directors meeting nov. 2017

Practice Flu Prevention

Flu shots are free for students

No-cost* for faculty/staff

Just walk in to the Center

for Health and

Well-Being!

*Student Health Services will provide the flu vaccine for faculty and staff whose primary insurance is the BlueCross BlueShield state health plan for a $0 co-payment. Please bring your insurance card to get the vaccine at no cost to you. If you are not covered by the state health plan, you can get the flu vaccine for $20.sa.sc.edu/shs/flu

Move More Carolina

The American Heart Association recommends

2½ hours of moderate physical activity per

week.

Physical Activity is anything that makes you

move your body and burn calories.

Being active can fit into any schedule and

lifestyle!

sa.sc.edu/shs/movemore

Become a USC Wellness Ambassador!

Wellness Ambassadors are university faculty and

staff members committed to health who serve as

champions for employee wellness.

Your role as a wellness ambassador includes: • Onboard training with wellness resources provided

• At least one year of commitment

• Dedicated time to serve in your role

• Ability to partner with the Gamecocks LiveWell office to bring

wellness events to your department

• Be an active part of Gamecocks LiveWell programs and events

• Positive attitude and willingness to learn

• Being passionate about health and wellness

Visit: sa.sc.edu/gamecockslw to sign up.

For questions, email [email protected] or call 803-777-6518.

C.A.L.M. Oasis meditation space

Open Practice – patrons can practice in the space silently or use ear buds

to listen to guided meditations

Open Learning – structured mindfulness and meditation offerings

coordinated by trained facilitators

Midday Meditation: Monday/Wednesday/Friday – 11:20-11:40 a.m. and

Tuesday/Thursday – 12:30-12:50 p.m.

Recovery Meditation: Every Thursday – 4:30-5:30 p.m.

Pet a Pup

Come pet a pup, take a break from

your stress and enjoy some time with

these wonderful listeners!

Upcoming Dates:(Center for Health and Well-Being Patio)

December 5

Cooking with

Gamecocks LiveWell

Cooking with Gamecocks LiveWell is a free cooking class offered to USC faculty and staff. A registered dietitian provides knowledge of

nutrition and hands-on instruction for preparation of healthy, balanced meals to fuel your body.

Dec. 7, 5:30-7 p.m.

Center for Health and Well-

Being Demonstration Kitchen

Register by November 30sa.sc.edu/shs/cw/nutrition/recipes/

sa.sc.edu/shs/events

Cooking with Gamecocks LiveWell (for

faculty and staff)

December 7, 5:30–7 p.m., Center for Health

and Well-Being Demonstration Kitchen

Upcoming Student Health Services Events

Campus Connect: A Suicide Prevention

Training for Gatekeepers (for all)

November 29, 1–2:30 p.m.,

Center for Health and Well-Being Room 217

Gamecocks EatWell (for students)

Registration Deadline: November 28

December 5, 5:30–7 p.m., Center for Health

and Well-Being Demonstration Kitchen

Don’t forget to get your flu shot! (for all)

Walk-in to the Center for Health and Well-

Being

Women’s Self-Defense Class (for

students)

December 1, Noon – 4 p.m.,

Strom Room 116

Pet a Pup (for all)

December 5, 10 a.m. – noon, Patio in front

of the Center for Health and Well-Being

http://www.sa.sc.edu/shs/events

Chris Byrd & Pam DoranDivision Directors Meeting

November 28, 2017

Conflict of Interest and Commitment Policy

Conflict of Interest and Commitment PolicyDivision of Student Affairs and Academic Support

November 28, 2017

Conflicts of Interest and Commitment Policy

University Policy BTRU 1.15, Conflicts of Interest was revised October 12, 2017. Significant revisions include the following:

• Defines conflicts of interest and conflicts of commitment.

• Describes activities required to be disclosed.

• “Umbrella” policy including faculty, staff, research and board member disclosures.

• Refers to disclosure procedures based on the individual’s role with the University referring to existing policies.

Establishes disclosure procedures for staff members.

