student affairs strategic framework environmental scan and ... · student affairs work ......

Student Affairs Strategic Framework Environmental Scan and Consultation Report | 1

STUDENT AFFAIRS STRATEGIC

FRAMEWORK ENVIRONMENTAL SCAN

AND CONSULTATION REPORT

July 2018

The following report includes a summary of the environmental scan and consultation activity undertaken as part of the Student Affairs Strategic Framework development process.


Contents Introduction .................................................................................................................................. 3

Student Affairs Context ............................................................................................................... 3

Table 1: Comparison of Outcome Domains ........................................................................... 4

Academic Plan ............................................................................................................................ 6

Table 2: Academic Plan objectives and action items related to Student Affairs .................... 6

Process for Framework Development ......................................................................................... 8

Table 3: Advisory Committee Membership .......................................................................... 8

Figure 1: Student Affairs Strategic Framework Process ........................................................ 0

Summary of Sources ................................................................................................................... 1

Environmental Scan .................................................................................................................... 2

Access, Diversity and Inclusion .............................................................................................. 2

Broadening definition of campus and rising expectations ...................................................... 2

Experiential Learning + Career Development ......................................................................... 2

Indigenous Commitment ......................................................................................................... 3

Mental health .......................................................................................................................... 4

Sexual violence and misconduct ............................................................................................ 4

Student Affairs Work ............................................................................................................... 4

Internal Student Affairs ................................................................................................................ 6

Pre-review Student Affairs Survey .......................................................................................... 6

2013 Student Services Review Summary .............................................................................. 8

Institutional Data ........................................................................................................................ 11

Summary Table of Institutional Student Surveys Reviewed ................................................. 11

Highlights from Institutional Surveys ..................................................................................... 12

Retention Studies .................................................................................................................. 14

Relevant insight from other VIU Strategic Plans .................................................................. 17

Table 4: Themes derived from other VIU Strategic Plans ................................................... 18

Observations from VIU Community Feedback .......................................................................... 19

Administrator Interviews ........................................................................................................ 19

Faculty and Staff Feedback .................................................................................................. 21

Student Feedback ................................................................................................................. 22

Summary of Best, Promising and Emerging Practices ............................................................. 24

Cross-Referencing Goals and Actions with Sources ..................................................................... 26

References .................................................................................................................................... 31


Introduction The development of a Student Affairs framework arises from action item #6 in the Academic Plan: Promoting and Celebrating Access to Excellence. A process for broad community consultation including students, faculty, staff and administration was developed to contribute to the framework’s development. A review of secondary data from a variety of institutional surveys and reports along with other divisional strategic plans was completed as part of this process. Additionally, an environmental scan and consideration of best, promising and emerging practices across student affairs in North America was undertaken. The AVP Student Affairs Leadership team led the consultation process. An advisory committee of representatives from across the institution was engaged to review the environmental scan and consultation report and provide input for the framework’s strategic goals and actions. The leadership team gratefully acknowledges the Advisory Committee’s contribution to the success of this framework. A list of Advisory Committee members is found on page 8. The team also thanks the Student Affairs Coordinators who helped to shape the framework in a parallel review process and the contributions of students, faculty, staff and administrators who provided valuable feedback through the consultation activities. This report begins with a broad view of the field of student affairs within post-secondary institutions and provides the current environmental context for work in this area. A connection to the Academic Plan and alignment of strategic actions follows, to ground the work in institutional priorities. A summary of highlights of the evidence gathered from internal and external sources rounds out the report and provides the basis for goals and actions to follow in the final framework.

Student Affairs Context Historically, the role of student affairs has been focused on the development of the whole student. The early mandate of student affairs as outlined in the Student Personnel Point of View (1937, 1949) was aimed at improving the educational experiences of students within the context of institutional and societal values. The work of student affairs was typically defined as the provision of services to this end. A shift in the mid-1970s saw attention directed to student development as a theoretical framework for working with students (ACPA-NASPA, 2010). A focus on the individual student and activity that supported learning and personal growth were critical elements. Continued evolution of student affairs has taken place as a result of intentionally aligning with the overall educational mission and purpose of the institution and as a partner in student learning. The recognition that learning takes place in a variety of settings in and out of classrooms is a key element of this approach and recognizes the purposeful role that student affairs professionals play in assisting students achieve success in learning. As a result, a focus on accountability for educational learning outcomes persists and forms the basis for student affairs practice.


A continually developing body of literature that supports best practices in the field has informed changes in the approach toward student affairs over the years. Professional bodies have identified key competencies required of practitioners (ACPA-NASPA, 2015, CACUSS, 2017). In 2015, The Council for Advancement of Standards in Higher Education (CAS) developed the Good Practices for Student Affairs in response to the Seven Principles for Good Practice in Undergraduate Education (Chickering and Gamson, 1987). This document serves as a foundation for the development of VIU Student Affairs Principles of Practice and reflects the ongoing work of Student Affairs within the institution. CAS has been instrumental within the field in developing learning outcomes standards that support student learning and development for both individual student affairs units and across student affairs generally. The most recent revision of learning and development outcomes identifies 6 broad categories or domains: knowledge acquisition, construction, integration and application; cognitive complexity; intrapersonal development; interpersonal competence; humanitarianism and civic engagement; and practical competence (CAS, 2008). An examination of these outcomes revealed alignment with VIU’s Graduate Attributes and both served as a basis for development of the VIU Student Affairs Principles of Practice articulated in the Framework. A comparison of these two organizing structures is found below in Table 1.

Table 1: Comparison of Outcome Domains CAS Domains VIU Graduate Attributes Knowledge acquisition, construction, integration and application

Literacies (Reading, Written Communication, Oral Communication, Information Literacies) Intellectual and Practical Skills (Discipline expertise, Active Learning)

Cognitive complexity Intellectual and Practical Skills (Critical Thinking, Creative Thinking, Inquiry and Ways of Knowing) Civic Engagement (Ethical Reasoning, Integrative Learning)

Intrapersonal development Intellectual and Practical Skills (Safe and Ethical Practices) Civic Engagement (Ethical Reasoning, Foundations for Lifelong Learning)

Interpersonal competence Intellectual and Practical Skills (Collaboration, Active Learning, Historical Understanding) Civic Engagement (Indigenous Perspective, Local Knowledge in a Global Context, Intercultural Perspective, Capacity to Engage in Respectful Relationships)

Humanitarianism and civic engagement Civic Engagement (Indigenous Perspective, Local Knowledge in a Global Context, Intercultural Perspective, Capacity to Engage in Respectful Relationships)

Practical competence Literacies (Written Communication, Oral Communication, Technological Literacy) Intellectual and Practical Skills (Safe and Ethical Practices) Civic Engagement (Foundations for Lifelong Learning)


The student affairs focus on student learning, engagement and success aligns with the institutional priority of supporting student persistence. By providing a wide range of opportunities for students to learn transferable skills, achieve a healthy lifestyle, manage stress, and become socially integrated in a safe and inclusive environment students are able to develop a sense of belonging and progress towards completion. Student Affairs is committed to helping students achieve their potential through the provision of a supportive and intellectually stimulating environment that promotes their academic success. Attention to the professional context, values and evidence-informed practice of student affairs work in addition to elements of the post-secondary landscape and feedback from the consultation process together provide a solid foundation for the VIU Student Affairs Framework.


Academic Plan For the past eight years VIU’s academic plan both in its initial iteration, adopted by Senate and the Board in 2010 as Framing our Future and in the 2017 update, Promoting and Celebrating Access to Excellence, have served as a guiding documents laying the foundation for action and direction for institutional initiatives, budgeting and resourcing. As the central component of VIU’s vision and objectives it is imperative that any guiding document and the strategies for action set forth for Student Affairs must be in alignment with the Academic Plan. As a comprehensive university with a wide range of programming, VIU’s emphasis on open access to education, focus on student engagement, success, learning and wellbeing and commitment to supporting and encouraging Indigenous and International students has particular implications for Student Affairs. The following identifies some specific references from the Academic Plan along with action items related to Student Affairs that will provide additional focus.

