A Summary of Recommendations for Departments that Provide Support for Sub-Populations of the St. Cloud State University Community

The purpose of this consultation is to provide recommendations on the organization and management of departments that provide support to sub-populations at St. Cloud State University. Student Affairs departments provided written responses to a series of questions posed by the Vice President for Student Affairs. In turn, these written materials were provided to the consultants for their review prior to the campus visit. During the campus visit interviews were conducted with the Director and/or staff. They provided information verbally; some also chose to provide a sampling of program materials and other information.

In reviewing the information provided by the departments through written materials, interviews, and supplemental materials (provided during the interview) an overview of the departments and their programs and services was established. In formulating my observations and recommendations I used the following three principles:

• Preserve the integrity of existing programs and services.
• Identify opportunities to reduce costs associated with existing programs and services.
• Identify potential efficiencies that may result in resources being available to implement new programs and services.

I did not attempt to answer the question “Is this a good program?” Nor did I attempt to analyze the performance of any individual or group of individuals who were involved in providing the programs or services. These activities are best accomplished through other means. The sole focus of the consultation was on organizational and managerial issues.

None of the departments provided a copy of their annual report or a summary of their outcomes assessment. In discussion it was apparent that while departments had some descriptive data to measure the department’s outcomes (e.g., numbers of students attending programs, number of students receiving services) none are able to systematically document the impact that the programs and services are making on students. Further, several directors stated that they were trying to serve more people and/or provide a wider range of programs and services than resources (e.g., personnel, non-salary) could support. Finally, each department could identify new initiatives they would like to implement. When confronted with a departmental work plan that is more expansive than the resources provided to execute the plan, there is a need to review existing programs. No department provided a program review (or program evaluation) that had been completed in recent years.

Each of the departments outlined an impressive array of programs and services they provided for students as well as for faculty and staff and off-campus communities. The programs and services varied by department; however, there are commonalities among the goals the departments identified. In summary, the goals identified by the departments included:

• To recruit and retain students (within the sub-population served).
• To provide “safe space” for students to be with others like themselves and those who are allies.
• To deliver student support services for one or two sub-populations when the university’s services may not meet the group’s needs.
• To educate the university community on a range of social equity and diversity issues.
• To educate the local St. Cloud community on issues of diversity and social change.
• To advocate on behalf of students with faculty or the administration in order to insure students receive equitable treatment.
• To create new scholarly contributions on the sub-population served and associated issues.
• To develop curriculum or support the curriculum of allied departments.
• To provide leadership for organizational change.

Observations about the services and programs provided to reach the goals

During the interviews, the directors and staff were very articulate about the impact they were able to have on the lives of students. The care and education that staff provide students are evident in their warm descriptions of real students and their life situations. In most cases the staff were able to detail data about numbers of programs offered, numbers of students served, and participants’ evaluation of the program or service. In addition, anecdotes about the impact of a service or program on a student or group of students were readily shared. However, no office had developed a substantial, systematic method of assessing and reporting the outcomes of its programs and services. Thus, there was no consistent documentation of the department’s impact on students and the relationship between the impact and one or more of the department or university goals. When there is no data to inform decision-making, it is more difficult to determine how resources might be allocated, deallocated, or reallocated based on desired outcomes.

When asked to identify the clientele that they served, the departments identified similar audiences:

• Students who identified themselves as being a part of a specific sub-population (e.g., American Indian, women, GLBT)
• Students who were allies or interested in the culture of the sub-population
• All students
• Faculty
• Staff
• St. Cloud community

The departments report receiving financial support from a variety of sources. All departments receive an M&E allocation which pays a large share of salaries and operation costs. Student organizations affiliated with the various departments receive funding from Student Activity Fees. Some departments have agency accounts; others have foundation accounts usually to support scholarships or loans; some receive grant funding.

The following observations are made about how the various departments address the goals that they identify for their unit.

To recruit and retain students within the sub-population.

The Pipeline Program is a powerful concept and model for the retention and academic success of students of color in the K-12 education system as well as their transition to college. However, the linkages between the various programs offered and the apparent tracking of the students’ progress are too loosely coupled to serve as an effective recruitment strategy. The university needs to be assured of tighter relationships between outreach programs and the subsequent matriculation of students served. Furthermore, there are federal funds available through TRIO Grants to fund pre-College programs such as Upward Bound and Educational Talent Search. These programs can be a valuable addition to the university’s programs and services. MnSCU has been awarded a GEAR UP grant which may be another valuable strategy for the identification and recruitment of prospective students of color and first generation college students. It is unclear how SCSU is participating in the GEAR UP grant.