Staff Conflicts of Interest and Commitment Disclosure Process

• Introducing a new conflict of interest disclosure process for staff that will complement the current faculty process. Both processes will occur in parallel in January.

• Reviewed with President’s Executive Cabinet and Academic Council of Deans.

• Chancellors, Deans and Vice President’s have appointed COI Authorized Reviewers that determine whether a management plan is required.


Why are we doing this?

• Board requested

• Provide transparency and protect the University from unnecessary risks

• Raise awareness of conflict issues and assist in establishing mitigation procedures

• Provide the same type of disclosures for staff that we currently provide for faculty


Who will be required to report?

• We will initially target those with the highest risk: hiring and purchasing authority

• First year pilot will include supervisors and staff with purchasing approval authority (~1,600 of 5,440)


What will staff be asked to disclose?

• Outside employment

• Family members with financial interests related to their institutional responsibilities

• Work or business interest with an organization that conducts business with USC

• Personal relationships that could influence or appear to influence administrative decisions

Conflicts of Interest and Commitment Draft Policy

How will the process be implemented?

• The faculty system (AIRS) has been modified for staff reporting

• Disclosures will route to COI Authorized Reviewers

• Where needed, management plans will be developed and reviewed by the unit head and HR

• HR and Audit & Advisory Services is providing training to support the implementation

Conflicts of Interest and Commitment Draft Policy

Timeline:

• Policy was approved by the Board in October

• Units have identified COI Authorized Reviewers

• Training and communications to staff and Authorized Reviewers – Late November/December

• Implement annual disclosure reporting – January 2018

Questions?

Dr. Dennis PruittDivision Directors Meeting

November 28, 2017

Remarks

Ross Lordo, Student Body PresidentDivision Directors Meeting

November 28, 2017

Our Union: A Vision for a New Home

Our Union: A Vision For a New Home

Institution Enrollment Last S/F Addition

University of Kentucky 30,720 2018

University of Mississippi 23,838 2018

University of Tennessee 24,214 2017

University of Florida 52,519 2016

University of Alabama 37,100 2014

Texas A&M University 57,934 2012

Louisiana State University 28,865 2011

University of Missouri 30,671 2010

University of Georgia 34,752 2009

Mississippi State University 20,429 2008

Auburn University 27,287 2008

Vanderbilt University 11,815 2005

University of Arkansas 26,754 2000

University of South Carolina 34,684 1976

20000

22000

24000

26000

28000

30000

32000

34000

36000

1970 1975 1980 1985 1990 1995 2000 2005 2010 2015 2020

Tota

l nu

mb

er o

f St

ud

ents

on

USC

Co

lum

bia

Cam

pu

s

Year

Columbia Enrollment Total

31%

0

5

10

15

20

25

30

35

2016 SEC Union Facility S/F Per Student

Council for Academic Standards Recommendation = 10 s/f per student

1,576,667

2,150,000

2,384,271

2,499,086

2,608,237

2,267,234

1,500,000

1,700,000

1,900,000

2,100,000

2,300,000

2,500,000

2,700,000

2,900,000

2012 2013 2014 2015 2016 2017

Russell House Traffic Counts

297

492

0

100

200

300

400

500

600

2007 2017

Student Organization Growth

The Student Organizations have grown yet the space to hold them has remained constant

66%

7716

9331

8650

7786

8763 8745 8593

14962031 2066

2569 26632154

3604

1000

2000

3000

4000

5000

6000

7000

8000

9000

10000

2010-11 2011-12 2012-13 2013-14 2014-15 2015-16 2016-17

Facility Usage

RHUU Facility Bookings Student Org Academic Space Use

Since 2006-2007…

470% In Student Org Academic Space Use!

UofSC 2010 Master Plan

The 2010 Master Plan recommended additional student life and indoor recreation activity as part of the reuse of the Carolina Coliseum.

Talley Student CenterNC State University

2009

Begins the design process

Breaks ground

2011 2011

Implements first student fee

2015

Talley Student Center Opens

Student CenterUniversity of Kentucky

2012

Implements Student Fee

Construction begins

2014 2015

Design process for phase 1 begins

2018

Anticipated Opening

Feasibility Study UNC Chapel Hill

PROJECT GUIDING PRINCIPLES

Based on student and staff workshops, we established these considerations and characteristics for the project.