Table 2: Academic Plan objectives and action items related to Student Affairs

Objective Action Item #

Action Item Student Affairs Area

Student learning, engagement and success

1 Launch an initiative to develop a comprehensive plan to implement Senate adopted Graduate Attributes

While action directed to Faculty Councils, all Student Affairs departments and functional areas will be developing and measuring outcomes aimed at achievement of Graduate Attributes


3 Continue to explore and develop ways and means of enhancing education access for all

Student Affairs administration


6 Complete a Student Services Plan for Student Affairs

Student Affairs administration

Academic Community

10 Continue to explore ways and means of encouraging and supporting inter-campus collaboration

Student Affairs administration as participants in process

Indigenous Commitment

14 Explore and promote Indigenous content, considerations, cultural understanding, perspectives, traditional knowledge and ways of knowing into and across the Institution, including curriculum development

While action directed to Faculty Councils, all Student Affairs departments and functional areas will be considering implications of this action item within their own areas and across Student Affairs collectively

Objective Action Item #

Action Item Student Affairs Area

Program Quality 21 Support and encourage collaboration across departments and campuses including interdisciplinarity

The Centre for Experiential Learning has engaged and will continue to explore opportunities


for integration of work-integrated learning

Community Engagement

25 Support faculty classroom and applied research opportunities that provide benefit for communities, faculty and students

The Centre for Experiential Learning will enhance this activity in association with communities, faculty and students


29 Ensure robust communications and relationship building with partners in the regions that inform, promote and celebrate VIU’s activities and partner engagement

The Centre for Experiential Learning and Mariner Athletics and Recreation are active in community engagement

Institutional Effectiveness

30 Recognize diversity- matters across the Institution

An important role across Student Affairs departments is to promote and foster an environment of inclusion. This is especially true in the departments of Disability Access Services, Counselling, Health and Wellness, Student conduct


33 Promote thrive-ability, wellness and associated holistic approaches to supporting faculty, staff and student wellbeing

All Student Affairs departments and areas, and specifically, Mariner Athletics and Recreation, Health and Wellness Centre, Counselling, Advising, Disability Access Services


34 Continue to support high-quality professional development for faculty and staff

Ongoing professional development in Student Affairs is critical to enhancing competencies of Student Affairs professionals as outlined in the CACUSS Student Affairs and Services Competency Model


35 Create accessible spaces and places that encourage interaction between and amongst faculty, staff and students and members of communities we serve

This was echoed in the Student Affairs consultation process as a significant need and is considered in the action items of this report


Process for Framework Development A comprehensive process that allowed for broad community consultation, consideration of the environmental and professional context of student affairs and review of a variety of relevant VIU planning documents was undertaken to complete this task. A Student Affairs Plan Advisory Committee (SAPAC) was formed and included representatives from across VIU to provide guidance for the overall process, data collection, interpretation and completion of the framework (see Figure 1 below for committee membership).

Table 3: Advisory Committee Membership

The development of the framework took place over a six -month period and included the phases of preparation, consultation, consolidation, review of results and recommendations and reporting. A graphic outlining the full process is found in Figure 1 below. Student Affairs gratefully acknowledges the contributions of the deans and directors, faculty, staff and students who provided feedback through the consultation process. Additionally we would like to thank and acknowledge the SASPAC and Student Affairs Coordinators Council (SACC) who were paramount to the development of a successful framework.

Student Affairs External Departments Student Affairs Carrie Chassels Aboriginal Education and

Engagement Tasha Brooks

Student Affairs Marge Huntley Science-Degree Advisor Eric Demers Student Affairs Tina McComb International Education Kate Jennings

Student Affairs Stephanie White University Planning and Analysis

Kathryn Snow

Assessments and Exam Invigilation

Felicity Blaiklok VIU Library Ben Hyman

Centre for Experiential Learning

Brook Pearce VIU Residences Kelly Muir

Cowichan-Advising Dave Barck VIU Students’ Union James Bowen Disability Access Denise Hook Students Services for Aboriginal Students

Jennifer Christoffersen

Graduate student Kirby Delaney

Undergraduate student Spencer Croft

Preparation

Preliminary SA surveyProcess developmentCollection of internal documentsAssemble Student Affairs Plan Advisory Committee (SASPAC)Develop timelineApprove process and book consultation activitiesDevelop inquiry questions for consultation

Consultation

Internal VIU• Targeted student focus

groups (Graduate, Indigenous, International, Residence, Student Leadership Circle students)

• Open student consultation sessions

• Online survey for online only students

• Open VIU Faculty/Staff consultation sessions

• Faculty-staff on-line survey• Interviews with academic

AVPs, Deans and Directors• Website open feedback form• Cowichan Campus and

Powell River Campus visits

Internal Student Affairs• Internal documentation• 2013 Student Services Plan

External• Environmental scan• Promising practices from

other institutions

Institutional data• CUSC• Enhancing Retention at VIU

survey• Graduate Outcomes Survey• New Student Transitions

Survey• NSSE• Retention Task Force Report• Student Experience Surveys• Other institutional strategic

plans

Consolidation

Compile results from consultation process

Prepare Environmental Scan &Consultation Report

Reconvene Advisory Committee

Review of Results and Recommendations

SASPAC review results and make recommendations for action

Internal SA Coordinators review results in a parallel process and make recommentdations

Reporting

Draft report is prepared

Draft provided to SASPACSpecial presentations

Final report is produced

Report presented at Senate (Fall)

Figure 1: Student Affairs Strategic Framework Process

November-February

February-March

March-April

April-May

May-October

STUDENT AFFAIRS STRATEGIC FRAMEWORK ENVIRONMENTAL SCAN AND CONSULTATION

REPORT 1

Summary of Sources The process of consultation took place between October 2017 and April 2018. Collection and analysis of both primary and secondary data contributed to this Environmental Scan and Consultation Report. The following outlines the sources of data forming the evidence summarized in this document. External Environment

1. Scan of prominent and emerging issues in post-secondary and Student Affairs

Internal- Student Affairs 2. Pre-Review Questions -Primary data collected from Student Affairs employees

via online survey 3. Review of 2013 Student Services Plan

Institutional Data 4. Review of Institutional Student Surveys

• Review of relevant secondary sources 5. Review of Other VIU Strategic Plans

Review of other institutional strategic plans for relevant content. Internal VIU- Primary Data Collection

6. Interviews with VIU Deans and Directors • Conducted interviews with Deans, Directors and Academic AVPs

7. Targeted Focus Groups- VIU students • A series of focus groups for specific VIU groups was held including: Graduate,

Indigenous, International, Students living in Residence and Student Leaders • Session in Cowichan included both students and faculty/staff

8. Open Student Feedback Sessions • Open call for all VIU students to provide input • Session in Powell River

9. Open Faculty/Staff Feedback Sessions • Open call for Faculty/Staff to provide input

10. Faculty/Staff Survey • Primary data collected via online survey

11. Feedback Form • Feedback forms for both Faculty/Staff and Students was provided via Student

Affairs website


REPORT 2

Environmental Scan To inform the overall strategic framework and provide a context for considering the data collected, the following environmental scan provides an overview of the student affairs environment in Canada by highlighting significant topics facing post-secondary educators.

Access, Diversity and Inclusion • Improving access for historically underrepresented populations in post-secondary

is a priority to improve social outcomes and advance equity agendas (ACPA-NASPA, 2010)

• Improving access may include reducing financial barriers, shifting cultural influences, enhancing academic efficacy and demonstrating value (Finnie, et.al. 2016)

• Responsibility to provide accommodations for students to support learning in a variety of post-secondary settings (Ministry of Advanced Education, 2011)

• Universities Canada (2017) states that “[u]niversities recognize the vital importance of a diversity of identity and thought, with room for a variety of ideas, geographies, cultures and views.” As a member of Universities Canada, VIU commits to the seven principles on equity, diversity and inclusion noted in the reference.

