NASPA WR NPGS Institute workbook by Kristina Juarez

Dorothy J Keller

New Professionals Graduate Students

INSTITUTE

connect

reflect

inspire

2012 NASPA Western Regional Conference Kona, HI November 7 - 10, 2012

About Dorothy J Keller Dorothy J. Keller served for twenty-six years as a student affairs officer including the last thirteen years Dean of Students at Mills College where she was known to students as a dean of extraordinary compassion and accessibility, to her staff as a mentor and a friend, and to her colleagues on the faculty and in the administration as a dedicated and inspired professional. She passed away on October 4, 1987. As a loyal member of NASPA for the better part of three decades, and in particular, of NASPA Region VI during the last decade of her career, Dorothy excelled in numerous leadership capacities. She served as a presenter and facilitator for various student affairs programs, as host for many NASPA activities on her campus, as a long-term member and a Chair of the Northern California Executive Committee, as a Conference Chair in Sacramento, as Co-chair of the Program Committee for the NASPA National Conference in Portland, and as a member of the NASPA National Executive Board for two terms as a member at large. Dorothy was an exemplary role model for female students and professionals and as such contributed to their welfare both as a representative of a prestigious women’s college and by advancing issues for women within NASPA and the profession of student affairs. She was a champion for individual human rights for students and student affairs professionals. Dorothy established regional task forces on concerns related to minorities, women, gays and lesbians, and persons with disabilities, and promoted a resolution to the NASPA National Executive Board related to non-discrimination for sexual orientation. Dorothy took a special and genuine interest in encouraging young student affairs professionals and played an instrumental role in the development and implementation of the NASPA Region VI New Professionals Institute.

Adapted from: Approved Resolution by NASPA Region VI Executive Committee, January 20, 1988.

About the Institute The Lehua Flower and volcano was an image chosen specifically for this institute because of its symbolism of new professionals in the field of student affairs. The Lehua Flower is often the first plant in a new lava field sprouting between the lava rocks. As we strive to CONNECT, REFLECT, AND INSPIRE know that as graduate students and new professionals you already have the beauty within you and that no matter what” volcanic” incident erupts you can be the first sign of life on the lava rocks for your students, colleagues, and maybe even yourself. As we navigate the uncharted waters of this ever changing field of student affairs change is bound to occur. We are now on the verge of a shift in our field with technologies and with the world around us demanding something different in and outside of our schools. We hope this institute provides some tools to help you not only recognize the dots but begin to connect them for yourself and others…

Table of Contents

1 2 3 8 11 13 15 21 22

Institute Learning Outcomes Schedule Committee Bios Wellness Wheel Health Inventory Professional Panel Bios Day 1 Reflection My Why Materials Participant List Map

Institute Learning Outcomes NPGS Institute Participants will be able to... • describe potential next steps/transitions needed in their career advancement (opportunities for change) • identify resources that can be used in their current and future jobs (opportunities for change) • discuss opportunities to inspire The institute theme is Connect, Respect, & Inspire. We will engage in networking, activities, and reflection (both indoor and outdoor) that will hopefully help you bring ideas, concepts, and energy back to your respective campuses.

Connect With Us!

#NaspaWRNPGS

During the institute we will have a twitter feed projected at all times so feel free to use your laptops or smart phones to tweet the content or your reactions to it. This will both engage your friends and colleagues viewing the back channel as well as stimulate discussion during the institute.

Institute Schedule Wednesday, November 7 1:00pm - 1:40pm

Knowing the Now: Next Gens and New Nets

1:45pm - 2:45pm

Where You Are Now

2:50pm - 3:30pm

What Has Evolved in the Last 10 Years

3:30pm - 3:40pm

Break/Networking

3:40pm - 4:55pm

Professional Panel

5:00pm - 6:00pm

Joint Institute Reception

Thursday, November 8 7:30am - 8:20am

All Institute Breakfast and Welcome

8:30am - 9:20am

Big Picture Thinking - Creative Problem Solving

9:20am - 11:35am

Defining Your WHY and Finding Your Fit

11:35am - 11:45am

Getting Involved in the Knowledge Communities/ Working the Conference

11:45am - 12:00pm

Reflection, Assessment, and Wrap-up

Meet the Committee Shauna T. Young, M.Ed.

@ShaunaTYoung

Director for the Leadership Experience and Programs Oﬃce / Institute Chair Whittier College NASPA INVOLVEMENT: I was the recipient of the NASPA Region VI Dorothy Keller New Professional Award in 2009 and the Knowledge Community Achievement Award for Visibility and Collaboration in 2008. I have served in multiple leadership roles within NASPA including the Region VI Knowledge Community Coordinator, the Knowledge Community Liaison for the 2009 San Jose Western Regional Conference, New Professional Institute Committee Member (WRC 2006), Assessment Evaluation and Research Knowledge Community Regional Representative (2005-2007), and Southern California Executive Committee Member (2005-2007). MY WHY OR PURPOSE: is to help students and ideas reach their potential and surpass their expectations! Every time I am able to do that I am motivated to continue doing my job to the best of my ability. FAVORITE LEADERSHIP QUOTE: "Life is like a camera, focus on what's important, capture the good, and develop from the negatives." I CONNECT through dance, I REFLECT through Bikram yoga, and I INSPIRE through being my best authentic self.

Jazmin Dantzler-Cole

@Jazmin_Dantzler Graduate Assistant, Women’s Resource Center Azusa Pacific University NASPA INVOLVEMENT: I was first introduced to NASPA through the NASPA Undergraduate Fellows Program (NUFP) and as a graduate student I have served as a TPE Ambassador, Fraternity and Sorority Knowledge Community (FSKC) communications committee member, on-site coordinating team member for the NUFP Dungy Leadership Institute, and NASPA Graduate Associate (GAP). MY WHY OR PURPOSE: is to assist students in their undergraduate journey and help them find a healthy balance in their lives. FAVORITE LEADERSHIP QUOTE: “Be shepherds of God's flock that is under your care, serving as overseers--not because you must, but because you are willing, as God wants you to be; not greedy for money, but eager to serve” (1 Peter 5:2).

Jazmin CONNECTS, REFLECTS, and INSPIRES by being genuine in her interest in meeting new people and maintaining current relationships with students and colleagues. Also, enjoying and embracing her relationships with students.

Meet the Committee Justin Gomez

@justinqgomez

Student Government Coordinator Sonoma State University ADVICE FOR NEW PROFESSIONALS & GRADUATE STUDENTS : Your success in your professional life is heavily reliant on your ability to thrive in your personal life. In a profession where boundaries can often blur beyond traditional oﬃce hours, striking a rhythm between work and everything outside of it is critical to one’s wellbeing. MY WHY OR PURPOSE: is to impact lives by discovering and cultivating the potential in others to be the absolute best version of themselves they can be. FAVORITE LEADERSHIP QUOTE: “Attitude reflects leadership”- Remember the Titans I CONNECT with a simple handshake and a genuine curiosity to learn more about others. I find my time to REFLECT on my morning runs, alone with nature or on my drives home. I INSPIRE by bringing my unique brand of energy and vigor to all things that I do.

