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1 SDSU Student Affairs 10-Year Report 2000 - 2010 A Decade of Accomplishment and Student Success
1
SDSU Student Affairs
10-Year Report2000 - 2010
A Decade of
Accomplishment
and
Student Success
1
Mission StatementThe Division of Student Affairs is a student-centered partner in the
SDSU learning community. Education is enhanced, both inside and
outside of the classroom, through quality support services and
programs that advance student learning and development.
The Division contributes to academic and personal success, encour-
ages independent civic responsibility and promotes the welfare of
all students. Student Affairs helps connect students to the University
and to their future, building alliances that foster retention and
loyalty beyond graduation.
Vision StatementThe Division of Student Affairs plays a vital role in the personal
growth, wellness, intellectual development, academic achievement
and career success of each individual student by:
• Fostering a campus culture that encourages each student to
articulate his or her own goals for success;
• Enhancing the learning environment and expanding learning
opportunities for all students inside and outside the classroom;
• Promoting a campus climate that values, accepts and learns from
our rich diversity;
• Developing leaders who believe in and lead others toward
supporting civility, mutual respect and diversity in our society
and workplaces;
• Expanding the opportunities for students to participate in local,
regional and international experiences;
• Building and expanding the human, technological and physical
resources that support growth and development.
Dr. James R. KitchenVice President for Student Affairs
Student Development Model(based on Maslow’s Hierarchy of Needs)
Integration into the
Community
Student Success andExperiential Learning
Connection, Community andCivic Responsibility
Health, Safety and Access
Table of ContentsHEALTH, SAFETY AND ACCESS• Safer, Healthier Campus ......................................................3
• Financial Pathways ..............................................................8
CONNECTION, COMMUNITY AND CIVIC RESPONSIBILITY• Globalizing the Campus.....................................................11
• Diversity.............................................................................14
• Civic Responsibilities .........................................................18
• Parent Partnership.............................................................20
STUDENT SUCCESS AND EXPERIENTIAL LEARNING• Living Learning Communities ............................................23
• Serving Targeted Populations ............................................25
• Wellness and Student Success...........................................28
• Transitioning Teaching Moments.......................................30
INTEGRATION INTO THE COMMUNITY• Strong Academic Collaborations........................................33
• Personal Growth................................................................35
Student Affairs Offices..........................................................37
In reflecting on the past decade, during which I
have served as SDSU’s Vice President for Student Affairs, I am deeply
proud of the accomplishments the Division has achieved and the
partnerships we have created.
I am proud of my dedicated staff and the collaborations we have
forged across campus to make SDSU a better place for the students
we serve. I am especially proud of the leadership of President
Stephen L. Weber, who has unfailingly put the current and future
needs of our students first.
In reviewing our accomplishments, a number of key achievements
rose to the top. These include the following:
• Building a healthier, safer campus
• Encouraging a true “living-learning” campus experience
• Forging a unique parent/university partnership
• Expanding financial pathways to college attendance
• Integrating personal wellness with academic success
• Globalizing the campus
• Strengthening academic collaborations
• Championing diversity
• Leveraging teaching moments in the transition to college
• Upholding civic responsibilities
• Nourishing personal growth
Abraham Maslow’s famous “hierarchy of needs” proposed that
lower-order human needs (for food, water, shelter, etc.) must be met
before higher-order needs (for things like creativity, moral and intel-
lectual achievement) can be met.
One academic theory of Student Development is modeled closely on
Maslow’s hierarchy. It states that the lower-order needs of students
must first be met before they may attend to their higher-order needs.
In the vibrant learning environment of San Diego State University, we
provide for many foundational “living” needs to ensure that higher-
level student learning may flourish.
Student Affairs’ programs and services are based on meeting student
needs at all levels, as we strive to nurture in SDSU students the kind
of change, growth, and development that will help them meet their
highest educational aspirations.
Our accomplishments over the past decade have given students
more opportunities than ever for academic success at this great
university.
