Federal
   Work Study. Additionally, we have the capability to streamline Career Fair registration
   and management for both Students and Employers. We also plan to implement a new
   ―card swipe‖ process to aid in signing-in students at Career Services events and
   counseling appointments.

   Haris Gunadi a professional faculty member in Disability Access Services developed
   new process that is more efficient and effective in converting math and science
   materials into accessible format. Haris presented his finding in California State
   University Northridge‘s Center on Disabilities conference (April 2008).

DAS and New Student Programs and Family Outreach created a shared position. The
new employee has expertise in orientation programs and an educational background
in special education and a passion for working with individuals with disabilities. This
collaboration will serve both programs well.

Two audits of Dixon Recreation Center were completed by the Campus Sustainability
Office [on general operation practices] and the second by the Industrial Assessment
Center [report indicated items and methods to reduce energy consumption and
identified ways in which we could increase our recycling efforts and use of sustainable
products]. The Campus Sustainability Office secured $50,000 for supplemental solar
hot water system for the department. These funds are currently available for
construction costs with the department picking up any additional expenses. This
project will be further reviewed in the 2008/2009 year.

Admissions successfully transitioned to completely paper-less electronic registration
and scheduling system for Daily Visits

The new ATD Process employed by Admissions showed great success. This is the
second year of the online pay deposit process, which went much smoother this year
and showed a higher participation rate. Communication concerning the process was
improved and clarified. The stats bear this out.
      Checks/cash: 2007 (84%); 2008 (30.1%)
      Credit card: 2007 (8%); 2008 (3.9%)
      Electronic check: 2007 (8%); 2008 (66%)

Insight Resume processing became much more efficient. Over the last year we have
almost completely caught up on reading IRs consistently in a timelier since dedicating
one staff member to monitoring the process.
New DPP Partners were added to online application process.

The Office of the Registrar developed video tutorials on adding/dropping classes, wait
listing classes, how to use and navigate Student On-Line Services, and On-Line Grade
changes for faculty.

The OSU Math Placement Test has been moved on-line. NSPFO worked with the
Math Department, College of Engineering and IT to make this happen.

All START program registration was moved completely on-line.

The Office of the Registrar completed change over to the Zone Scheduling model for
distributing courses throughout each day and over the course of a week was
completed for all terms in 2007–2008.

After six weeks of intensive work building a new attribute-based model for room
scheduling, the Office of the Registrar has been able to successfully utilize Schedule
25 on Friday, April 25, 2008 for the Fall 2008 room assignments for courses. While the
initial migration to attribute-based scheduling took six weeks of initial (one-time) labor
by Martin Main and Linda Miller, we experienced a permanent three-week reduction
(per term) of time spent scheduling sections to just 31 minutes. This process (which

will have to be fine tuned for the Winter 2009 and Spring 2009 quarters), resulted in
97% of the courses being successfully placed in a classroom where the room and
course attributes matched. Even more importantly, efforts were made to match 75% of
all requests to the first and second building priorities requested by each department,
which builds upon regionalizing course sections close to a home department.
Schedule 25 also successfully ―bound‖ sections taught back-to-back (where the two
courses were taught by the same instructor/faculty within 20 minutes of each other)
into the same room if the attributes for both sections matched the room. This helps to
reduce the need for faculty to traverse the campus to get to their next course.

Schedule 25 also maximized the room utilization in seat counts ensuring that each
room has no less than 60% (and most significantly more) of each room‘s capacity filled
with students. Out of 1,778 sections proposed by campus departments for general
purpose classrooms, only 28 were not able to be placed. Some of the 28 sections
were due to the way in which attributes were used by a particular department, and
others were due to a higher than historical request for rooms on MWF at 9:00 a.m. and
TR at 10:00 a.m. Roughly 70 sections were pre-assigned (usually computer labs,
Milam 026, and Gilfillan Auditorium) due to need or size of room.

Significant effort was exerted to design an intuitive and functionally rich web-based
grade change application. An estimated ~7,800 paper grade changes are processed
each year by the Office of the Registrar. A secure and integrated application has been
designed to allow faculty the flexibility to change grades via Banner On-line Services
for any student who has not already graduated and/or within a year of the student
having taken the course. This includes changes for incompletes. Beyond the one-year
limit, other restrictions include requests for changes that are not in keeping with the
current academic regulations and the discontinuation of grade changes from former
instructors who are no longer affiliated with the institution. This application is being
rolled out to a single academic college during the July 2008 through September 2008
timeframe. Upon successful acclimation and adjustments, full deployment will
complete during the Fall 2008 term.