Kristina Juarez

@kristinaj118 Director, Student Leadership Development & First Year Experience University of the Pacific NASPA INVOLVEMENT: I first joined NASPA through the NASPA Undergraduate Fellows Program (NUFP). Through the program, I interned at Texas A&M University and UC Riverside and participated and volunteered with the 2007 Summer Leadership Institute. I was the Fraternity and Sorority Knowledge Community (FSKC) Region 6 representative (2010-2011). I currently am a NUFP mentor, regularly present at the national and regional level, and volunteer when I can to stay connected to the profession. MY WHY OR PURPOSE: is to be a part of the solution. In all that I do, whether through my work or with my family and friends, I strive to do all that I can in the time that I have for as long as I can. FAVORITE LEADERSHIP QUOTE: “Be daring, be diﬀerent, be impractical, be anything that will assert integrity of purpose and imaginative vision against the play-it-safers, the creatures of the commonplace, the slaves of the ordinary.” - Cecil Beaton I CONNECT through listening, I REFLECT while walking my dog or on a run, and I INSPIRE by leading by example.

Meet the Committee Analucia Lopezrevoredo Graduate Teaching Assistant Portland State University School of Social Work ADVICE FOR NEW PROFESSIONALS AND GRADUATE STUDENTS: Discover what makes YOU happy! There are many opportunities to grow in this profession. Take note of your passions and transferable skills. Get the job you want, and if its not there...Create it! MY WHY OR PURPOSE: Our education system has become an elitist institution that overtime has continuously failed to serve women, people of color, and queer communities among many others. My goal as a researcher, advocate, and educator is to bring to light stories of resiliency so that antioppressive policies are created to repair our broken system. FAVORITE LEADERSHIP QUOTE: "To sin by silence when we should protest, makes cowards of men." -Ella Wheeler Wilcox I CONNECT, REFLECT, and INSPIRE by traveling the world and immersing myself into new cultures which energizes me. The notion that I am so small in comparison to the rest of the world provides me with the necessary inspiration to reflect and connect with the people I work with.

Misha Maggi

@m_maggi

Student Activities Assistant, Center for Student Life and Leadership Development

Skyline College ADVICE FOR NEW PROFESSIONALS AND GRADUATE STUDENTS: Wake up everyday and ask yourself: "What are my goals and dreams and what am I doing today to achieve them?" MY WHY OR PURPOSE: Bridging the education and achievement gap with energy, passion, and creativity. FAVORITE LEADERSHIP QUOTE: "Be the change you want to want to see in the world." - Gandhi CONNECTING REFLECTING, and INSPIRING: I recently saw Jason Mraz in Hawaii and what he sang struck a chord: "How you do anything in life, is how you do everything." I've learned I have to bring my own quirky self to the table each day and be true and unafraid in my actions--the rest will fall into place.

Meet the Committee Travis Mears

@tmmears

Student Services Specialist, New Student Programs University of Washington Tacoma NASPA INVOLVEMENT: Western Regional Conference Committee, Participant Liaison (March 2012Present); Region V NPGS KC Representation (May 2009 - September 2012); NASPA Western Region Conference Mid-Level Professionals Institute (October 2011) ADVICE FOR NEW PROFESSIONALS AND GRADUATE STUDENTS: Never be afraid to share your student aﬀairs story! FAVORITE LEADERSHIP QUOTE: “Every status quo is just a temporary way until a better way to do things has been discovered.” - William Bridges MY WHY OR PURPOSE/ HOW I CONNECT, REFLECT, AND INSPIRE: It is important to me to remain authentic to stay true to my identity. Every day I want to practice humor living my life to the fullest. I want to embrace curiosity allowing for exploration and an opportunity to learn more about myself. I will provide diﬀerent perspective to shift mindsets, opening the pathway for new and fresh ideas. I will role model bravery to demonstrate the importance of taking risks and trusting your instincts by showcasing the importance of opening your heart, loving yourself, and others around you.

Kristin Price

@klpsmiles

Assistant Director of Student Life, Transitional and Leadership Development Programs

California Lutheran University ADVICE FOR NEW PROFESSIONALS AND GRADUATE STUDENTS: Find someone outside of your campus to talk through your joys and frustrations of the job. MY WHY OR PURPOSE: My purpose and passion is to motivate others to recognize, embrace, and enhance the potential in themselves and thereby empowering them to do the same for other people, groups, and organizations. FAVORITE LEADERSHIP QUOTES: “If your actions inspire others to dream more, learn more, do more and become more, you are a leader.” ~John Quincy Adams; I do not want my house to be walled in on all sides and my windows to be stuﬀed. I want the cultures of all the lands to be blown about my house as freely as possible. But I refuse to be blown oﬀ my feet by any. ~ Gandhi In order to CONNECT, REFLECT, and INSPIRE I meet up with peers and colleagues and talk through situations going on in my life. I also meet up with students and peers and help them talk through and search for their purpose.

Meet the Committee Tasha Yules

@tyules

Assistant Director of Student Conduct and Academic Integrity Programs University of California, Riverside NASPA INVOLVEMENT: I’ve been involved with NASPA as the Region V representative for Educational Equity and Diversity and the Asian Pacific Islander Knowledge Communities, on the regional board. Currently, I am the Region VI representative for the New Professionals and Graduate Students Knowledge Community. FAVORITE LEADERSHIP QUOTE: “Risk taking is inherently failure-prone, otherwise we’d call it surething-taking.” - Tim McMahon MY WHY OR PURPOSE: I tend to be passionate about things that seem to deny students easy access to them, and I try my hardest to help students who are experiencing challenges that prevent them from fully engaging during, and benefitting from, their time here. I’m most grateful to my colleagues and friends all over the country. Opportunities like this institute help me to reconnect with them, get some psychological distance from the day-to-day, and usually inspire me to go back to the normal routine with a perspective that is more aerial and less earthbound.

INSTITUTE SPONSOR SPOTLIGHT

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Wellness Wheel Health Inventory Directions: Read the following statements and decide if the statement is: 1: Never True 1.5: Sometimes True 2: Usually True 2.5: Very Often True 3: Always True When finished, use the answers to make a graphic picture of your wellness. Each segment of the circle will correspond to the question with the same number. Mental Health 1. I feel in control of my life and accept things I cannot change. 2. I feel that I can balance work, personal activities, home and my other responsibilities. 3. I am able to recognize the situations and factors that cause me stress and handle them appropriately. 4. I take time each day to do what I want or give time to myself. 5. When I’m sad and depressed it is usually for a short time. 6. I don’t feel the need to use drugs to feel good, relax, or escape my problems. 7. I set and accomplish goals for myself on a regular basis. 8. I recognize emotions and can communicate them or handle them appropriately. Nutrition and Diet 9. I eat only when I am hungry. 10. On most days I eat a nutritious breakfast. 11. I eat five servings of fresh fruits and vegetables each day. 12. Most of the grains I eat in my diet are whole grains. 13. Most of my ‘snacks’ are not candy, pastries and other ‘junk’ foods. 14. I read and understand product labels in determining the nutritional quality of food and am aware of the calorie content of my food. 15. I avoid foods high in simple sugars and salt. 16. I avoid eating fatty foods such as red meat, fried foods, ice cream, 2% milk and fast food on a regular basis. Fitness 17. I have enough energy to get me through my day. 18. I stretch or bend for several minutes each day to keep my body flexible. 19. I feel good about my body and maintain a normal body weight. 20. I engage in some form of vigorous physical activity at least three times a week. 21. I have several physical activities I enjoy participating in.