I hope you will enjoy reading and learning about the 2000-2010
highlights of SDSU’s Division of Student Affairs.
Sincerely,
James R. Kitchen
Eric RiveraAssociate Vice President
Budget and Administration
Martha RuelAssociate Vice President
Student Services
Timothy QuinnanAssociate Vice President
Campus Life
Welcome
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Student Affairs hired its
first Alcohol and Other
Drug (AOD) Initiatives
Coordinator. The AOD
program seeks to reduce
and prevent problems
associated with alcohol
and other drug use on
campus.
Student Affairs developed
a comprehensive AOD plan
to classify existing pro-
grams and highlight areas
of need on campus. The
AOD program assures that
SDSU met the require-
ments of the Drug Free
Schools Act (DFSA),
required of all universities
and colleges. An annual
DFSA compliance report
was established.
Creating a Safer andHealthier Campus
Counseling & Psychologi-
cal Services designed the
electronic alcohol self-
assessment and interven-
tion tool, eCheckUp to Go
– eCHUG. The tool has
proven to reduce con-
sumption by using per-
sonalized information
about each student’s own
drinking patterns and risk
factors. eCHUG was
launched nationally and
has since expanded to
more than 500 campuses
around the world.
Integration into the
Community
Student Success andExperiential Learning
Connection, Community andCivic Responsibility
Health, Safety and Access
SDSU in the year 2010 has become a much safer and healthier campus than itwas in 2000. Over the past decade, Student Affairs hired the university’s first alcoholand other drug (AOD) coordinator, implemented a comprehensive AOD preventionprogram, created several award-winning tools and programs to fight drug and alcoholabuse and worked in the community to expand AOD practices outside of campus.
Two years ago, a special AOD task force was organized to create a multi-tiered alcohol abuse strategy, including introducing alternative alcohol-free programming during peak “party” hours.
In addition to AOD efforts, the Division of Student Affairs created Safe Zones for our LGBTQ students, and expandedthe services offered in Student Health Services, Counseling &Psychological Services, and Student Disability Services.
All of these efforts have paid off to create a healthier student body.
Counseling & Psychological
Services created the ASPIRE
program (Alcohol and Sub-
stance Abuse Prevention and
Intervention Directive Effort).
The award-winning assessment
and personalized intervention
program has proven to reduce
alcohol use and has received
nationwide attention.
ASPIRE outcomes(data for spring 2009)
AOD
10 Years of
Health, Safetyand Access
Health, Safety and Access:
This is the first stage in the Student Development hierarchy of needs.
During the past decade the Division of Student Affairs
has provided for needs at this level in two key ways:
• Creating a Safer and Healthier Campus
• Expanding Financial Pathways to College
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SDSU's AOD initiatives were recognized by RADD,
the entertainment industry’s voice for road safety,
which fights drunk driving.
The AOD program negotiated extended trolley
hours to keep students from driving after a night
on the town.
Student Health Services’
Peer Health Education pro-
grams expanded to include
alcohol and other drugs,
and body image, in addi-
tion to sexual health, nutri-
tion, and FratMANnersThe Calpulli building opened, to house Student Health
Services, Counseling & Psychological Services, and
Student Disability Services.
Student Health Services
became a Family Pact
provider. Family Pact is a
state-sponsored family
planning program.
Operation Sudden Fall
occurred on the campus,
the largest drug arrest in
the history of the school.
A coordinated effort between
several offices on campus,
including the Student Affairs’
offices of Residential Educa-
tion, Student Rights and
Responsibilities, Student Life
& Leadership, and the Vice
President’s office, resulted in
new policies and procedures
for increased safety.
Health, Safety and Access
Creating a Safer andHealthier Campus
Safe Zones was created – a
campuswide initiative to pro-
mote an accepting, supportive
and proactive environment for
the LGBTQ community. Safe
Zones was spearheaded by
Student Health Services and
Counseling &Psychological
Services in collaboration with
other departments across
campus.