The departments do not seem to have strong connections or collaborations with Admissions/Recruiting. It may be useful for the various departments to discuss how they can partner with the recruiting arm of the university to increase applications from qualified prospects. Further, the departments can be instrumental in prospect and applicant yield activities (e.g., phone calls, letters, on campus programs), in collaboration with Admissions/Recruiting, in order to increase the number of matriculants. Such programs require careful planning and coordination so they fit into the overall communication stream of the university’s recruitment initiatives.

The summer Advanced Preparation Program is noteworthy and can provide very positive support for students. It is difficult to understand why more students do not take advantage of the program. This program will provide the type of college success experience that is expected to meet SCSU and MnSCU goals for first generation college students and students of color. A thorough program review could provide useful data to determine how the APP can be modified and strengthened to meet the needs of more students.

Finally, the Faculty Assessment Questionnaire (FAQ) program (where midterm grades are collected) is a typical retention program that can make a tremendous difference in students’ academic performance. However, when it is conducted by a single department on behalf of one sub population (e.g., students of color, athletes) faculty may interpret the information request as a request for benefit. It may be more successful if the Registrar’s Office is responsible for collecting and disseminating the midterm performance data so that there can be no question about the legitimacy of the request and the guidelines under which the information will be used.

To provide “safe space” for students to be with others like themselves and those who are allies.

Many of the departments are located in houses on the campus. The lounge and study spaces in these houses provide very comfortable “safe spaces” that have a home-like feeling for students. This is a very positive way to provide safe space. On the other hand, most of the homes were constructed some time ago for use as family dwellings. Thus, they are not constructed for high volume traffic nor were they built to fulfill the needs for access and security as a university facility. As the departments become comfortable and seek funds to make improvements to their houses, it may be valuable to have a “anticipated life” identified for each house. This will permit the tenants to seek to make investments in the buildings in line with the expected building life.

Finally, most of the houses are located on the perimeters of the campus. The location provides a geographical isolation that may mirror the student experience on campus. It is important to weigh the benefit of the safe space that is provided by such a location in contrast with the detriment of being geographically marginalized.

To deliver student support services for one or two sub-populations when the university’s services may not meet the group’s needs.

It was difficult to assess whether the support services offered by some of the offices were offered because the university did not offer such services to students or if the services were intended to be supplemental. At times staff may initiate a supplemental service when the university department does not seem responsive to the needs of student sub populations. Thus, there needs to be careful scrutiny of the university’s academic support services to insure that they are responsive to the needs of students from all different backgrounds.

It is difficult to understand the relationship between the Academic Support initiatives in MSS and the academic support services that may be offered through Athletics and those offered by other university units. All students need access to Academic Support Services. The university should examine how these services can been integrated and streamlined while meeting the distinctive needs of each of the sub-populations.

The flexibility of the Tutoring Program offered through MSS was a distinctive feature; however, the operation of the program may expose the institution and the staff to some liability for what occurs between the tutor and tutee. If the university provides Tutoring Services it may be beneficial to assimilate the MSS Tutoring Program into the university program. It will be important that the University Tutoring Program hire student tutors of color, provide tutoring on short notice, and deliver tutoring at times outside the work day.

It is difficult to make organizational sense of why the Academic Support Services for Student Athletes was located within Multicultural Student Services and funded with Student Affairs resources. When analyzing expenditures for Athletics are these resources allocated to the costs of Athletics or the costs of tutoring or the costs of services for Multicultural Students?

Most of the departments offered “closed” computer labs for their particular student populations. With staff offices close at hand, the benefit of such labs is the ability to provide immediate support to students which is of particular importance when some students have less exposure and experience with technology. This model of providing computer labs for students is important during the times when there are substantial differences among incoming students in their computer knowledge and experience as well as access to technology outside the high school. Labs such as the one offered in MSS can be critical for student success. It will be important to monitor the student pre-college experience as the “typical” computer experience of incoming students changes substantially each year. At some time, this service may no longer be needed.

The detriment of closed labs is that the equipment becomes out-of-date and they are not included in the equipment replacement cycles (as stated by staff). Another deterrent is that the labs are open only during hours staff are available to monitor them; thus, most labs are only accessible during regular business hours. If that is the case, it may be useful to change from “closed” lab to “open” lab in order to benefit in the equipment replacement and hours available.