1 1

Mental Health 1.5 2 2.5 3 1.5 2 2.5 3

1.5

2.5

1 1 1

1.5 1.5 1.5

2 2 2

2.5 2.5 2.5

3 3 3

1 1

1.5 1.5

2 2

2.5 2.5

3 3

Average: ______ 1 1 1 1 1 1

Mental Health 1.5 2 2.5 1.5 2 2.5 1.5 2 2.5 1.5 2 2.5 1.5 2 2.5 1.5 2 2.5

3 3 3 3 3 3

1 1

1.5 1.5

3 3

2 2

2.5 2.5

Average: ______ 1 1

Mental Health 1.5 2 2.5 3 1.5 2 2.5 3

1 1

1.5 1.5

2 2

2.5 2.5

3 3

1.5

2.5

Wellness Wheel Health Inventory

Fitness (continued) 22. I can jog for fifteen minutes without becoming overly tired. 23. Physical activity is a part of my daily life. 24. My exercise program includes a good mix of fitness components (aerobic, muscular and flexibility).

1 1 1

Self-Image 25. I am happy with myself. 26. I feel confident making my own decisions. 27. I am aware of my own strengths and weaknesses. 28. I can share my feelings with close friends and family members. 29. I look forward to the future. 30. I can give and accept honest compliments. 31. Overall, I enjoy my life. 32. I seek help and support when I need it. 33. I avoid people who are ‘down’ all the time and who bring those around them down.

1 1 1 1 1 1 1 1 1

Social Health 34. I get along well with my family. 35. I have respect for other’s decisions they make in life. 36. I can say ‘no’ to others without feeling guilty. 37. I am interested in understanding the views of others. 38. I accept responsibility for my actions. 39. I know what my personal values are. 40. I have at least one or two close friends that I can turn to. 41. I express my feelings (anger, sadness, etc.) in ways that are not hurtful to others (physical or verbal).

Prevention & Safety 42. I wear a seat belt in a car. 43. I do not drive after drinking or drive with someone who has been drinking. 44. I brush my teeth after most meals. 45. I try to change personal habits that are risk factors for heart disease, cancer, and other lifestyle diseases. 46. I do not smoke and attempt to avoid second-hand smoke. 47. My home is safe from fire and safety hazards. 48. I could perform basic first aid in an emergency (bleeding, choking, poisoning, shock, burns, etc.). 49. I protect myself from pregnancy and sexually transmitted diseases (by using abstinence or birth control). 50. I use sunscreen and wear protective clothing to protect my skin from sun damage.

1.5 1.5 1.5

Fitness 2 2.5 2 2.5 2 2.5

3 3 3

Average: ______ 1.5 1.5 1.5 1.5 1.5 1.5 1.5 1.5 1.5

Self-Image 2 2.5 2 2.5 2 2.5 2 2.5 2 2.5 2 2.5 2 2.5 2 2.5 2 2.5

3 3 3 3 3 3 3 3 3

Average: ______ 1 1 1 1 1 1 1 1

Social Health 1.5 2 2.5 1.5 2 2.5 1.5 2 2.5 1.5 2 2.5 1.5 2 2.5 1.5 2 2.5 1.5 2 2.5 1.5 2 2.5

3 3 3 3 3 3 3 3

Average: ______ 1 1

Prevention & Safety 1.5 2 2.5 3 1.5 2 2.5 3

1 1

1.5 1.5

2 2

2.5 2.5

3 3

1 1 1

1.5 1.5 1.5

2 2 2

2.5 2.5 2.5

3 3 3

1.5

2.5

1.5

2.5

Average: ______

Wellness Wheel Health Inventory

When finished, use the answers to make a graphic representation of your wellness. Each segment of the circle corresponds to the question with the same number. Color in an amount of each segment corresponding to your answer to the question. The inner circle corresponds to “never true”, the middle one to “usually true”, and the outer one “always true. You don’t need to restrict yourself to these categories, however, and can fill in any amount in between.

Nutrition & Diet Numbers 9 - 16

Mental Health

Fitness

Numbers 1 - 8

Numbers 17 - 24

Prevention & Safety

Self-Image

Numbers 42- 50

Numbers 25 - 33

Social Health Numbers 34 - 41

Professional Panel Meet the Professionals

Rebecca GutierrezKeeton Asst. Dean for Student Aﬀairs CSU Fullerton

Dr. Rebecca Gutierrez Keeton is a first-generation college student, who earned her Ph.D. in Education from the Claremont Graduate University, her M.A. in Social Science from Azusa Pacific University, and her B.M. and teaching credential in Music Education from Chapman University. She has worked in higher education since 1986 and at CPP since 1989. In addition to working as the Associate Vice President & Dean of Students at California State Polytechnic University, Pomona, she often teaches at the Claremont Graduate University, CSU Long Beach and Cal Poly Pomona. Some of her research interests and publications involve higher education, multiple identity development, diversity and social justice, transition to college programs, women in student aﬀairs, student leadership, and Latina leadership.

Steve Lerer Asst. Director of Student Life UC, Merced

Miles Nagata Executive Director, Student Housing & Dining Services University of Hawai`i, Hilo

Steve Lerer currently works as the Assistant Director of Student Life specifically over the Associated Students and Leadership Programs at the University of California, Merced. As a NASPA volunteer, Steve serves as the Knowledge Community Coordinator for Region VI where he oversees the appointment and development of regional representatives to the twenty-six knowledge communities. He is also a member of the planning committee for the 2012 NASPA Western Regional Conference. Steve received his B.A in Psychology and Criminal Justice from Rutgers. Upon graduation he attended Bowling Green State University where he received his M.A in College Student Personnel working in both Fraternity and Sorority Life and Residence Life.