A companion to eCHUG called
eTOKE, an online marijuana
assessment/intervention tool,
was introduced.
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The RADD student crew at a bar in Pacific Beach
“Mocktail”competition winners
A RADD crew member distributes information at an Aztec Nights event
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Student Health Services
opened its first dental clinic.
• Aztec Nights provided students with fun and safe social activi-
ties during the first five weeks of the semester. The alternative
campus weekend programming was offered during peak party
hours (10 pm to 2 am) on Thursday, Friday and Saturday nights.
Aztec Nights has had a significant positive impact in reducing
substance use on campus.
Aztec Nights was cited as a successful field example by The US
Department of Education’s Higher Education Center for Alcohol
and Other Drug Abuse and Violence Prevention.
SDSU had some of the first H1N1 flu infections
in the county. The campus was recognized for
its rapid and open response in handling the
cases. SHS Medical Director Dr. Gregg Lichten-
stein served as the interface with the San Diego
County Public Health Officer.
Counseling & Psychological Services
opened a Biofeedback Clinic to reduce
academic distress in students. The
biofeedback system is highly sophisti-
cated and research capable. Students
who experience anxiety and other
physiological symptoms can participate
in an evidence-based and easily accessi-
ble form of treatment.
• eCHUG: Beginning fall 2008, all incoming
SDSU freshmen were required to complete
the eCHUG before the end of their first
semester.
• Greek organizations were banned from
having alcohol at their events during the
first five weeks of the semester.
• An anti-hazing policy was established
for all sororities and fraternities.
• Alcohol information was provided at
New Student Orientation.
Health, Safety and Access
Creating a Safer andHealthier Campus
Student Health Services opened a new
optometry clinic.
Student Health Services received
the highest accreditation from
the Accreditation Association
for Ambulatory Health Care
(AAAHC).
SDSU’s AOD coordinator served as principal
investigator of several research projects
funded by the National Institute on Alcohol
Abuse and Alcoholism and the National
Institutes of Health.
AAAHC
In 2008, Student Health
Services began converting
from paper to electronic
health records. At the time,
SDSU was the only campus in
the CSU to do so and among
only four percent of medical
facilities nationwide to go
electronic. SDSU’s Student
Health Services is considered a
model college health program.
These new strategies resulted in a significant
drop in alcohol-related incidents during the
first five weeks of the semester:
Judicial CasesInvolving
Alcohol/Drugs
Aug/Sept 2007: 487Aug/Sept 2010: 86
Number of
Medical Transports
Aug/Sept 2007: 25
Aug/Sept 2010: 7
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In spring 2008, an AOD special task force convened to develop a multi-tiered alcohol abuse prevention
strategy in direct response to the 2007 Operation Sudden Fall. From this task force came new alcohol
reduction tactics, including:
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SDSU’s student loan cohort default rate
was significantly lower than the national
average.
A deferral program was created
for the on-campus housing
deposit payment for low-income
students. The Residential Educa-
tion Office (REO) determined
through assessment that this was
one of the financial barriers that
contributed to low-income fresh-
men being underrepresented in
on-campus housing.
The Office of Financial Aid
and Scholarships collaborated
with New Student and Parent
Programs to provide a 50 per-
cent discount for low-income
students at New Student
Orientation. Participation in
orientation has been shown
to boost the success of
incoming students.
Almost one third (32.5 percent) of SDSU
undergraduates received a Pell Grant,
which is targeted to low-income families.
The Office of Financial Aid and Scholar-
ships implemented the Higher Educa-
tional Opportunity Act (HEOA) changes
to the Pell Grant program, allowing year-
round grants.
These changes allowed Pell-eligible
students enrolled in at least six units of
summer school credit to receive the grant
during the summer without decreasing
funds available for the fall and spring
semesters. In the summer of 2010, 1,702
students were awarded $2.5 million, accel-
erating their progress toward graduation.