• Diversity and inclusivity are core tenants

• Foster a greater sense of campus community and student connectivity

• A building of distinction, that is modern with a respect for tradition

• Adaptable and flexible

• Reflects spirit and aspiration

• Forward thinking

Case Studies- Fee Structure

Kentucky NC State UNC-Charlotte

Year 1 $92 $80 $90

Year 2 $98 $100 $100

Year 3 $125.25 $290 $250

Year 4 $125.25 $290 $250

Total Cost $201 MillionNew Building

$127 Million New Building

$37.9 Million Renovation

Taken from Student Leader Breakfast

Affordable Programming

Event Venue Price

Sorority Recruitment Orientation

Convention Center > $100,000

NPHC Step Show Colonial Life $25,000

Fraternity Recruitment Orientation

Convention Center > $1,500

Dance Marathon Strom Thurmond Fitness and Wellness Center

Requested > $10,000

Various Alumni Center Ballroom $3,000

Ballroom Cost for Outside

Event

Price

AV Package $230

Operations Fee $135

Podium $12

Room Fee $345

AV Tech Staffing per hour $56

Stage $160

Wireless Microphone System $116

Wireless pointer $8

Ballroom Cost for Student

Organizations

Price

AV Package $173

Operations Fee $108

Podium $12

Room Fee $345

AV Tech Staffing per hour $56

Stage $80

Wireless Microphone System $46

Wireless pointer $6

Source: Alcohol Edu

Five Key Elements of

College Unions

Student-Centered Culture

Dynamic Spaces

Pathways to SuccessCollaboration

Connection

Source: ACUI Summer 2017 Catalog

Institution Enrollment Last S/F Addition

University of Kentucky 30,720 2018

University of Mississippi 23,838 2018

University of Tennessee 24,214 2017

University of Florida 52,519 2016

University of Alabama 37,100 2014

Texas A&M University 57,934 2012

Louisiana State University 28,865 2011

University of Missouri 30,671 2010

University of Georgia 34,752 2009

Mississippi State University 20,429 2008

Auburn University 27,287 2008

Vanderbilt University 11,815 2005

University of Arkansas 26,754 2000

University of South Carolina 34,684 1976

Next Steps:

Feasibility Study

• Identify Architects and Designers

• Create Our Collective Vision

Campus Visits

• Site Visit: NC State, University of Kentucky, University of Florida

• Select Date

Moving Forward

• Union Steering Committee

• Financial Structure (Fees, Development, State)

Stacey BradleyDivision Directors Meeting

November 28, 2017

USC and YouFirst-Year Retention Survey

Why Did We Survey?

• Provide real-time interventions to at-risk students

• Gather summary data to inform our practices and policies

Survey Overview

• Partnered with the Education Advisory Board (EAB)

• 37 questions predictive of student success

– EAB’s analysis, USC’s analysis

• Academic, Financial, Social, Community and Living

• Likert Scale: 1 (strongly disagree) to 6 (strongly agree)

• Sent to each student from their first-year advisors

Survey Overview

Questions predictive of completing 30 credits and earning >= 3.0 GPA

I will do well in my hardest class

I am highly motivated to maintain a GPA of at least 3.0

I finish my homework assignments on time

I have skipped classes this semester

I am participating in student organizations this semester

Completion Rates

• Target Completion Rate: 50%

• Freshmen: 2,965 of 5,875 50.47%

• Gateway Transfers: 96 of 265 36.23%

Intervention TeamUAC – Drew Newton

Housing – Keith Ellis

Financial Aid – Joey Derrick

Student Success Center – Dana Jablonski

Leadership & Service Center – Ambra Hiott

Enrollment Mgmt Analytics – Nikki Knutson

U101 – Dan Friedman (Survey Promotion)

Intervention Plan

Question Intervention Lead Intervention

I know who my first-year academic advisor is First-Year Advising Advisor outreach email introduction

I know how to add and drop classes First-Year Advising Follow-up email to explain the process

I know how to make an advising appointment First-Year Advising Follow-up email to explain the process

I am satisfied with the major I selected First-Year Advising (If very low) Request a one-on-one conversation; (If moderate) discuss in fall advising appointment

I am comfortable approaching my professors and teaching assistants with questions and concernsStudent Success Follow-up email with alternative resources (e.g., supplemental instruction)

I have career goals N/A Informational question, can be used with other responses to frame a conversation about major changes, etc.