Professional Panel Meet the Professionals

Aimee Nelson Asst. Dean for Student Aﬀairs CSU Fullerton

Leslie Web Asst. Vice President for Student Aﬀairs Boise State

Aimee Nelson has worked at California State University, Fullerton (CSUF) since 1999. She began in University Outreach as a Recruitment Counselor, then served for almost 8 years as coordinator of student advisement and recruitment for the nursing department. She has also worked as a part-time faculty member/counselor at Santa Ana College. She is currently serving as the Assistant Dean for Student Aﬀairs in the College of Education at CSUF. Aimee is a Cal State Fullerton alumna, earning her bachelor’s and master’s degrees in psychology in 1997 and 2001, respectively. Leslie Webb is currently the Assistant Vice President for Student Aﬀairs at Boise State University. She is responsible for providing support and guidance to the following functional areas: Student Involvement and Leadership programs, Greek Life, Clubs and Organizations, Marketing and Promotions, Multicultural Student Services, Disability Resource Center, International Student Services, Women's Center, and LGBT Initiatives. She has worked in a variety of functional areas including Residence Life, Housing, Conference Planning, Diversity Education, Leadership, LGBT Initiatives, and Assessment and Strategic Planning. She is currently working on her dissertation which details a narrative inquiry on the experiences of white social justice educators.

Day 1 Reflection Based on what you did/heard yesterday and what you experienced last night think pair and share with someone. Specifically, how you are going to use this information/these experiences to develop as at professional? WHAT? What did you learn?

What did you see?

What did you hear?

Who did you meet?

SO WHAT? When you return to campus this semester what are your plans?

What do you still want to know?

Day 1 Reflection (continued) SO WHAT? (continued) What do you need to look more into?

Who do you need to meet or follow up with?

NOW WHAT? What is your next ACTION step?

What are you going to do next semester?

Where do you see yourself 1 year from now?

Where do you see yourself 5 years from now?

My Why Materials THE GOLDEN CIRCLE OF INSPIRATION The Golden Circle was inspired by the golden ratio—a simple mathematical relationship that has fascinated mathematicians, biologists, architects, artists, musicians and naturists since the beginning of history. The Golden Circle finds order and predictability in human behavior, and yes, helps explain how individuals and organizations inspire others to act. It even explains loyalty and how to create enough momentum to turn an idea into a social movement (Sinek, p. 38-39). It all starts from the inside out whether you’re talking about an individual or organization. It all starts with a clear and convincing WHY. WHY: Very few people or organizations can clearly articulate WHY they do what they do. WHY isn’t about making money (that’s a result). The WHY is a specific purpose, cause, or belief. For example: WHY did you select your college major? WHY did you choose to get involved in a community service project? WHY should anyone care about your idea? HOW: Some individuals and organizations know HOW they do what they do. Whether it’s called a proprietary process, or unique skill, HOWs are often given to explain how something is diﬀerent or better. Not as obvious as WHATs, many think these are the diﬀerentiating or motivativing factors in a decision. However, without being attached to a clear and convincing WHY, only knowing HOW somebody or something works doesn’t inspire action over the long term. WHAT: Most individuals and organizations know WHAT they do. This is true no matter how big or small, no matter what industry. Everyone is easily able to describe the products or services a company sells or the job function they have within that system. WHATs are typically easy to identify.

WHAT HOW OUTSIDE-IN/ CONVENTIONAL

WHY

INSIDE-OUT/ REMARKABLE

Simon Sinek (2009). Start with why: How great leaders inspire everyone to take action.

Identifying Your WHY There are multiple factors that contribute to shaping our WHYs. Take a moment and reflect upon the following areas to help tease out and identify your WHY.

Values: These include important cultural, spiritual, physical, and emotional elements that are important to an individual.

Significant Relationships: These are key individuals who have helped inspire an individual’s “WHY”

Challenges: These are significant obstacles that one has experienced and learned from that shape his or her “WHY.”

Significant Involvements and Experiences: These are key involvements and significant events that have helped one identify his or her WHY.

Aspirations: These are goals or hopes that one strives for that are centered around their purpose.

My WHY Manifesto This is your chance to be creative in declaring your unique WHY. Draw on your reflections from the previous activity and create your MY WHY Manifesto. Think deeply about your core identity, purpose, cause, and/or beliefs. What are you passionate about? Describe why you do what you do? (Things to consider: your values, personal philosophies, relationships, callings, and any other elements of your life that speak towards your purpose.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

Notes ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

Participant List Remember to RECONNECT, REFLECT, & INSPIRE beyond Hawai’i.

Name

Institution

Shauna Young, M.Ed. (chair)

Whittier College

syoung2@whittier.edu

Jazmin Dantzler-Cole

Azusa Pacific University

jdantzler10@apu.edu

Justin Gomez

Sonoma State University

gomezjus@sonoma.edu

Kristina Juarez

University of the Pacific

kjuarez@pacific.edu

Analucia Lopezrevoredo

Portland State University

analucia@pdx.edu

Misha Maggi

Skyline City College

misha.maggi@gmail.com

Travis Mears

University of Washington Tacoma

tmmears@uw.edu

Kristen Price

California Lutheran University

kprice@callutheran.edu

Tasha Yules

University of California, Riverside

tasha.yules@ucr.edu

Jessica Baron

Oregon State University

jessmbaron@hotmail.com

Caitlin Blomquist

Seattle University

blomqui1@seattleu.edu

Theresa Brostowitz

Seattle University

tbrostowitz@gmail.com

Jaime Brunelle

University of the Pacific

j_brunelle@u.pacific.edu

Viet Tuan Bui

University of Southern California

viet.tuan.bui@gmail.com

Daniel Burfeind

University of Redlands

Daniel_burfeind@redlands.edu

Danielle Chambers

California State University-Dominguez Hills

dchambers@csu.fullerton.edu

Amanda Davidson

California State University-Fullerton

amandadavidson@csu.fullerton.edu

Catherine Godfrey

Touro University Nevada

catherine.godfrey@tun.touro.edu

Kimberly Hamon

California State University-Fullerton

khamon@csu.fullerton.edu

Catherine Holker

Seattle University

catherine.holker@gmail.com

Jimmy Hsu

Portland State University

posheng@pdx.edu

Rebecca Knopf

University of the Pacific

bknopf@pacific.edu

Lawrence Lam

University of Victoria

laml@uvic.ca

Jennifer Langstaﬀ

Pacific University

jlangstaﬀ9@gmail.com

Andrianna Martinez

California State University-Fullerton

a.marti312@csu.fullerton.edu

Cody McLelland

University of Redlands

cody_mclelland@redlands.edu

Kamana Seuymour

University of Hawaii System

kamanaok@hawaii.edu

Matthew Smith

California State University Dominguez Hills

mattsmith@csudh.edu

Sammy Sotoa

California State University-Fullerton

sammiesotoa@yahoo.com

Anna Stone

Stanford University

anna710@stanford.edu

Valissa Thomas

California State University-Fullerton

valissathomas@gmail.com

Eden Tullis

Seattle University

eden.tullis@yahoo.com

Tyree Vance

California State University Dominguez Hills

tmvance2003@yahoo.com

Rikka Venturanza

California State University-Fullerton

rikkav@csu.fullerton.edu

Ashlea Wilson

California State University-Bakersfield

awilson21@csub.edu

Coconut Grove

Japanese Guest Services

ATM

House Phone

Boarding Pass Kiosk

Restaurants Outdoor Function Facilities Designated Smoking Areas

Guest Services

Guest Laundry

Foyer

Elevator

Naupaka V

Naupaka VI

Naupaka VII

Lehua III Lehua II Lehua I

Volcano Grounds

Naupaka IV

Alii III Alii II

Foyer

Coffee Shop Restrooms

Naupaka III

Naupaka II

Naupaka I

Alii I

Paniolo I

Paniolo II

Paniolo III

(Ground Level)