• Growing numbers of international students are attending post-secondary institutions in Canada and require specialized support to enhance their opportunities for success, cultural academic and lifestyle adaptation and connection to domestic students and experiences (Bowness, 2017)

Broadening definition of campus and rising expectations • Students are demanding more flexibility in learning (ACPA-NASPA, 2010) • Greater number of whole or partial programs offered online, in non-standard

formats and hours (ACPA-NASPA, 2010) • Learning is happening in a variety of off-campus sites, embedded in community

(ACPA-NASPA, 2010) • What and where learning takes place is changing and therefore has significant

implications for how we support students’ development and success and provide access to services (ACPA-NASPA, 2010)

• Increasing speed of communications as a result of technology and social media use, expectations for quick response and available service 24/7 (Ruffalo Noel Levitz, 2017)

• Multiple channels for information gathering (Ruffalo Noel Levitz, 2017) • Expectation of continued parental involvement in the post-secondary lives of their

children (Ruffalo Noel Levitz, 2017)

Experiential Learning + Career Development • Recognition that career development is an important outcome desired by post-

secondary students (Academica Group, 2015) • Increasing emphasis on experiential learning, work-integrated learning, internship

and attainment of career-related skills, abilities and experiences (Academica Group, 2015)


REPORT 3

• Substantial increases in the quantity, quality of career services and opportunities on post-secondary campuses (MacDonald, M., 2018)

• Greater interest in both curricular and co-curricular means of recognizing and developing transferable skills and attributes being sought by employers (Caser, Eger and Waters, 2017)

• Increasing connections between post-secondary institutions and employers in both formal and informal arrangements in support of student career development and enhancing employer recruitment options ((MacDonald, M., 2018)

• Changing emphasis on jobs as the only employment outcome to considerations of innovation and entrepreneurship as viable career options (Government of Canada, 2017)

Indigenous Commitment • In response to the Truth and Reconciliation Commission of Canada: Call to

Action (2015), and the individual commitments of post-secondary institutions, efforts to decolonize the academy and provide opportunity and support for the post-secondary participation of indigenous students are at the forefront

• Service and programming for Indigenous students is most commonly provided through specialized Indigenous Student Services departments with more than 90% of colleges and universities in Canada providing service (Hardy Cox and Strange, 2010)

• The 2016 CACUSS Student Affairs and Services Competency model identifies key competencies required of student affairs professionals in Canada. In order to gain “…mastery of the Indigenous Cultural Awareness competency…we ALL must consider the impact of colonization on students’ educational journeys and engage in ongoing reflection on how privilege and stereotypes impact our work and relationships” highlighting the requirement for all student affairs professionals to learn and grow personally to ensure accessible and fruitful environments. (Pardo, P., 2018, p. 4)

• At many institutions there has been considerable promotion and support for Indigenous commitments however, “programs, policies and services become irrelevant if Aboriginal students themselves were not seeing institutional changes that directly impacted their curricular and co-curricular experiences” (Pidgeon, 2017, p. 86).


REPORT 4

Mental health

• Highest rate of mental health problems is among young adults 20-29 (Max and

Waters, 2018) • Many mental health conditions do not present themselves until adolescence and

young adulthood(Max and Waters, 2018) • Challenges significantly impact student’s ability to function (NCHAS, 2016) • Increased prevalence on universities campuses, increased emphasis placed on

both supporting students with challenges and promoting positive mental health • Rise in students seeking accommodations for mental health conditions (Max and

Waters, 2018) • Limited health care options difficulties in meeting demand (Max and Waters,

2018) • Students face many barriers- constraints on accessing student loans, financial

barriers to gaining documentation, stigma (Max and Waters, 2018)

Sexual violence and misconduct • Bill C 23- BC’s Sexual Violence and Misconduct Policy Act received Royal

Assent in May of 2016, requiring mandatory policies and procedures regarding sexual assault and sexual violence on post-secondary campuses to be in place by May 2017.

• Each public post-secondary institution in BC must establish and implement a sexual misconduct policy that addresses sexual misconduct, including sexual misconduct prevention and responses to sexual misconduct. The sexual misconduct policy must also set out procedures for:

o making a complaint of sexual misconduct involving a student; o making a report of sexual misconduct involving a student; o responding to a complaint of sexual misconduct involving a student; and o responding to a report of sexual misconduct involving a student. (Bill C23,

2016) • The ongoing education, implementation and review to ensure compliance of this

policy adds to the increasing demand placed on student affairs units

Student Affairs Work Accountability- data informed practice • Demonstrate the ways that Student Affairs programs and services further student

learning outcomes and align with and contribute to the achievement of institutional objectives (Manning, Kinzie and Shuh, 2006)

• Knowledge of data collection, analysis and reporting methods is required (Shuh and Associates, 2009)

A survey of Canadian post-secondary students reported that in the previous 12 months

44.4% of surveyed students felt “so depressed it was difficult to function”, 13% had seriously considered suicide, 18.4% reported being treated for a professional for anxiety

(National College Health Association Survey, 2016)

https://www.leg.bc.ca/parliamentary-business/legislation-debates-proceedings/40th-parliament/5th-session/bills/first-reading/gov23-1


REPORT 5

Nature of student affairs work • Changing nature of the work as student affairs professionals are dealing with

more high risk, high need students (Williams, 2017). • Self-care for Student Affairs professionals to prevent burn-out (ACPA-NASPA,

2010) • Increasingly professional requirements, keeping up-to-date with trends and

individual and collective development in the field (ACPA-NASPA, 2010)


REPORT 6

Internal Student Affairs

Pre-review Student Affairs Survey In October of 2017 a brief survey of Student Affairs employees was conducted to gauge potential areas of focus for the consultation process. The survey was conducted online using the Lime Survey platform. Sixty-three (63) Student Affairs employees provided complete responses. Below you will find a summary of the questions posed and themes identified in the qualitative analysis of the results. Question: Please identify how your work group impacts VIU students?

Theme Descriptors Foster a welcoming environment (Create conditions)

Friendly, open, sense of belonging, social connection, approachable

Support for individuals (Lift up through variety of connection points)

Academic, emotional, social, financial, diversity/inclusion, mental and physical wellbeing

Promote access (Inclusion)

Inclusion/diversity, circumstances

Cultivate and Inform (Educate and Guide)

Facilitate, guide, assist, nurture, provide information and opportunities for learning

Develop and nurture agency Self-regulation, confidence, self-advocacy Question: Within your work group, please identify what is working well to support students and should continue or be enhanced?

Theme Descriptors Access Availability to services and supports, extended hours Diversity of opportunities Range of programs, multiple forms of delivery and

facilitation, including support for faculty/staff Personalized One-on-one, individual connections, personal,

relationships Collaboration Working closely with, connections to other depts.,

partnerships, on/off campus alignment Question: Within your work group, please identify what is not working as well as it could be to support students and needs to be enhanced, improved, or changed?

Theme Descriptors Space Not enough space, inappropriate space, challenges

with maintaining space, finding space, comfortable space

Resources Ability to accommodate demand, balance of multiple commitments, impact ability to take a proactive approach, no human resources to provide service, missed opportunities

Awareness and Understanding Lack of understanding, lack of visibility, challenges with communication both within and outside of SA, remaining current with methods of communication


REPORT 7

Question: Either within your work group or across Student Affairs, please identify opportunities you believe exist that could enhance the supports or services for students at VIU?

Theme Descriptors Enhance services, marketing and communication

More/different programs, enhanced hours, opportunities within programs (many of these comments included the caveat that without resources just getting by), enhanced communication for awareness

Collaboration More collaboration across SA areas, cross-training Un-themed but worth mentioning

Field schools, using practicum students (eg. professional counselling programs) /work-op students to provide additional service, support for families

Question: In your opinion, what are the three most important priorities for Student Affairs in the next 2-3 years?