I know where to get help if I'm struggling in a class Student Success Follow-up email with suggested resources; in-person if their score is very low

I understand my course materials Student Success Same as question in row 8; look at all three responses and suggest a holistic intervention

I will do well in my hardest class Student Success Same as question in row 8; look at all three responses and suggest a holistic intervention

I have control over my academic success at USC First-Year Advising In-person conversation with first year advisor

I get to my classes on time N/A Informational, but we should keep an eye on the aggregate responses because we've expanded our campus this year

I am motivated to maintain a GPA of at least 3.0 First-Year Advising Very low: request an in-person meeting with the student

I intend to complete 15 credit hours per semester First-Year Advising If no: Request an in-person meeting with the student, or, using the rest of the responses and previous knowledge of the student, make a judgement call as to the appropriate follow-up (e.g., an email)

I finish my homework assignments on time Student Success Follow-up email or phone call to suggest a peer consultation or another resource

Getting a college degree is important to me First-Year Advising Request in-person conversation

I have skipped classes this semester Student Success or First-Year AdvisingLow number of skipped classes: Student Success; High number of skipped classes: First-Year Advising (may refer the student to another service depending upon the reason for missed classes); compare to faculty referalls for missed classes

I belong at USC Housing Res Life Coordinator will speak with the student in person

I am coming back to USC next semester. First-Year Advising In-person conversation (we will likely flag these students in other questions, unless they are a high flier who already has plans to leave)

I am proud to be a USC student Housing Res Life Coordinator will speak with the student in person

I plan to spend most or all of my weekends on campus N/A We can consider this in the context of other responses (e.g., homesickness, involvement in student organizations)

I know where to get help if I'm struggling with personal issues Housing Res Life Coordinator will speak with the student in person and then possibly refer them to BIT or the counseling center depending on the issue

My current level of homesickness is low Housing Res Life Coordinator

At least one [University Name] faculty or staff member has taken an interest in my successN/A Informational - But share all 'no' responses with U101

I like where I live Housing Res Life Coordinator

I get along with my roommate(s) Housing Res Life Coordinator

I enjoy my classes N/A Informational for first-year advisors

I am participating in student organizations this semester Housing Res Life Coordinator in-person conversation; supplemental information for first-year advisors (e.g., the Pharma example)

I am getting at least 7 hours of sleep most nights Housing Res Life Coordinator will speak to the student and then triage depending on the problem

I have felt overwhelmed by my classes this semester First-Year Advising TBD on the appropriate intervention (email or in-person). Different colleges will leverage this in different ways (e.g., Engineering may only target 1 and 2 responses because of the demanding curriculum; arts and sciences may have a different approach)

I have felt overwhelmed in my personal life this semester Housing Res life conversation with potential referral to BIT or counseling

My costs for next semester will be covered Financial Aid Review with FAFSA, payment plan information; contact students; adjust aid packages, if appropriate

I believe that a degree from USC is a worthwhile investment N/A Informational. Comment: this is similar to "I am proud to be a USC student", "I am coming back…"

I consider how much I need before deciding how much money to borrow to pay for college Financial Aid Follow-up email with suggested resources

I need help in managing my student loans Financial Aid Follow-up email with suggested resources

I need help in managing my day-to-day finances Student Success Provide resources for financial literacy training and suggest an in-person appointment

On average, do you work a total of more than 20 hours per week (combining all of your jobs)?Student Success Request in-person conversation

What would you change about your experience at USC so far? Review responses - BIT for highly concerning responses; Housing, L&SC for those seeking greater engagement/connection