Concierge

Reception Desk

Elevator

Jacuzzi

Mandara Spa

To Kings’ Shops

Jacuzzi

Towel Shack

Children’s Sand Bottom Pool

Water Slide

Tennis Court and Guest Parking

Pool

Jacuzzi

Lu‘au Grounds

Kahapapa Ancient Fish Pond

Japanese Guest Services

Lamont’s Sundry

Hertz

Elevator

Infinity Pool

Outdoor Shower

Porte Cochere

Business Center

(Ground Level)

Hawaii Calls Restaurant

Paniolo Ocean Terrace

Ocean Sports Activity Desk

Fitness Center

Indoor Garden

Cabanas

Ku‘uali‘i Ancient Fish Pond

Ka‘ahumanu Wing

Reception Desk

King’s Knoll

Historical Sites

Lindsey Beach

‘Anaeho‘omalu Bay

Kamehameha Wing

Restrooms

What Has Evolved in the Last 10 Years Functional Areas in Student Affairs Academic Assistance (Tutoring, Supplemental Instruction) Administration and Management of Student Affairs Admissions and Registrar Alumni & Parent Affairs Athletics Campus Activities/ Student Life Campus Ministry Career Services Counseling and Career Testing Development/Fundraising Disability Student Services Financial Aid Fraternity/Sorority Affairs and/or Greek Life LGBT (Lesbian, Gay, Bi-sexual, Transgendered) Student Services Health Services Housing and Residence Life International Student Services/ Study Abroad Legal Affairs Multicultural Affairs Ombuds Office Orientation & First Year Experience Recreation Programs, Services, and Facilities Special Projects Student Union Volunteer Services/ Service Learning Women’s Services

Functional Areas of Student Aﬀairs Example Job Titles & Work Responsibilities Functional Area & Possible Job Titles Academic Assistance (Tutoring, Supplemental Instruction, etc.): Director or Assistant Director, Manager or Assistant Manger, Associate or Assistant Dean o Reading, Study, Writing, or Learning Center or Clinic, Counselor, Special Services, Reading and Study Skill Specialist.

Administration and Management of Student Affairs: Dean of Students, Student Affairs, or Student Life; Vice President or Vice Chancellor for Student Affairs

Examples of Responsibilities This is an ever-growing area of student affairs. It is concerned with teaching and developing skills in reading, speed and purposeful reading, effective and efficient studying, note taking, lecture listening, and examination and paper writing. Some departments go one step further by providing opportunities for students to explore the whole concept and experience of education. Other related positions might include working with tutoring centers and/or supplemental instruction and other services centered on increasing student learning and performance. This is the top student affairs position in a college or university. The incumbent is in charge of all programs relating to student support and welfare, i.e. housing, counseling, career planning/placement, financial aid, cultural and recreational affairs, health services, student activities, and depending upon the nature and size of the institution, admissions and records, international students, discipline. He/she develops policies and procedures; represents students welfare and concerns to the institutional cabinet, the faculty senate, and appropriate governing bodies; plans developmental programs and budgets; administers student affairs units and staff.

Admissions and/or Registrar: Assistant, The division head usually reports either to the chief Associate Dean of Admissions and Records; Admissions Director; Registrar; Director, Coordinator of Relations for School; Admissions Counselor

student affairs officer of the chief academic affairs officer. Admissions responsibilities include the recruitment, screening, and admissions of students in conjunction with campus enrollment targets, the academic plan, and established admissions requirements; provision of admissions counseling and maintenance of liaison with high schools and colleges on admission matters; and processing of admissions applications. He/she monitors course and academic program enrollments, published catalogs, and class schedules; maintains academic records; checks on academic progress; issues transcripts and diplomas; and produces statistical reports.

NUFP Institute (2009). Explore undergraduate guide to student aﬀairs. (2009). Explore booklet printed for NUFP Institute 2010 NUFP annual institute, Chicago, Illinois.

Functional Area & Possible Job Titles Alumni & Parent Aﬀairs: Director, Associate Director, Assistant Director, Coordinator for Annual Giving

Athletics: Athletic Director, Coach, Assistant Coach, Trainer, etc.

Campus Activities/ Student Life: Dean, Associate Dean of Student Activities; Assistant to the Vice President or Vice Chancellor for Student Development; Student Activity Program Advisor or Counselor; Director, Oﬃce of Student Organizations; Director, Fraternity Aﬀairs

Examples of Responsibilities These staff members work with everything related to alumni from communication, events, programming, donations, support and relations. Alumni Affairs is not an unusual or new area of student affairs (even if it does not always fall under the student affairs umbrella); parent affairs is a new and growing area within student affairs. Most campuses do not have a particular student affairs staff person that creates parent programs or handles parent concerns, in fact this is a potential part of most student affairs professionals’ positions no matter what other functional area they fall under. These staff members work with collegiate athletics teams. Some Athletic Departments are large and some are smaller. Colleges and Universities belong to a Conference for inter-collegiate competition (this sometimes varies for different sports). Some Athletic departments provide Academic Advising and other support services specifically for their athletes (these positions are sometimes supervised by athletics, by student affairs-related office, or both). Some teams require more than a Coach and Assistant Coach. Some coaches and athletic staff are full-time positions, some are part-time. The department is responsible to the Dean of Students of the Vice President or Vice Chancellor for Student Affairs. Staff members are involved with one or more of the following typical responsibilities: schedule all nonacademic activities to be held on campus; advise student groups on organizational goals, activities, and programming; participate in developing the rules and regulations related to campus activities; enforce and interpret these rules and regulations; develop leadership and organizational skills among interested students; and develop and maintain a balanced activities program on campus. Specialized areas sometimes found as a part of the Campus Activities Office include: service and volunteer programs, service-learning, leadership development programs, campus traditions, fraternity/sorority affairs, student unions, and special events, etc.

NUFP Institute (2009). Explore undergraduate guide to student aﬀairs. (2009). Explore booklet printed for NUFP Institute 2010 NUFP annual institute, Chicago, Illinois.

Functional Area & Possible Job Titles Campus Ministry: Director of Campus Ministry/Spiritual Life, Assistant Director, Coordinator, Pastor, Rabi, Priest, etc.