Theme Descriptors Future thinking Adapting to change (Technology, changing nature of

students, graduates, parents, post-secondary environment), re-envision space use, department reviews, build and share long term plan, listen to students for alternative ways to meet needs

Staff Staff wellbeing, professional development, communication across SA, adequate and sustainable models of support

Students Student engagement, involvement, retention, mental and physical wellbeing

Service delivery Centralized, maintain current levels, grow where needed, develop credibility across VIU, address appropriate space, integration of activity/services within SA


REPORT 8

2013 Student Services Review Summary A Student Services Review was completed in 2013 with the dual purpose of addressing an action item of the 2010 Academic Plan and acting as an internal review primarily intended to provide a framework for a new Executive Director of Student Affairs. The focus of the review was “on the student services that more directly support student learning…those that most directly support student learning, and therefore have the potential to be transformational in nature.” The review made fourteen recommendations. Four of these have been implemented, six are ongoing and four require further consideration. A summary of these is below. The recommendation or a description of the recommendation is in italics with a summary statement following. Implemented

• In order to more accurately reflect the role of these various services in contributing to student academic success, it is time to consider re-naming the division “Student Affairs”. Completed

• That new services, or service departments currently in other administrative units, be assigned or re-assigned to “Student Affairs” according to new initiatives arising out of other planning documents. Review of services and activities across administrative units

• To explore with the VIU Students’ Union the creation of an office of the Ombudsman for student advice and advocacy. The VIU Students’ Union has a student advocate to provide advice and advocacy for individual students

• To explore, in consultation with the Director of Enrolment Management and the Provost’s office, the creation of a position such as “Manager of Student Life”. The responsibility for functions related to “Student Life” have been assumed within Student Affairs including for example, Co-Curricular Engagement, Fun@VIU, New Student Orientation and Transitions to VIU.

Ongoing

• Foster collaboration between student services and instruction to ensure student success. Initiatives such as Early Alert and Co-Curricular Record have been implemented with opportunities to expand experiential learning and other cooperative activities.

• Work with the IT Plan to enhance communication, scheduling, and other tasks for each office/ department. This may include developing web-based services, and applications for mobile devices. Technological solutions continue to be explored to support efficiencies for both faculty and students. The implementation of a new enterprise student system may support further enhancement. Work to introduce a new student mobile application will also provide an opportunity

• Participate fully in IT Plan action item #7, which is aimed at reviewing and renewing departmental web pages. The transition to a new web format has limited the development of a responsive and comprehensive web strategy. While


REPORT 9

content has been considered, strategy across Student Affairs could be enhanced.

• Service to students could be improved with all student services located within the same building, as is the common practice at other campuses throughout North America. Options for co-locating the majority of student services are being explored.

• How to further promote faculty professionalism in all its facets: o professional development time and money; o funding for professional memberships; o developing faculty through leadership opportunities; o succession planning; o instituting formative evaluation plans for faculty.

Continuing to support and enhance the professional practice of Student Affairs is a priority. Promoting consistency and quality across Student Affairs and at all campuses is ongoing.

• Ensure adequate orientation so that faculty and staff in areas with legal liabilities (recreation services, e.g.) are up-to-date in terms of law, regulations, and risk assessment, and have adequate administrative or clerical support for the tasks required. This activity is ongoing as new faculty and staff are hired and policies, procedures, regulations and other risk measures are implemented.

For further consideration • That consideration be given to how best to represent the interests of student

services at the larger institutional tables, like Senate. Work with faculty in the area to survey practices at comparable Canadian institutions. The results of this survey shall inform a recommendation to Senate. While a Student Affairs role at Senate may no longer be a relevant discussion, identifying opportunities to ensure that Student Affairs is able to represent the interests of students at the institutional level should be considered and recommendations brought forward.

• Alternative organizational structures should be undertaken in order to better integrate central services with discipline-specific services (advising, e.g.), and to foster awareness between separate units like International Education, Aboriginal Education, and so forth. These should be action-oriented by making them responsive to individual initiatives around student access, retention, and success, and collaborative within Student Affairs as well as across different campus constituencies. Consideration of how Student Affairs units can enhance collaboration and integration across the institution and its campuses should be explicated in the outcomes of this plan.

• Assess the data collected annually through the Student Experience Survey (instituted 2013) in order to design initiatives that respond to specific, identified service needs. Maintain a culture of assessment so that pilot projects and other initiatives are assessed for effectiveness. The practice of evidence-based planning and decision-making is in use in some form in most departments. A formalized practice, pervasive culture of assessment and consistent use of data for telling the Student Affairs story is in the developing stages.


REPORT 10

• Institute periodic (once every three years?) review of service units, either with CAS or some other mechanism that provides meaningful data over time. A formal process of departmental review has not been established but should be considered with the implementation and action recommendations of the current strategic direction.


REPORT 11

Institutional Data

Summary Table of Institutional Student Surveys Reviewed Over the past several years VIU has participated in a variety of large-scale national surveys as well as locally generated VIU surveys developed for specific purposes and populations. For the purposes of this process, each of the surveys identified below was reviewed for findings relevant to Student Affairs activities, programs, practices and functions and a summary provided.

Title of Survey Type of Survey

Population Year of Survey

Student Experience Surveys Canadian University Survey Consortium (CUSC)

National survey (Canadian)

Bachelor’s (3 yrs of surveys) First years Graduating students Middle years

2013 2015 2017

Graduate Outcomes Survey (GO)

VIU Bachelor’s and Master’s Degree graduates from previous 3 years

2016

National Survey of Student Engagement (NSSE) (2014, 2016)

National Survey (US-based)

First year and Fourth year Bachelor Degree students

2014, 2016

New Student Transitions Survey (NST)

VIU New to VIU students 6 weeks into first term

2016

Student Experience Surveys (SES)

VIU Two years of surveys, all VIU students

2012, 2013

Retention Studies Aboriginal Student Retention Survey VIU Aboriginal students 2014 Enhancing Retention at VIU

VIU Students who had attended VIU in 2011-12 and did not return in 2012-13

2013


REPORT 12

Highlights from Institutional Surveys The following section identifies highlights from 9 institutional surveys that can be grouped under the heading student experience surveys. The common purpose of these studies is to examine various aspects of the student’s experience at a variety of points in the student’s attendance. Highlights reflect only findings as they relate to Student Affairs work. As the primary purpose of these studies was more general in nature, limited findings specifically fit this purpose. A separate section below for retention studies identifies studies that were conducted for the purpose of determining student’s reasons for leaving VIU prior to completing their studies and determining supports, services or programs that could have assisted in their persistence.

Overall Experience • Among relationships examined those with student services rated lower in

satisfaction than either of relationships with other students or with faculty members. On average, 70% were satisfied with student services relationships vs 82 % other students, 87% happy with faculty (SES, 2012)

• VIU first year students rank higher than comparator groups on quality of interactions with student services and administrative staff – this drops by fourth year where they rate VIU lower (NSSE, 2014, 2016)

• Students expressed their dissatisfaction with hours of operation (SES, 2012, 2013)

• Consistently lower satisfaction with social experience in VIU only surveys and as compared to similar institutions on national studies (CUSC, 2013, 2015, 2017, NSSE, 2014. 2016, SES, 2012, 2013)

• Lack of awareness of services and programs, even up to final year of attendance (GO, 2016, NST, 2016, SES, 2012, 2013)

Specific services

This section identifies highlights that reflect specific functional areas. As the questions posed are part of a larger general survey, not all areas are represented.

Advising * • Lower use of academic advising than comparator institutions (CUSC, NSSE) • Academic advising second to parents as primary group assisting students

with course selection (NST, 2016) • Almost half of students plan to meet with an advisor to plan career path (NST,

2016) • 47% of student indicated that they had changed programs compared to 37%

in comparator group (CUSC, 2015) • Lower percentage of VIU students had chosen a discipline/major (CUSC,

2013) • Significantly lower number of first year students with 0 or 1 visits with an

academic advisor to discuss academic interests, course selection or academic performance. 66% of VIU students had 0 or 1 visit vs 38% of those participating in the study (CUSC, 2013)


REPORT 13

* A note about Advising: At VIU Academic Advising takes place centrally in Student Affairs and across the institution embedded in Faculties. The interpretation by students responding to the survey will be impacted by their specific experiences and do not necessarily speak to Student Affairs Advising specifically. Financial • Almost half of new students are concerned about financing education (NST,

2016) • Identify need for support with financial planning (GO, 2016, NST, 2016,

SES,2012, 2013) • Higher % VIU students indicated delay in completion of program due to

financial issues (CUSC, 2015)

Career Development • Students indicated a desire for greater access to career development and

planning activities and services (GO, 2016, SES, 2012, 2013) • Students indicated a desire for greater access to co-op and internship

opportunities (GO, 2016, SES, 2012, 2013) • Students would like to have had more options for on-campus employment

(GO, 2016, SES, 2012, 2013) • Students would like to have had more access to opportunities for community

networking (GO, 2016) Other • VIU Students had higher use of personal counselling, disability services and

services for indigenous students compared to similar institutions (CUSC, 2013, 2015, 2017)

• Students reported a lack of support for assistance with managing non-academic responsibilities (NSSE, 2014, 2016)

• VIU students felt less well prepared to understand academic expectations as compared to peer group (CUSC, 2013)


REPORT 14

Retention Studies In 2013 and 2014 two studies related to VIU student retention were conducted. The first focussing on the overall student population, exploring reasons students did not return to VIU following a year of enrolment. A second study investigated Aboriginal student retention specifically. This section groups the recommendations of these studies and further includes recommendations from the 2017 VIU Retention Task Force final report. Student Affairs plays a unique role in supporting student persistence and progression to completion and as such contributes to VIU’s strategic enrolment goals in a significant way. These recommendations identify key areas of consideration for the final strategic plan. Each heading represents a key area and is supported by recommendations from one of the three sources indicated above.