The MSS Study Abroad initiative is interesting and, by the director’s assessment, very worthwhile for students. The cost of such a initiative must be measured against its benefit. Now that the program has been underway for some time, a program evaluation may be beneficial. To insure that the program is run in ways congruent with all other university Study Abroad programs, it may be helpful for the person who coordinates Study Aboard for the university to be part of the program evaluation.

To educate the university community on a range of social equity and diversity issues.

This goal is one that has many important initiatives associated with it. The Rights and Responsibilities training offered to all incoming students, the training done for teacher education on mandatory reporting, the Safe Zone training done several times each term as well as the Homophobia 101 training offered in classrooms are all examples of the ways that departments are part of the educational environment of the university. The training done for student, staff and faculty groups is laudable and very important. The presentations and workshops conducted in classrooms appear to be significant. Every department seems to reach out and to educate with the potential effect of educating all students about issues of diversity and making the university environment a safer environment for the sub-populations of students.

Each department also provides a wide range of programming including speakers, movies, concerts, and cultural events that provides a within-culture experience for some students and education for other students. The programming each department delivers is extensive and educational in intent.

Clearly, the goal of educating the university community about issues of social equity and diversity is of high priority. Departments may collaborate in planning and delivering a program or event. It may be beneficial to more systemically coordinate program planning and delivery of training.

To educate the local St. Cloud community on issues of diversity and social change.

Several staff indicated that the campus community was relatively comfortable for sub-populations of students; however, they face difficulties when they live, work and recreate in the St. Cloud community. This is a difficult issue for any university that is located in a small community. It was difficult to document how much programming and training is done with and for the St. Cloud community.

To advocate on behalf of students with faculty or the administration in order to insure students receive equitable treatment.

This goal can be very difficult to accomplish successfully. Students do have negative experiences in the classroom and some one must help the students give voice to those experiences so they do not continue to occur. To be successful in advocating with faculty requires trust between the parties involved, a willingness to discuss “hostile classroom” environments with faculty, and the ability to help the student find his or her own voice in describing how the classroom experience enhances or deters the student from a successful and satisfying college career. There is a parallel responsibility to help students advocate on their own behalf in university administrative departments as well. Again, trust and a willingness to discuss the issues are critical ingredients in making the campus more hospitable for students who are not in the dominant culture.

To create new scholarship on the sub-population and associated issues.
To develop curriculum or support the curriculum of allied departments.

These two goals are related to the faculty role in the university. As such, it is unclear what role administrative/programmatic departments should have or do have in fulfilling these goals. Since scholarship and curriculum are clearly responsibilities of the individual faculty members it is important that the role of administrative departments is clearly delineated so there are no future disputes about these goals.

To provide leadership for organizational change.

This is an unusual goal for a state-funded administrative/ programmatic department to have. In Student Affairs it is common that staff advise student groups who have as their goal challenging the university; however, the staff role is one of advice and not one of leadership.

The purpose of this consultation was to provide managerial advice about the use of resources to accomplish the university’s mission and to provide quality services and education to students. The following recommendations are made with this outcome in mind.

Recommendations

1. Implement a formal planning cycle:

• review the institutional data that is currently collected about students including descriptive statistics about the student body, the results of comparative national surveys such as the Cooperative Institutional Research Program (Astin Study) [CIRP], National Study of Student Engagement [NSSE], and Student Satisfaction Inventory [SSI]. Each of these surveys can also be reported for sub-populations of interest. Use the data both to create a departmental vision statement and to inform the annual program and services planning.
• Create a vision of what the department can become based on who the students currently are and how they will change and grow during their time at SCSU.
• Identify how the department will make an impact on those students through its programs and services and develop an outcomes assessment plan to evaluate whether the planned impact occurs.
• Develop a Student Affairs program evaluation plan that includes the evaluation of each department every five to seven years against national standards such as those provided by the CAS Standards.
• Develop an annual plan for programs and services that the department will deliver, link them to the outcomes, and identify how they will be evaluated for impact, satisfaction, and needs.
• In an annual report provide a summary of the year’s activities, the data collected for evaluation and how the data supports enhancement, continuation, modification, reduction, or elimination of each activity.

2. Each department identified legitimate needs for personnel and non-salary resources in order to meet their goals since the current level of resources does not always permit the expansion of programs and services. In a time of restricted budgets it will not be appropriately possible to continue to fulfill all the goals identified for all clientele effectively. If a department’s allocation remains level or decreases, the goals should be prioritized so that departments can focus on the university’s highest priority goals. Further, departments should consider if they can discontinue services and programs to one or more clientele in order to focus resources further.