Career Services: Director, Associate Director, Assistant Director, Placement and/ or Internship Coordinator

Counseling and Testing: Counselor. Counseling Psychologist, Psychologist, Psychometrist, Associate or Assistant Directors of Counseling and Testing Services, Clinical Counseling Psychologist, Associate Director of Counseling and Student Services

Development/Fundraising: Director of Development, Assistant Director, Coordinator, Annual Giving, etc.

Examples of Responsibilities This department can vary from campus to campus. On some campuses (especially private religiouslyaffiliated institutions) the Campus Ministry office identifies with a specific religious practice. On other campuses it serves as a consortium for the variety of religious organizations on campus or that serve campus populations. Spiritual Life offices (by other names as well) are the newest evolution of religious or spiritual identification. These staff members work with career related activities focused on job and internship placement. This includes but is not limited to: resumes, cover letters, mock interviews, job/career fairs, etc. Some may also cover career testing and counseling, but often times these are services provided by counseling centers. Counseling and testing service usually are provided by one department. In most situations, testing is used to supplement the counseling process, including career testing. On most campuses, these services are provided by counseling psychologists and psychometrists and are intended for students with disciplinary or academic concerns and are clients on either a group or individual basis. Common client concerns include social, sexual, career, family, and academic issues. Many campus counseling centers are using an array of personnel who share a common concern for human life, growth, and development. Given this concept, the department staff is concerned with the quality of campus/student life as a whole. Therefore, the staff serves as consultants/program coordinators/facilitators, as well as traditional counselors. Individuals in this area work with raising funds for the University and managing all forms of charitable donations to the Institution. Individuals that do development and/or fundraising may also be found in the Admissions office or in Alumni Relations.

NUFP Institute (2009). Explore undergraduate guide to student aﬀairs. (2009). Explore booklet printed for NUFP Institute 2010 NUFP annual institute, Chicago, Illinois.

Functional Area & Possible Job Titles Disability Student Services: Director, Assistant Director of Student Disability Services or Student Access Services, Staﬀ Assistant, Counselor

Financial Aid: Director, Dean of FinancialAid, Associate or Assistant Director in Financial Aid or Student Support

Fraternity/Sorority Aﬀairs and/or Greek life: Director, Assistant Director, Coordinator, Council Advisor

Examples of Responsibilities Services for students with disabilities are often combined with other special services for selected groups, such as veterans’ affairs, under the senior student affairs administrator. Services include consulting with various campus departments regarding the special needs of students with disabilities. Such services include academic, personal, career, and financial counseling. The staff also monitors federal law compliance and works with campus planning on accessibility concerns. The department head ordinarily reports to the chief student affairs officer. To attend or remain in college, many students require loans, part-time jobs, scholarships, and grant assistance. Financial aid staff members review the monetary needs of students, the availability of funds, and, often in combination with part- or full-time employees, develop financial planning assistance packages for students. Other areas of involvement include veteran and students with disabilities programs, Economic Opportunity Grants (EOG), College Work-Study Funds, and other grants and scholarships. FInancial aid staff members administer the disbursement of federal loans and grants, state instructional scholarship and need-based grants, and foundation and private monies. Professionals in financial aid counsel and advise students in financial budgeting and personal economic matters, solicit funding sources, organize the payment of monies to students, account for financial aid distribution, and coordinate part-time job referral services.

These staﬀ members work with fraternities and sororities including: council advising, assistance and support with special events, membership recruitment, leadership development, new member education, etc. Some fraternity/sorority professional work specifically with housing (especially if provided on-campus), alumni volunteers (chapter advisors), social program administration and judicial concerns, etc. depending on the campus. This can also include Greek organizations that are not fraternities, such as professional organizations; sometimes these organizations are managed separately. Sometimes this area falls under campus activities/student life.

NUFP Institute (2009). Explore undergraduate guide to student aﬀairs. (2009). Explore booklet printed for NUFP Institute 2010 NUFP annual institute, Chicago, Illinois.

Functional Area & Possible Job Titles LGBT Student Services: Director, Assistant Director, Coordinator

Health Services: Director of Health Services, Chief Physician, College Nurse

Housing and Residence Life: Dean, Associate Dean, Assistant Dean of Housing or Residence Life, Residence Halls, OﬀCampus Housing, Married Student Housing, Residence Life, or Resident Student Programs; Director, Assistant Director; Resident Advisor, Head Resident; Residence Hall Manager; Community Housing Coordinator; Food Service Manager, Business Manager-Housing

Examples of Responsibilities These professional work to support the Lesbian, Gay, Bi-sexual, Transgendered (LGBT) communities on campus, including students, alumni, faculty, staff, etc. In addition, these offices usually do a lot of programs/ events on campus related to awareness and education. Personnel in this area serve as counselors, educators, researchers, and consultants in all aspects of GLBT concerns and student support. Major functions of student health services are wellness programs and health care. The service usually operates under a licensed physician knowledgable in public health who is responsible to the senior student affairs administrator. The staff provides health care to students with illnesses or injuries and, in some cases, immunizations and physical examinations. The staff may provide wellness programs, including exercise programs, education in birth control, drug use/abuse, venereal disease, and other health concerns. The housing staff is concerned with the quality of student living situations. This concerns is usually divided among student affairs personnel responsible for advising disciplining and program development and a business staff in charge of physical maintenance, housekeeping, food service, and financial matters related to the buildings. In most cases, each staff reports, respectively to the chief administrator or chief business affairs administrator. In some cases depending on the emphasis, both report to one chief administrator in charge of the two areas mentioned. Housing services provide a multitude of living situations; a variety of residence hall programs, including coeducational, special interest or academic groupings, live-learn centers; off-campus housing; married student housing; and in some cases, fraternity/sorority housing and cooperatives. Many of the student affairs housing positions are live-in situations.

NUFP Institute (2009). Explore undergraduate guide to student aﬀairs. (2009). Explore booklet printed for NUFP Institute 2010 NUFP annual institute, Chicago, Illinois.

Functional Area & Possible Job Titles

Examples of Responsibilities

International Student Services/Study Abroad: Dean, Associate Dean, or

International student services staff members often are responsible to the senior student affairs administrator. They are responsible for the interpretation and administration of all U.S. immigration laws and regulations related to foreign students and visiting scholars. They are equally involved in counseling foreign students on matters related to academic programming, adjustment to campus and the community, finances, and other personal concerns. They also coordinate and develop activities and programs aimed at the international exchanges of all interested personals and the broadening understanding of foreign cultures and societies through programs and activities. This area of student affairs also works with student study abroad programs, including coordination and education.

Assistant Dean of Foreign Students or International Students; Director of International Program; Foreign Student or Foreign Scholars Counselor; International Student Advisor

Legal Affairs: Coordinator of Student Life; Director of Judicial Affairs; Hearing Officer

Multicultural Aﬀairs: Director, Assistant Director, or Coordinator of Special Programs, Educational Opportunity Programs, or High Risk Students; Coordinator of Minority Aﬀairs; Special Assistant to the Chancellor; Special Service Project Director; Associate Director of High School Equivalency Programs or Community Involvement; Counselor of Native Americans (and/or other minorities)

Reporting directly to the senior student affairs officer or to the Dean of Student Life, individuals in this department coordinate the student judicial system and work closely with the university housing staff and security office. Responsible for adjudication of violations of the student conduct code as reported by security police, academic units, or members of the university community.