REPORT 15

Theme Recommendations/Strategies

Communications and Awareness

• Student services roadshow • “Ready, Set, Go” transition program for incoming

students • Provide opportunities for integrating awareness of

academic support services across VIU • Develop and distribute a decision tree regarding

services to faculty, staff and students (who do I see for what?)

• Develop video modules on how to use services • Develop learning opportunities for faculty to learn how

to support Aboriginal students

Enhance preparation and remediation

• Develop a required remediation course for students at risk of probation, on probation and returning from suspension

• Communicate failure as a process • Have incoming students complete a common writing

assignment with referral to support services • Develop a campus-wide tutor system • Enhance and support the role of mentors in

supporting students academically, socially • Expand peer-supported learning to support more

students in a variety of classes

Enhance experiential learning

• Interdisciplinary • Expand internships that provide greater opportunity

for students to gain work-related experience in a variety of fields

• Promote use of ePortfolio as a method of capturing student learning and highlighting attainment of graduate attributes

• Expand scope of Co-curricular record

Improved support General

• Identify high impact support practices across departments

• Use technology to provide online services to student

Advising

• Enhance and measure early alert • Review of advising across the institution • Align academic advising with BA/BSc/BBA

student needs, regional campus integration, identify a specific point person for challenging advising issues (course concierge)

• Advising to EXPO students and students at risk of probation at end of term one

• Proactively encourage students to declare a major

• Hold a find your major week


REPORT 16

• Complete a halfway to graduation audit • Incorporate an intense coaching/navigating

advising model • Establish online advising tools and assist

students with goal development and provide support for using tools after hours

• Create a guiding framework for holistic advising for aboriginal students

• Develop and implement strategies for identifying students who stop out and are likely to return

• Apply a more assertive intervention model for students on probation

Career Development and On- Campus Employment

• Enhance career development-strategies, resources, services and counseling

• Enhance on-campus employment opportunities • Provide opportunities for paid employment with

learning outcomes that provide potential for credit/partial credit

• Increase opportunities for co-op to earn income while studying

• Incorporate career advising into pathways model- incoming, declaring major, year-to-year transitions

Financial

• Provide financial education with the assistance of a financial support advisor to navigate funding options

• Enhance financial counseling • Enhance student aid opportunities • Financial literacy, online financial planning tools, • Enhance availability of scholarships and

bursaries, • Target communications about available funding

to specific groups • Provide assistance with scholarship finding


REPORT 17

Relevant insight from other VIU Strategic Plans A review of previously completed VIU strategic plans at the Faculty or divisional level was completed to determine goals, objectives and other relevant information that could contribute to the overall understanding of student, faculty and administration perspectives as they relate to the Student Affairs mandate. The following institutional plans were reviewed for the purpose of this portion of the consultation process including:

• Aboriginal Education Plan • Arts and Humanities Strategic Plan • Health and Human Services 2017-

18 Academic Plan Report • International Education Plan • Library Strategic Plan • MARCOMM Consultation Workbook

• Scholarly Research and Creative Activity Plan

• Social Sciences Strategic Plan • Trades and Applied Technology

Strategic Plan • VIU Regional Action Plan

Each of the plans identified above was scanned and references to goals, objectives, action items or other activities that were related to the work of Student Affairs were noted. Relevant sections were then coded and organized into themes. A summary of the themes derived is found below in Table 4.


REPORT 18

Table 4: Themes derived from other VIU Strategic Plans

•collective goals provide opportunities for collaboration based on shared desire to enhance, improve or attend to particular aspects of a student's experience, in most cases these references are outside of specific reference to Student Affairs units eg. promote resources to students to facilitate student succes, create opportunities for student-to-student interaction

Collective Goals

•reference to enhancing specific experiential learning opportunities eg. internship co-op, with specific connection to Student Affairs units in addition to reference to experiential learning broadly, eg. identify programs with opportunity for co-op, enhance experiential learning opportunities and involvement and community-based learning activities, enhance partnerships with the campus career centre

Experiential Learning

•specific reference to supporting indigenous students in relation to Student Affairs units, eg. promote holistic modelds of student health and wellness...Services for Aboriginal Students, Student Affairs

Indigenous Commitment

•specific reference to connecting students with Student Affairs service areas, eg. work with Disability Services to devise ways to adapt our teaching to accommodate disabilities

Services

•direct comment realted to enhancing student engagement and/or the student experience -many comments under this theme are also identified as opportunities for collaboration, eg. facilitate international students' engagement with peers through activities, clubs and associations

Student Engagement

•comments under this theme directly relate to students' physical, emotional and mental wellbeing, eg. provision of a student health service

Wellbeing


REPORT 19

Observations from VIU Community Feedback

Administrator Interviews The following section consolidates the key points arising from individual interviews with academic Associate Vice-Presidents, Deans and Directors. General topic areas are provided as an organizer and reflect questions used in the interview. Interviews took place either individually or in pairs and were conducted over the period of February 26th to March 28th, 2018.

Issues management • Student Conduct • Risk assessment • Student support and intervention

• Involved in more extreme cases • Very responsiveness and helpful

Variety of service areas stood out as providing good service for students.

• Disability access services • Counselling • Financial aid and awards • Assessments • Athletics and recreation • Work-ops, experiential learning

• Health and wellbeing • Volunteer tutoring • Cowichan Student Affairs team • Passionate provision of service,

care about students

Individual strengths of Student Affairs personnel

• SA professionals participate in campus activities/events

• Passion for students

• Care about students as individuals • Open to collaboration • Represent Student Affairs well

Advising

• Model for VIU should be reviewed • General student advising could be resourced at a much higher level • Enhance interaction with advisors

Greater integration/collaboration

• Greater integration and coordination with academic areas across campuses and within Faculty and program areas (includes academic, career and Services for Aboriginal Students)

• All areas need to know how to refer students to appropriate resources • Allow for creation of “useful synergies” eg. CEL, Teaching and learning, Research • Deans are an important conduit for implementation of any recommendations •

Greater awareness of services and resources • Faculty, students don’t know what’s available or how to access • Enhanced referral by all front line staff, faculty and employees working directly with

students • Finding some way of capturing the disparate pieces of Student Affairs into a single

configuration so that it makes sense for the campus community would be very helpful Increased capacity

Strengths

Challenges-Opportunities for Improvement-Suggestions


REPORT 20

• Resourcing enough staff to support student demand, eliminate gaps in services and ensure responsiveness

Examples were offered of programs and/or services offered at other institutions to which interviewees were familiar.

• Enhanced awareness and connection to available services • Use of advising to ensure students are on track • Mental health challenges, both short-term stress related and of a serious and significant

nature • Timely access to service, online and after hours support- not all students can attend in

person and during “regular hours” • Transitioning out of VIU at completion of their studies—accessing employment, graduate

school • Technology gaps in understanding • Support from main campus when short-staffed, emergency situations, event support • Finding ways to involve families as primary supports for students • Health and wellness (both health and wellness of students and faculty are concerns)

• Clearer pathways so know how to respond in which types of situations including after

hours • Staff/faculty sometimes “scriptless” to deal with issues • Respond from a place of empathy • SA could lead a discussion to get sense of where concerns lie and how to respond to this

specifically • Recognize all of the parameters- cultural diversity, who is responding (relationship to

student), role of human rights and respectful workplace • Good communication involving everyone who can provide support to the student

Needs for Support

Supporting and responding to students in distress


REPORT 21

Faculty and Staff Feedback Faculty and staff input was received via online survey, open feedback sessions and via web form. Sessions were also held on both the Cowichan and Powell River campuses. The following section provides highlights from these feedback opportunities and represents the input of one hundred thirty-nine (139) participants.