3. It appears there are limited grant funds used to support any of the programs. Grants can provide resources for program innovation as well as target services. Specifically, the campus does not have any of the TRIO programs on campus. The university should consider assigning a staff member or hiring a grant writer to apply for a Student Support Services grant, a Student Support Services grant for disabled students, and/or a McNair grant. These programs would permit the university to better serve currently enrolled first generation college students and other sub populations. To improve the pipeline of students from K-12 to post secondary education both Educational Talent Search and Upward Bound grants should be investigated. There are opportunities for federal grants that could provide additional non-state resources to provide programs and services for students.

4. Nearly every student sub-population has access to “safe space” that is provided in a university-owned house. These houses provide a comfortable, informal environment and seem to be ideal “safe spaces” Using houses may be an effective strategy now but the challenges of maintaining the physical plant and the need for land for further expansion may make the university-owned houses a short term or intermediate term solution. With the initiation of a fund raising campaign to expand the American Indian Center, the decision for expansion should be made in the context of the campus master plan. It may not be a good investment of fund raising efforts to build an addition to a facility that could be slated for demolition.

5. We did not have the opportunity to examine how university academic support services were organized and delivered to students. However, in times of limited resources it is useful to examine duplicate services and programs (e.g., tutoring, advising, study tables) in order to determine if and how resources could be more effectively used. Within these departments, the services typically are offered during traditional office hours; students needs for access to services would be better met with expanded hours outside the daytime hours that buildings and offices are open.

6. The flexibility of tutoring provided by Multicultural Student Services is very responsive to student needs; however, it opens the university to risks and liability, particularly when student athletes are being served. There needs to be additional scrutiny and oversight of the tutoring program to insure that students are being served appropriately.

7. The Sexual Violence program in the Women’s Center appears to offer comprehensive services. The next phase of HIPPA implementation may cover these services. MnSCU is providing campuses with direction on HIPPA. The MnSCU General Counsel should be consulted to determine if this program will be expected to comply. In anticipation that HIPPA may apply to Sexual Violence program it may make more sense to align this program within departments that have similar responsibilities in reporting and protection of privacy such as Student Health Services, Student Counseling Services, or Campus Security.

8. Each of the departments provides staff training, classroom presentation, and campus programming (e.g., PowWow, Brown Bag lunches). There is tremendous potential in this area for collaboration including the development of a comprehensive educational program that leads to a diversity leadership certificate program. By developing a non-credit curriculum that is shared by all the departments it would allow cross training and a continuity of learning. Such continuity could enhance the observation and assessment of change in student behavior about diversity and social equity.

9. The university should examine how it wants these departments to relate to the St. Cloud community. Certainly student life occurs outside the physical boundaries of the campus and students (as well as faculty and staff) experience the best and the worst of the values and beliefs of a community. Helping to educate the local community on who the students are and what they need and want is important. Yet with limited resources community oriented programs may consume resources without making a measurable impact on the quality of the student experience. The university needs to integrate the community education program into its overall community relations program. Then these departments and others can be asked to contribute in ways that will make the most impact for students.

10. Some departments identified goals to create new scholarship or to develop and deliver curriculum. This is an unusual role for an administrative unit. The relationship between administrative departments and academic departments was not clear. Clarification of the relationship between an administrative unit and an allied academic department including roles and responsibilities would be helpful.

11. The role of a university department as an institutional change agent is unusual. By virtue of the Director’s role, she or he has a responsibility to participate as a member of the institutional management team in creating and changing the environment for students and all members of the university community. Certainly a Student Affairs Director would be expected to advise and counsel students and student groups who wanted to make a protest or advance an issue. However, it typically is not an administrator’s role to initiate such protests.

It has been my privilege to review these units in order to provide recommendations to the university on the organization and administration of the departments. It appears there are good people committed to doing their best for students. It is important that the university identify the priority of the goals, programs and services of each department so each department can be a significant contributor to fulfilling the mission and meeting the goals of the university and its diversity plan. Further, the departments in consultation with the university leadership should identify those goals, programs and services that are no longer core to their purposes and priorities. The departments and staff need permission to discontinue those programs and services that are no longer a priority. When programs and services are discontinued departments will be able to identify resources to reallocate to enhancing existing programs and services or initiating new ones.