The individuals in this area are responsible to the administrators of student aﬀairs/academic aﬀairs or directly to the chancellor or president. The department is charged with a variety of responsibilities related to recruitment, admission, and retention of minority students which may include ethnic minorities and disadvantaged students. Examples of established programs include Upward Bound and the Educational Opportunity programs.

NUFP Institute (2009). Explore undergraduate guide to student aﬀairs. (2009). Explore booklet printed for NUFP Institute 2010 NUFP annual institute, Chicago, Illinois.

Functional Area & Possible Job Titles

Examples of Responsibilities

Ombuds Oﬃce: Ombudsperson, Campus

The ombuds person is not usually a line student affairs officer. He/she ordinarily serves as an in-house consultant to students and often administrators and faculty. Historically, the ombuds person and staff listen to problems and grievances of students and faculty to investigate ways in which these can be resolved. During campus conflicts, the ombuds person quite often serves as a mediator or neutral party to help identify party to help identify issues and seeks to ease tensions and reduce discrepancies. Many administrators consult the ombuds person to consider the effects of alternative decisions prior to making such decisions.

Life Consultant

Orientation and First Year Experience: Associate, Assistant Dean of Students or Orientation; Director, Coordinator of Orientation

Recreation Programs, Service, and Facilities: Recreation Director, Supervisor, Oﬃcer or Program Director, Associate or Assistant Director, Center or Facility Manager, Director of Intramural Sports

The responsibility to orient new students typically resides with the office of student activities. The emphasis has historically been orientation to campus facilities and academic programs. As the university community becomes more complex, orientation is becoming more comprehensive to include orientations to academics/career planning, student services, and student life in general. Campuses with an extended orientation program are now assigning one or more full-time professional persons with peer assistants to develop, coordinate, and implement programs. The department head may be responsible to the senior student affairs officer, or to the director of athletics, or the director of student activities. The purpose of programs in this functional area is to provide for the participation by students in a variety of extracurricular activities conducive to personal involvement and enrichment. Responsibilities include planning, organizing, administering, and managing a campus wide program of cultural and recreational activities such as intramural sports, recreational club activities, lecture and concert series, and participation in a wide range of leisure time involvement. The management and supervision, as well as scheduling, of sports and entertainment areas and facilities (gymnasiums, fields, tennis courts, swimming pools, concert halls), and the planning for new areas and facilities also may be involved.

NUFP Institute (2009). Explore undergraduate guide to student aﬀairs. (2009). Explore booklet printed for NUFP Institute 2010 NUFP annual institute, Chicago, Illinois.

Functional Area & Possible Job Titles Special Projects: Director of Special Projects, Assistant to the Vice President of Student Aﬀairs for Special Project

Student Union: Director, Assistant Director of Student Union; Manager, Assistant Manager of Student Union; Executive Secretary of Student Union Board; Food Service Manager; Store Manager or Supervisor; Activities Advisor; Program Director; Executive Director of Student Union

Volunteer Center/Civic Engagement/ Service-Learning, etc.: Director, Assistant Director, Coordinator, Manager, Instructional Specialist, etc.

Women’s Service: Coordinator of Women’s Services, Re-Entry Coordinator

Examples of Responsibilities Special projects within student affairs are often the first examples of innovation. They include concerns such as student life studies, veterans affairs, electronic data processing, and student advocacy. Frequently, student programs involving ethnicrelated concerns began as special projects, as did the experimental college, experiential education, and community involvement programs. Large student unions generally require a professional staff to direct and coordinate all phases of student union activity, including scheduling and maintenance of facilities, food services, book and student supplies stores, and programming of activities held in the union or sponsored by the student union governing board. The director is responsible to the senior student affairs officer and works closely with the union governing board and with campus activities staff members.

This area can vary from campus to campus. It can be housed in both student aﬀairs and academic aﬀairs. Usually a campus will have someone who manages volunteer opportunities from students and connects with the community surrounding campus. In addition to that some campuses ave individuals that work specifically with philanthropy, civic engagement, non-academic and academic services-learning. Programs usually found under this area include, but are not limited to: Alternative Spring Breaks, Mentoring programs, and connections to community partners who need volunteers. This area is concerned with assisting women with their educational careers in the following ways: Counseling, campus safety, resource library, and information/support. Personnel in this area serve as counselors, educators, researchers, and consultants in all aspects of women’s concerns and their many roles in society.

NUFP Institute (2009). Explore undergraduate guide to student aﬀairs. (2009). Explore booklet printed for NUFP Institute 2010 NUFP annual institute, Chicago, Illinois.

New Functional Areas of Student Aﬀairs Example Job Titles & Work Responsibilities Functional Area & Possible Job Titles

Examples of Responsibilities

Intramural: Director of Intramural Sports,

• Budget management • Experience in risk management • Plan, market, and administer a comprehensive IM program, fitness program, outdoor Rec. program. • Evaluate and modify program activities • Hire, train evaluate student workers and oﬃcials • Supervise Fitness Instructors

Recreation Program Coordinator, Assistant Director of Club Sports; Associate Athletic Director, Assistant Director of Programs

Fitness: Assistant Director of Facilities, Fitness Coordinator, Fitness and Recreation Director, Assistant Director of Outdoor Programs, Assistant Director of Recreation, Outdoor Recreation Programmer, Assistant Director of Programs

SSS/TRIO/EOP: Retention Specialist, Student Support Services Specialist, At Risk Student Coordinator, Academic Advisor, Assistant Director of Retention

• Budget management • Experience in risk management • Plan, market, and administer a comprehensive IM program, fitness program, outdoor Rec. program. • Maintain Fitness equipment, facilities, and building usage • Evaluate and modify program activities • Hire, train evaluate student workers and oﬃcials • Supervise Fitness Instructors • Experience monitoring student progress, goal setting, needs assessment • Provide career, financial aid, and transfer counseling • Recruit, interview, evaluate and select students for the program • Monitor academic progress and grades of students • Maintain documentation of advising and student meetings • Provide workshops, seminars, and social programs • Plan and organize education and cultural events programs • Collaborate and consult with Financial Aid, Admissions, SSS and Counseling Staﬀ

Functional Area & Possible Job Titles Academic Advisor: Director of Undergraduate Programs, Academic Advisor, Business Advisor, Engineering Advisor, Academic Coordinator

Admissions Counselor : Transfer Articulation Analysit, Enrollment Advisor, Admission & Student Services Coordinator, Graduate School of Education

Study Abroad: Global Experiences Abroad Manager, Program Coordinator for Study Abroad, Director of Education Abroad