• Student-centered • Broad range of services offered • Staff (caring, friendly, helpful, approachable) • Responsive (both to student needs and to supporting faculty) • Individual departmental strengths were acknowledge • Support for health and well-being • Teamwork (collaboration, work as a team, cross-departmental)

Student Affairs structure and role

• Clarity of mission, mandate, focus on core activity • Centralization/Decentralization (consider structure and distribution of services/programs) • Duplication of some services across campus, confusion about mandates

Greater awareness of services and resources • Awareness (of services available and appropriate mechanisms for referral) • Resources that allow for appropriate referral (comprehensive resource –digital or print,

quick reference guide, helpdesk for one call referral, co-location of services) • Staffing levels and resourcing inadequate to support needs of students, extended hours,

access and wait times • Enhanced communication (increase awareness, timely reminders, lunch and learns)

Greater integration/collaboration • Greater integration and coordination with academic areas across campuses and within

Faculty and program areas (includes academic, career and Services for Aboriginal Students)

• All areas need to know how to refer students to appropriate resources • Cross-departmental collaboration • Support for behaviour/conduct- (faculty involvement, responsiveness, team approach

that includes faculty as part of support system for student) • Work with and consult with faculty as partners

Increased capacity • Access to adequate resources on all VIU campuses- what is considered acceptable or

the standard on one campus should be consistent across campuses, more support, greater integration, improved onboarding, improved communication and clarity on who is responsible

• Extended hour

Strengths

Challenges-Opportunities for Improvement-Suggestions


REPORT 22

Student Feedback Student feedback was received through five (5) targeted focus groups with specific student populations (graduate students, indigenous students, international students, students living in residence, and student leaders), two (2) general open invitation sessions were held and an online web form was available for additional submissions. An online survey was provided for students in online only programs. Students were invited to attend the focus group sessions through departmental connections and the open and online submissions were solicited via email from the registration information email account. In total, eighty-two (82) students provided feedback through this process. This section includes a summary of the student feedback received. Additional student input is reflected in the summary of student surveys section. Key topic Detail Awareness • Lack of awareness of scope of services and programs

available to students o Suggestions for improvement included technology

enabled access to information such as a VIU app, booklet or brochure with all services, greater distribution across campus, more visible wayfinding, greater promotion through storytelling

• Students generally get information through the following sources listed by frequency of mention.

o Word of mouth (faculty, friends, invited by someone)

o Single individual/contact area – Nexus for program/area (program director, front desk, Shq’apthut, faculty)

o Program specific communications, most often email o Posters, washroom signs, other signage o The Compass o FB/Twitter, more social media o Student record o Instructor syllabus o Students generally do NOT visit the website for

information about events, activities

Barriers for use • Hours of operation and programs • Long wait times for some services • Systems for booking don’t allow flexibility or easy

connection • Inappropriate or inaccurate communication and referral • Individual Program/Service Challenges • Other campuses-Lack of access/availability

Indigenous Commitment • Lack of integration and profile across campus


REPORT 23

• Little presence outside of traditional areas ( SAS, FN studies)

• All student affairs staff should have awareness of indigenous history and working with indigenous students- integration

• Lack of foundational knowledge about indigenous issues across campus

• Greater presence and profile of Elders

Transitions • Transition to VIU o Limited information for grad students o Connection with mentor who can help with transition

process o Better communication with transfer students

• Transition out of VIU o More career services and support o Alumni access to services to continue to support

transition out

Working well • Variety of activities • On-campus employment • A variety of individual departments • Support for student involvement • Connections to people on campus (especially faculty)

Online only students

• Student fee but no services o Little connection with services, not accessible online o Greater communication about what can be accessed

and orientation to those areas o Lack of programs for online students o Online appointments- counselling and advising o Lack of outreach from anyone o Feel very disconnected, not part of VIU community

Non-Student Affairs Concerns

• Transportation (shuttle, car pool info, parking) • Food options (expensive, access to food for those on

modified diets, lack of ingredient lists) • Printing (and cost of printing when everything put on

VIULearn) • Common areas to connect and study, more available 24/7,

more buildings open on weekends would help • Course availability at the upper level (can’t complete in 4

years- classes that are only available every 2 years, not really sure which ones are available as in course calendar but don’t know when offered, lack of integration between calendar and timetable, max # international students/classes hard to complete program)

• Facilities –elevators out of service, students can’t access classrooms, classrooms not cleaned


REPORT 24

Summary of Best, Promising and Emerging Practices VIU Student Affairs supports a variety of best, emerging and promising practices. While VIU endeavours to employ industry best practices there are still many practices which VIU Student Affairs should investigate and employ in its daily work to support student success. The following are best, promising and emerging practices identified by Student Affairs individual departments/functional areas. Best Practices Best practices can be defined as methods or techniques that have been consistently demonstrated as effective and replicated across several cases or examples. Theme Examples Technology Investments • Financial Awards, moving from paper based to online

requests. • Access to online services-advising, counseling


• Services for Aboriginal Students, Soup & Bannock: Lunch & Learn Series

• MBA Internship, Connecting Students to employers through events

• Athletics & Recreation, Mariners focus on Student-Athlete and team engagement in the community, through coaching, working with grade school’s programs, attending local events

Mental Health Support:

• Disability & Access Services, Recent hire of Access Specialist dedicated to working with our students with Mental Health related issues. Specialist liaises with Counselors and Health and Wellness Centre

Aboriginal Student Support:

• Services for Aboriginal Students, Fostering the development of a Home Away from Home, working with the whole student and all aspects of their life throughout their educational journey

• Services for Aboriginal Students, one-on-one sessions with students for academic needs, checking in with students personally and emotionally.

Removing Barriers to Learning:

• Disability & Access Services, Outreach to DAS students when referrals are given; follow up meetings with students (particularly new students) to be sure that their accommodation needs are being met; outreach for check ins and early alert

• Advising, enrolment of Non-traditional Learners, Advising check-ins with students

Promising Practices


REPORT 25

Practices are identified as promising when there is sufficient evidence to demonstrate the effectiveness of the program/method or activity in achieving specific outcomes, but not yet enough evidence to be generalizable. Theme Examples Technology Investments • Financial Awards, Student Loans/Grants Transition

of paper to online records, transparent records convert Paper Records to Electronic

• Financial Awards, Online Handbook, gather all information to one source available for online access

• Athletics & Recreation, Paperless Student interface, removing paper from touch points with Student-Athletes using technology and online tools to complete registration documents

Peer-Supported Coaching and Learning

• Disability & Access Services, Learning Skills Services / Peer Access Coaches, Peers with disabilities coaching and supporting peers with disabilities; it is similar to the Peer Supported Learning, limited to students with disabilities; types of accommodation specific to Learning Skills Services as suggested by NEADS* This is a new initiative and just starting to grow

• Peer Support Programs in counselling- involves at least two individuals with a shared or similar experience, engaging in a relationship for the development and growth of both parties, independent from societal stigma and professional authorities

• Peer-career coaching and support

Emerging Practices Emerging practices are new or innovative methods, programs or activities that are supported by some level of evidence of their effectiveness. Those practices employed across Student Affairs units described as emerging can be summarized in the following themes. Theme Examples Whole Student Education and Support

• Financial Aid & Awards, Financial Literacy Workshops • Counselling Services, Resilience Training - possibly

the Q-Life program, offering an online or in-person resilience skills training free for students

• Services for Aboriginal Students, breakfast food, fruit, granola bars daily. Reach out speak out, cultural presentations, workshops offered

• Athletics & Recreation, Activities supporting health and well-being for students, clinics and workshops with a focus on the whole person, emotional, mental and physical well-being

• Combined career and academic advising and development


REPORT 26

Cross-Referencing Goals and Actions with Sources In order to validate and attribute the goals and actions to the findings in the environmental scan and consultation process the following tables tabulate goals and action items with the sources of reference.