Part of our goal was to help incoming students as well as continuing students realize
what it will take to graduate at OSU. ATLAS was designed to help inform incoming
students with transfer work, what remains for them to complete a degree at OSU. We
were part of the successful ATLAS rollout completed during the Fall 2007 term.
However, we also needed to help continuing students better realize what they needed
to complete their degrees. That led to the reintroduction of self-service degree checks
by students. We successfully completed a ―soft‖ rollout of this functionality during the
Winter 2008 term when we made self-service degree checks available to potential
graduating Spring 2008 seniors. This enabled seniors to see what outstanding
requirements (institutional or degree) remain to be completed. However, we went even
further by moving up notifications of institutional deficiencies from the third week of
May each year to the last two weeks of March. By providing early warnings to
graduating seniors in March, we allow them to adjust their spring schedules to deal
with any deficiencies. This model required us to introduce a new set of mechanisms or
graduation holds that deliver automated notices to graduating seniors. To assess the
effectiveness of this communication model, we looked at a key inflection point. In the
Spring 2007 we inserted ~ 350 deficiency notices into diploma cases for ~2,004
graduates at our annual Commencement ceremony. That is a 17.5% pool of graduates
who were not able to receive their diploma that day. After employing the early

notification warning via the graduation holds, we saw only ~147 deficiency notices out
of a population of ~2,065 or 7% of that group of people. That is an amazing
accomplishment, and one that demonstrates the attention to personalized service we
hope to continue to achieve each year.

Other Technological Enhancements through the Office of the Registrar

       Completed the renumbering of course reference numbers to allow for future

       Simplified the classification of pre-requisites to eliminate confusion created by
       the use of words like ―enforced‖;

       Completed the re-evaluation of the S/U limits and implemented the faculty‘s
       decision to simplify the pertinent academic regulation to just 36 total S/U unit

       Built a Sharepoint site for departmental coordination and collaboration. Using
       this technology, we are building detailed specific process lists for events like
       End-of-Term processing and Commencement. It is also useful for collecting
       new ideas for innovations recommended by staff in the Office of the Registrar,
       and to provide a central site for distributing new forms, describing processes,
       and tools for academic advisors; and

       Implemented a new call center technology for the Office of the Registrar.

Counseling and Psychological Services became almost 100% paperless: all progress
notes are electronic; Client Data Sheet has been reconstructed and updated.
Students will use computers to enter information beginning summer 2008; and other
information is now scanned to eliminate paper files.

The Office of Financial Aid and Scholarships refined its WEB services for students for
the purpose of keeping students informed of their financial aid awards. The award
letter was also put on the WEB and the information is available in real time.

University Housing and Dining Services initiated the following sustainability efforts:

          Purchased food items from local farmers and ranchers who use
           sustainable practices;

          University Housing and Dining Services (UHDS) are members of the
           Oregon Food Alliance, which supports sustainable agricultural

          Purchased Fair Trade, Shade Grown and Organic coffees from
           Starbucks as well as from a local coffee roaster;
           Have worked with the City of Corvallis, Corvallis Disposal and the
           university to develop a post-consumer waste compost facility. At
           present all to-go containers end up in the landfill. We use reusable
           dishware, recycled and biodegradable napkins, some biodegradable

               and compostable cups, some corn based plastic silverware,
               and having been working with local vendors to source a wide range
               of compostable containers for packaging to-go items;

              Have eliminated the use of Styrofoam;

              Provided customers a 25 cent per beverage discount if the bring in
               their own coffee cup or thermos;

              Developed recycling facilities conveniently located in all dining
               centers for paper, plastic and glass;

              All leftover, usable food is donated to Linn-Benton Food Share,
               which picks up food three times a week;

              Powered OSU Catering trucks by bio-diesel purchased from the
               county vehicle maintenance facility;

              Managed an Earth Tub used for composting pre-consumer
               vegetable waste and coffee grounds; and

              Converted most lighting to low energy lamps, replaced windows in
               our residence halls to improve insulation and minimize heat loss,
               replaced kitchen equipment with energy star rated equipment, light
               sensors in areas of limited use, LED lights in exit lights, low VOC
               flooring and laminate used, delayed release timers used on paper
               towel dispensers, and winter temperatures set to 68 degrees.

VI. Selected Priorities And Challenges For 2008-2009

    A. Identify, understand and develop strategies for responding the comprehensive
       student service needs of students coming to OSU through the INTO partnership.

    B. Prepare for increased enrollment of armed forces veterans and identify program,
       services, and other initiatives to meet the needs of this group.

    C. Fully implement the Healthy Campus Initiative as a vehicle for increasing campus-
       wide emphasis on health and well-being.

    D. Launch U-Engage: a revitalized and re-vamped version of Odyssey focusing more
       on the concept of a research university.

    E. Work with ISOSU and Development of an International Student Welcome
       Reception Center that will be operating in the MU prior to commencement in Fall

    F. Make significant headway on the long-range facility plans by working with student
       leaders to establish a process for priority setting and funding possibilities for the

   MU East, Sports Fields, Cultural Centers (student contributions) and other possible

G. Develop a more flexible approach to START scheduling in order to better respond
   to the uncertainty in students‘ college search and enrollment patterns. This will be
   essential if we are to respond to unpredictable dynamics of in-state, out-of-state
   and international students.

H. Explore possibilities for alleviating the workload placed on the Dean of Student Life
   to manage the inordinate number of critical incidents occurring among students.


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