Examples of Responsibilities • Effective verbal and written communication skills • Demonstrated positive interpersonal and organizational skills • Demonstrated problem solving skills • Prepares and updates degree plans, student records, and files • Confers with faculty or administrator with regard to academic policy issues, such as acceptable course substitutes for a particular degree • Counsel perspective students • Maintain telephone and electronic contact and initiate correspondence and follow-up • Communicate with high school advisors and feeder colleges • Create and maintain student files • Recruit, interview, evaluate and select students • Recruit students at college fairs • Evaluates transcripts and determine if course work is transferable • Communicate university transfer policy and procedures’ • Works with the Marketing Director to plan and implement program-specific recruitment goals and collaborates cross-functionally to improve lead conversion to student performance • Works with students, parents, and/or alumni organizations that assist with the recruitment of students • Provides admission presentations to visitors during campus daily tours and at on-campus and off-campus events • Working closely with faculty directors, assist in the development of faculty-led study and travel abroad programs; • Create new program initiatives abroad through thirdparty providers; • Develop and provide training resources for faculty-led overseas programs; • Recruit study abroad participants through development of study abroad/informational fairs, working with orientation personnel and developing viable study abroad materials for prospective students and parents • Develop effective pre-departure orientations and posttravel events and programs to maximize student experiences; • Advise prospective study abroad students; • Budget Management

Functional Area & Possible Job Titles Experiential Learning: Coordinator Career Services, Career Counselor, Assistant Director of Experiential Learning, Director of Service Learning,

Leadership Development: Assistant Director of Student Activities for Leadership, Director of Leadership Programs, Assistant Director of Student Development, Coordinator for the Center for Leadership and Service, Associate Director for Community Engagement

Conference Services: Director of Event and Facility Operations, Special Events Manager, University Center Events Coordinator, Banquet Captain, Conference Technician, Event Assistant, Donor Relations, Campus Scheduling and Events Manager, Summer Conference Manager, Manager of Marketing & Conferences

Examples of Responsibilities • Cultivating both faculty and community partnership interest and participation in service learning • Helping faculty to incorporate service learning pedagogy into courses, • Develop and maintain relationships with employers to foster the creation of co-op and full-time positions formulating objectives, and developing course content; • Managing transportation and logistical resources; • Creating and coordinating assessment/evaluation processes to ensure alignment with university learning outcomes • Developing and coordinating professional development activities for faculty related to all aspects of service learning and curricular engagement. • Provide career counseling, • Strategic leadership of intern placement and recruitment • Coordinate leadership training and development to all student organizations and advisors • Coordinate and execute annual student leadership programs • Coordinate and execute the annual Pre-Orientation Ignite Leadership program • Chair the Leadership Development Committee • Manage and track completion of leadership training requirements for recognized student organizations. • Staﬀ Supervision • Demonstrated strategic planning skills • Successful experience in developing and maintaining community partnerships (both on and oﬀ campus) • General Conference Management. • Create and maintain accurate manuals, policies and procedures for the management of the summer conference program. • Expense Coordination: Oversee the purchase and inventory of summer conference supplies and materials. • Prepare recommendations for annual operating budget. • Communication & Marketing: Participate in strategic planning initiatives, problem-solving, and operational meetings to maintain and grow the summer conference program.

Functional Area & Possible Job Titles Assessment: Academic Assessment Specialist, Assessment & Educational Research Associate, Director of Compliance and Regulatory Aﬀairs, Associate Director of Institutional Research & Assessment, Student Aﬀairs Assessment Specialist, Curriculum and Assessment Coordinator, Assessment And Accreditation Coordinator

Sustainability: STEM Program Specialist - Food Science and Safety, Project Support Specialist, Outdoor Studies/Center for Civic Engagement Community Coordinator, DirectorInstitute for Sustainability Studies, Sustainability Programs Coordinator

First Year Experience: Director of Sponsored Programs, Coordinator, Campus Activities and Leadership, First Year Programs, First Year Institute, Program Coordinator for New Student & Family Programs, Orientation, Student Advising

Examples of Responsibilities • Works directly with the Dean, Department Heads, and Program Faculty to develop, coordinate, and maintain an assessment system that provides performancebased evidence of student outcomes and program quality. • Usually coordinates external and internal data collection, maintenance, and analysis to support state program approval/ accreditation. • Conducts and documents assessment and evaluation projects for student services. • Conducts analysis and writes recommendation reports based on qualitative and quantitative data. • Collaborates and coordinates with other assessment and evaluation units on campus. • Maintains documentation of standard operating procedures for conducting ongoing evaluation and outcomes assessment in student-facing services. • Help coordinate guest lecturer and instructor searches and hiring; serve as a contact for instructors and partner educational institutions. • Identify and contact target audience populations, • Staﬀ information booths and deliver presentations at meetings, conferences, etc. • Track program development; ensures that any problems are addressed and resolved quickly. • Work with local and state governments to create policies that support sustainable development, and sustainable development research. • Advise students and assists in the implementation of student programs for the Leadership & Late Night Programs area in the department of New Student & Family Programs. • Develop, plan, implement, and evaluate student programs to enhance student life and leadership development. • Coordinate supplemental activities and programs as may be necessary to provide a well-balanced and diverse program. • Maintain web pages that track student involvement.

Functional Area & Possible Job Titles Social Media coordinator: Multimedia Production Coordinator, Public Relations Specialist, Assistant Director of Athletic Communications, Marketing Coordinator, Digital Media Specialist, Web Writer/Editor, Media Specialist, Communications Coordinator, Social Media Marketing Manager, Social Media Strategist

Veterans coordinator: Veterans Support Specialist, Veterans Case Manager, Coordinator of Veterans Services

Examples of Responsibilities • Develops and implements a marketing plan for the university's social media eﬀorts, to include market research, communications, sales development and special events programs. May focus marketing activities upon potential clients, sponsors, alliance (non-profit contractors) and public and private decision makers. • Coordinates activities for social media with communications, training and related personnel within the organization and outside vendors. • May assist in the preparation of technical and commercial presentations to university- wide stakeholders, industry and community groups and associations. May make presentations promoting the organization to such groups. • Identifies and develops input for websites, newsletters, social media, testimonial and case studies. • Contributes daily written content and/or features and social media policies for the University's main website, social media sites and for other priority projects while undertaking other core oﬃce responsibilities including but not limited to handling some film/media crews. • Assist veterans or dependents of veterans with the application process. • Prepare Financial Aid, Credit and Collections system, and related Veteran's requirements for distribution of aid each academic year. • Organize and coordinate student financial aid in compliance with all requirements for eligibility to award student Financial Aid under Title IV of the Higher Education Act. • Perform monthly reconciliation reporting for all financial aid and veterans benefits funding. • Work daily with Genesis, EMAS-Pro, Financier, State and Federal, and VA Once software and websites to input and calculate student financial aid. • Attend all applicable conferences and training workshops to remain current on Veterans programs and policies, Title IV programs, Federal and State regulations, and related management procedures.