Connecting the dots: Cross-referencing with sources

Goals and Action Items Sources of Reference

WELL-BEING Promote and foster personal health, resilience and belonging.

1. Cultivate an inclusive environment that is welcoming and creates a sense of belonging, 1, 2a, 7, 9 2. Deliver programs and services that address the multiple dimensions of health (physical, mental,

emotional, social, financial, spiritual, occupational), 1, 2a, 3b,d,e, 4, 5, 8, 9

3. Increase visibility and promotion of health and wellness initiatives 2a, 5, 7 4. Forge a culture of respect, safety and consent , 1, 5, 8, 9 5. Design and creatively promote intentional activities and services to celebrate positive well-being, 1, 2a, 5, 8 6. Foster student self-management, self-advocacy and personal responsibility, 2a, 3a, c 7. Collaborate with other VIU areas to advance understanding and acceptance of diversity. 1, 2a, 7, 9

Sources of Reference 1. Environmental Scan 2. Internal SA a. Pre-Review b. SA Plan 3. Institutional Data a. CUSC b. GO c. NSSE d. NST e. SES f. Retention studies 4. Other VIU Plans 5. Administrator Interviews 6. Faculty/Staff Feedback 7. Student Feedback 8. Best Practices 9. Advisory Committees


REPORT 27

LEARNING

Create, identify, implement and promote opportunities for student learning and success

8. Enhance and promote leadership, service and community engagement opportunities 4, 8, 9 9. Advance experiential learning opportunities which bridge academic and practical learning, and

support career preparation, 1, 3b,e,f, 4, 5, 7 10. Expand co-curricular learning opportunities to support development of the whole student 1, 3b,e,f, 7 11. Develop intentional partnerships with the VIU academic community to strengthen and integrate

learning outcomes, 1, 2a, b, 3f, 5, 6, 7 12. Partner with academic support programs and services to develop a seamless student service

model, 1, 2a, 3f, 5, 6, 7 13. Identify and pursue learning outcomes across Student Affairs that contribute to the development of

VIU Graduate Attributes, 1, 8, 9 14. Incorporate reflection in our work with students as an intentional tool of learning. 8, 9

ACCESS to Programs and Services



REPORT 28

Improve awareness of programs and services by building connections to Student Affairs.

Cultivate and promote a collective identity that communicates and demonstrates the role of Student Affairs in student success and learning.

15. Develop the brand of VIU Student Affairs and consistently apply across all units, mediums and channels,

2a, 3b, c, e, f, 5, 6, 7, 9

16. Identify and establish new communication outlets to distribute Student Affairs messaging to students, 2b, 3b, d, f, 5, 6, 7, 9

17. Provide leadership and education on critical issues impacting students, 2a, 8, 9 18. Create and communicate clear pathways to assistance and support, 19. Share impact and assessment data across the Student Affairs portfolio and university-wide on a

regular basis, 3b, d, e, 5, 6, 9 20. Promote community and civic engagement to enhance the reputation of the university as a

community builder, 1, 2a, 9 21. Utilize storytelling as a medium for disseminating Student Affairs messaging. 6, 8, 9

Leverage human, financial, technological and facility resources to optimize student interactions and experience.

22. Investigate opportunities for co-location of services and improved facility space, 2b, 5, 6, 7 23. Intentionally seek out high visibility locations to provide service and deliver programs to students,

2b, 5, 6, 7, 9 24. Reimagine the service delivery model including hours of operation, staffing requirements and

technology solutions, 2a, b, 3e, 5, 6, 7 25. Utilize technology to enhance and improve student support services including self-service options,

2b, 3f, 6, 7, 8 26. Undertake a campaign to replace facilities which have reached their lifespan and are negatively

impacting the student experience, 2a, 9 27. Increase collaboration with VIU departments to reduce systemic barriers. 1, 2a, 5, 8, 9

INDIGENOUS COMMITMENT


REPORT 29

Nurture a deeper understanding of Indigenous perspectives and matters to inform Student Affairs practice and approaches to fostering access and success for Indigenous students.

28. Foster conversations about, and understanding of, Indigenous perspectives and matters across Student Affairs, the broader institution and externally with our community partners, 1, 4, 8, 9

29. Build and sustain collaborative relationships with Indigenous communities to facilitate access for and success of Indigenous students, 1, 4, 8, 9

30. Enhance cultural, academic, recreational, and social activities supporting and celebrating Indigenous student success 3f, 4, 7, 8

31. Incorporate knowledge that builds on Indigenous protocols and ways of knowing 1, 4, 7, 8 32. Facilitate and participate in opportunities to learn from Elders and other members of Indigenous

communities. 1, 8, 9

PROFESSIONAL PRACTICE



REPORT 30

Build on the strengths of Student Affairs professionals by aligning with accepted standards of practice within the field. Commit to the professional growth of Student Affairs professionals by advancing knowledge, building capacity and enhancing competency development.

33. Invest in people through professional development opportunities that promote knowledge and competency development, 1, 2b, 8

34. Build capacity to develop and implement use of learning outcomes across Student Affairs units, 1, 8

35. Realize an integrated Student Affairs culture with collaboration across units and university campuses, 2a, b, 5

36. Enrich the capacity and competencies of the Student Affairs team to support a diverse student population,

1, 2b, 8

37. Align Student Affairs units and professionals across all campuses to create a reporting structure and community of practice that is led by the Student Affairs senior leader. 8, 9

Implement regular and ongoing evidence-based assessment of programs, services and resources.

38. Cultivate a culture of assessment for continuous improvement of programs and services, 1, 8 39. Monitor and adopt relevant best, promising and emerging practices in Student Affairs, 1, 2b, 8 40. Share impact and assessment data regularly across the Student Affairs portfolio and university-

wide, 3b,d,e, 5, 8 41. Review integrated unit plans regularly and systematically to ensure alignment of goals and

measures with the Student Affairs plan and the Academic Plan, 2b, 8 42. Assess institutional data annually to inform practice, 2b, 9

43. Measure achievement of learning outcomes and contribution to Graduate Attribute development. 1, 8, 9


REPORT 31

References American College Personnel Association and National Association of Student Personnel

Administrators (2010). Envisioning the Future of Student Affairs: Final Report of the Task Force on the Future of Student Affairs. Retrieved from: https://www.naspa.org/images/uploads/main/Task_Force_Student_Affairs_2010_Report.pdf

American Council on Education (1937). The student personnel point of view: A report of a

conference of the American Council on Education on student personnel work. (American Council on Education Study, Series 1, Vol, 1, No. 3). Washington, DC: Author. Retrieved from http://www.myacpa.org/sites/default/files/student-personnel-point-of-view-1937.pdf

American Council on Education (1949). The student personnel point of view (American Council

on Education Studies. Vol XIII. Series VI. Student Personnel Work No 13). Retrieved from https://www.naspa.org/images/uploads/main/Student_Personnel_Point_of_View_1949.pdf

Bill C-23: Sexual Violence and Misconduct Policy Act. (2016). 1st Reading, 40th Parliament, 5th Session. Retrieved from: https://www.leg.bc.ca/parliamentary-business/legislation-debates-proceedings/40th-parliament/5th-session/bills/first-reading/gov23-1

Bowness, S. (2017, Sept. 27). Universities take steps to help international students succeed.