InterventionsFirst-Year AdvisorsIntervention lead for 10 questions, primarily related to academic behavior

759 notes logged in EAB Pathfinder with the note reason “FYA Intervention”

666 unique first-year students

523 students received an outreach e-mail that contained resources (in some colleges, connected the student with drop-in hours)

Outreach focused on informing the student who his/her advisor is; how to add/drop classes; how to navigate feeling overwhelmed in courses; reiterating course-specific support

65 unique students were asked to come in and chat in person Outreach focused on having conversations related to satisfaction with major; intention to

complete 15 hours each semester/maintain a 3.0; feeling overwhelmed in courses

78 students have advisement session notes that attribute back to the survey Many notes related to course adjustment, college adjustment at large, or potential major

change. Strategies noted include reviewing the SI/tutoring schedules, helping the student make course adjustments before the WF deadline, and discussing major change.

InterventionsFinancial AidIntervention lead for 3 questions related to costs and borrowing

400 students disagreed or strongly disagreed to “My costs will be covered for next semester.”

59 Pell grant students were identified as potential institutional grant awardees

• 37 resident students were awarded institutional grant funds –average of $1,227 per student

Many still had balance due for fall semester when award was made

• Review of non-resident Pell students will be conducted

InterventionsHousingIntervention lead for 9 questions related to adjustment or community

• Responded to approx. 100 moderate to high level concerns• Homesickness, not connecting with others, desire to transfer,

roommate issues• Goal: Listen and connect with appropriate resources across

campus• Counseling Center, Leadership & Service, Advisor

• Responded to 40-50 low level concerns per building• Minor adjustment issues, minor roommate issues• Often alleviated with staff member conversation

Interventions

Student Success CenterIntervention lead for 6 questions, primarily related to course-specific help or financial literacy

• Students w/ 1 Flag received an e-mail about services• 501 students received email • 260 students opened email• 103 students attended Success Consultation or Peer Tutoring/Writing Appt.

• Students w/ 2-3 Flags received an e-mail encouraging students to schedule a success consultation

• 119 students received email• 74 students opened email• 27 attended either a Success Consultation or Peer Tutoring/Writing Appt.

Interventions

Student Success Center (Cont.)Intervention lead for 6 questions, primarily related to course-specific help or financial literacy

• Students w/ 4+ Flags received an e-mail & a phone call encouraging students to schedule a success consultation

• 6 students received an email and phone call• 2 of these students attended Success Consultation in October • 5/6 declined appointment at time of call

Summary Findings

Overall 99% agreed or strongly agreed to “I am motivated to achieve a 3.0.”

91% strongly agreed to “Getting a college degree is important to me.”

Pell/Non-Pell I plan to spend all or most of my weekends on campus

Pell 4.32 Non-Pell 4.74 (-.42)

My costs for next semester will be covered

Pell 4.30 Non-Pell 4.73 (-.43)

I consider how much I need before deciding how much money to borrow

Pell 4.76 Non-Pell 4.19 (+.56)

Selected Summary Findings

College/School responses to overall responses

I am satisfied with the major I selected.

Overall: 4.77

Arts and Sciences: 4.35 (-.42)

College of Education: 5.34 (+.57)

My current level of homesickness is low.

Overall: 4.42

College of Education: 4.04 (-.38)

College of Engineering & Computing: 4.65 (+.23)


College/School responses to overall responsesI am participating in student organizations this semester.

Overall: 4.68

Engineering & Computing: 4.29 (-.39)

Information & Communications: 5.16 (+.48)

I consider how much I need before deciding how much to borrow to pay for college.

Overall: 4.30

Moore School of Business: 4.10 (-.20)

School of Music: 5.02 (+.73)


Residence Halls I like where I live.

Bates 37% disagreement (n=19)

Bates West 14% disagreement (n=139)

I am participating in student organizations this semester.

Bates 26% disagreement (n=19)

Aspyre 20% disagreement (n=79)

I get to my classes on time.

Overall 5.60

Park Place 5.17 (n=65)

QUESTIONS?