University Affairs. Retrieved from: https://www.universityaffairs.ca/features/feature-article/universities-take-steps-help-international-students-succeed/

British Columbia Ministry of Advanced Education (2011). The disability services framework:

guidelines for accommodation of students with disabilities attending post-secondary education in British Columbia. Retrieved from: https://studentaidbc.ca/sites/all/files/school-officials/disability_services_framework.pdf

Business Higher Education Roundtable (2015). Taking the pulse of work-integrated learning in

Canada. Retrieved from: http://bher.ca/publications/taking-the-pulse-of-work-integrated-learning-in-canada-full-report

Canadian Association of College and University Student Services (2017). CACUSS student

affairs and services competency model. Retrieved from https://www.cacuss.ca/files/Competency-Docs/CACUSS_Student_Affairs_and_Services_Competency_Model_FINAL.pdf

Chickering, A.W., & Gamson Z. F. (1987). Seven principles for good practice in undergraduate

education. [Bulletin]. Washington, DC: American Association of Higher Education. Retrieved from https://files.eric.ed.gov/fulltext/ED282491.pdf

Council for Advancement of Standards in Higher Education (2008). CAS learning and

development outcomes: CAS contextual statement. Fort Collins, CO. Retrieved from http://standards.cas.edu/getpdf.cfm?PDF=D87A29DC-D1D6-D014-83AA8667902C480B

Council for Advancement of Standards in Higher Education (2015). Principles of good practice for student affairs. Fort Collins, CO. Retrieved from

https://www.naspa.org/images/uploads/main/Task_Force_Student_Affairs_2010_Report.pdf

https://www.naspa.org/images/uploads/main/Task_Force_Student_Affairs_2010_Report.pdf

http://www.myacpa.org/sites/default/files/student-personnel-point-of-view-1937.pdf

https://www.naspa.org/images/uploads/main/Student_Personnel_Point_of_View_1949.pdf

https://www.naspa.org/images/uploads/main/Student_Personnel_Point_of_View_1949.pdf



https://www.universityaffairs.ca/features/feature-article/universities-take-steps-help-international-students-succeed/

https://www.universityaffairs.ca/features/feature-article/universities-take-steps-help-international-students-succeed/

https://studentaidbc.ca/sites/all/files/school-officials/disability_services_framework.pdf

http://bher.ca/publications/taking-the-pulse-of-work-integrated-learning-in-canada-full-report

http://bher.ca/publications/taking-the-pulse-of-work-integrated-learning-in-canada-full-report

https://www.cacuss.ca/files/Competency-Docs/CACUSS_Student_Affairs_and_Services_Competency_Model_FINAL.pdf

https://www.cacuss.ca/files/Competency-Docs/CACUSS_Student_Affairs_and_Services_Competency_Model_FINAL.pdf

https://files.eric.ed.gov/fulltext/ED282491.pdf

http://standards.cas.edu/getpdf.cfm?PDF=D87A29DC-D1D6-D014-83AA8667902C480B


REPORT 32

https://www.naspa.org/images/uploads/main/Principles_of_Good_Practice_in_Student_Affairs.pdf

Fernandez, D., Fitzgerald, C., Hambler, P., & Mason-Innes T. (2016). CACUSS Student Affairs

and Services Competency Model, CACUSS. Retrieved from: https://www.cacuss.ca/resources/student-affairs-and-services-competency-model/index.html

Finnie, R., Mueller, R.E., & Sweetman A. (2016). The cultural determinants of access to post-

secondary (Higher) education in Canada: Empirical evidence and policy implications. In: Access and Expansion Post-Massification: Opportunities and Barriers to Further Growth in Higher Education Participation (150-78). London and New York: Routledge. Retrieved from: http://scholar.ulethbridge.ca/sites/default/files/mueller/files/9780415890441c08_p150-178_-_finnie_et_al.pdf?m=1480460601

Government of Canada. (2017). Strategies for a new world of work: 13 ways to modernize youth

employment in Canada. Report from the expert panel on youth employment. Retrieved from: https://www.canada.ca/en/employment-social-development/corporate/youth-expert-panel/report-modern-strategies-youth-employment.html

Hardy Cox, D.,& Strange C.C. (2010). Achieving student success: Effective student services in

Canadian higher education. Montreal and Kingston: McGill-Queens University Press. MacDonald, M. (April, 2018). Bridging the school-work gap: Work-integrated learning grows in

popularity at universities across the country. University Affairs. Manning, K., Kinzie, J., & Schuh J. (2006). One size does not fit all: Traditional and innovative

models of student affairs practice. New York: Routledge. Max, A., & Waters R. (2018). Breaking down barriers: Mental Health and Canadian post-

secondary students. Canadian Alliance of Student Associations. Retrieved from: https://www.casa-acae.com/breaking_down_barriers_mental_health_and_post_secondary_students

National Association of Student Personnel Administrators (NASPA) & American College

Personnel Association (ACPA). (2004). Learning reconsidered: A campus-wide focus on the student experience. Washington, DC: Authors. Retrieved from: https://www.naspa.org/images/uploads/main/Learning_Reconsidered_Report.pdf

Pardo, P. (2018). Indigenization and Decolonization in Canadian Student Affairs: President’s

Report, Communiqué,18 (2), 4. Retrieved from: https://www.cacuss.ca/files/Communique/Communique_Winter2018_Final.pdf

Pidgeon, M. (2016). More than a checklist: Meaningful Indigenous inclusion in higher education.

Social Inclusion 4 (1), 77-91. doi: 10.17645/si.v4i1.436 Ruffalo Noel Levitz (2017). 2017 E-Expectations Trend Report. Retrieved from:

http://learn.ruffalonl.com/rs/395-EOG-977/images/RNL_2017_E_Expectations%20report_1.0.pdf

Schuh, J. (2009). Assessment methods for student affairs. San Francisco: Jossey-Bass. Skinkle R., & Glennie P. (2017). Education and career development: An academic mission for

the 21st Century, Academica Group. Retrieved from:



https://www.cacuss.ca/resources/student-affairs-and-services-competency-model/index.html

https://www.cacuss.ca/resources/student-affairs-and-services-competency-model/index.html

http://scholar.ulethbridge.ca/sites/default/files/mueller/files/9780415890441c08_p150-178_-_finnie_et_al.pdf?m=1480460601

http://scholar.ulethbridge.ca/sites/default/files/mueller/files/9780415890441c08_p150-178_-_finnie_et_al.pdf?m=1480460601

https://www.canada.ca/en/employment-social-development/corporate/youth-expert-panel/report-modern-strategies-youth-employment.html

https://www.canada.ca/en/employment-social-development/corporate/youth-expert-panel/report-modern-strategies-youth-employment.html

https://www.casa-acae.com/breaking_down_barriers_mental_health_and_post_secondary_students

https://www.casa-acae.com/breaking_down_barriers_mental_health_and_post_secondary_students

https://www.naspa.org/images/uploads/main/Learning_Reconsidered_Report.pdf

https://www.cacuss.ca/files/Communique/Communique_Winter2018_Final.pdf




REPORT 33

https://forum.academica.ca/forum/education-career-development-an-academic-mission-for-the-21st-century

Universities Canada (2017). Universities Canada principles on equity, diversity and inclusion.

Retrieved from: https://www.univcan.ca/media-room/media-releases/universities-canada-principles-equity-diversity-inclusion/

Vancouver Island University (n.d.). The Rationale for Graduate Attributes. Vancouver Island University (2013). Student Services Review Committee Report. Vancouver Island University (2011). VIU Academic plan: Framing our future. Retrieved from:

https://www2.viu.ca/integratedplanning/documents/AcademicPlanFINALMARCH2011.pdf Vancouver Island University (2017). Academic plan: Promoting and celebrating access to

excellence. Retrieved from: https://www.viu.ca/sites/default/files/viu-academic-plan-promoting-and-celebrating-access-to-excellence.pdf

Williams, L.B. (May, 2017). Under pressure: The growing demand for student mental health

services. Association of Governing Boards of Universities and Colleges. Retrieved from: https://www.agb.org/trusteeship/2017/mayjune/under-pressure-the-growing-demand-for-student-mental-health-services



https://www.univcan.ca/media-room/media-releases/universities-canada-principles-equity-diversity-inclusion/

https://www.univcan.ca/media-room/media-releases/universities-canada-principles-equity-diversity-inclusion/

https://www2.viu.ca/integratedplanning/documents/AcademicPlanFINALMARCH2011.pdf

https://www.viu.ca/sites/default/files/viu-academic-plan-promoting-and-celebrating-access-to-excellence.pdf

https://www.viu.ca/sites/default/files/viu-academic-plan-promoting-and-celebrating-access-to-excellence.pdf

https://www.agb.org/trusteeship/2017/mayjune/under-pressure-the-growing-demand-for-student-mental-health-services

https://www.agb.org/trusteeship/2017/mayjune/under-pressure-the-growing-demand-for-student-mental-health-services

student affairs strategic framework environmental scan and ... · student affairs work ......

Documents