Health, Safety and Access
Expanded Financial Pathways to College
New scholarship programs for
incoming students, including
the Provost Scholars and the
Vice President for Student
Affairs Leadership Scholars,
were implemented.
Financially challenged students moving into theresidence halls faced obstacles before school even began.Some were unable to pay their housing deposit untilfinancial aid funds became available. To solve theproblem, the Residential Education office worked withthe Office of Financial Aid and Scholarships and theEducational Opportunity Program to develop a programallowing students to defer paying their deposit until theyhad received their financial aid funds.
AidLink was launched, an online tool for
students to check their financial aid or
scholarship status anytime, anywhere.
The tool also allows students to set up a
parent account to authorize limited access
to a student’s parent or guardian.
A new financial literacy program for
prospective and current students was
initiated to provide successful money
management skills and educate stu-
dents about the dangers of credit
card debt and excessive borrowing of
student loans.
The Office of Financial Aid and Scholarships
instituted a new State University Grant
(SUG) packaging model that gave special
consideration to the most economically
disadvantaged students. This model allowed
SDSU the flexibility to make an additional
maximum award of $1,000 above the State
University Fee to students unable to provide
any financial contribution toward their
educational costs.
A secure online
scholarship process
was implemented.
For many SDSU students, financing a collegeeducation is a hardship to overcome. Without financialassistance, access to higher education would remain animpossible dream.
During the past decade, Student Affairs has helped toincrease funding for students in need through increasedfinancial aid, grants and scholarships.
A special discount made it possible for low-incomestudents to attend an orientation program that has asignificant impact on student success.
Financial aid given to
SDSU students
2000: $130 million2010: $205 million
Loan default rate
SDSU: 2.1%
National
Average: 6.7%
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Globalizing the Campus
In collaboration with Housing, the Interna-
tional Student Center opened I-House, the
international residence in Villa Alvarado.
The I-House provides on-campus living
options for international students and local
students interested in global affairs, creat-
ing a cross-cultural community.
The International Student
Center established risk
management guidelines for
students who study abroad,
ensuring that students take
positive steps for their
safety and welfare.
SDSU was one of six higher educa-
tion institutions recognized for its
success in internationalizing the
campus. This recognition came from
NAFSA, the Association of Interna-
tional Educators, and was noted in a
report sponsored by the U.S.
Department of State and the Educa-
tional Testing Service.
Integration into the
Community
Student Success andExperiential Learning
Connection, Community andCivic Responsibility
Health, Safety and Access
The International Student Center expanded to
include SDSU education abroad programs,
thus becoming the crossroads not only for
international students seeking educational
opportunities at SDSU, but for SDSU students
seeking opportunities in other countries.
International student enrollment has almostdoubled during the past decade, from about 1,000 studentsto almost 1,900 today. SDSU’s International Student Centersupports students coming from more than 100 countriesand speaking more than 60 languages.
The number of SDSU students studying abroad grew by more than 160 percent — from 537 to 1,400. Over the past decade, more than 10,000 SDSU students havestudied abroad. SDSU ranks No. 2 among universities ofits type nationwide — and No. 1 in California — for
students studying abroad as part of their collegeexperience.
Many community members valued SDSU’s commitmentto globalization, generously donating funds to help buildthe International Student Village in 2008.
A record 10 SDSU students or recent alumni wereselected as Fulbright Scholars in 2010. Fulbright grantsfund international educational exchange experiences forscholars and others.
10 Years of
Connection, Community and
Civic Responsibility
The second level of the Student Development model involves students’ social growth
and development. Students seek to affiliate with others, to be accepted and feel a sense
of belonging. An emerging sense of personal values takes form at this stage,
as civic responsibility and citizenship are highlighted.
Student Affairs partners with parents to provide and enhance quality programs to further
student growth. It adopts a holistic approach, providing a balance between challenge
and support while complementing the academic progress of each developing student.
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Student Affairs designated
$600,000 in funding to help
construct the future Interna-
tional Student Village.
For three years in a row, SDSU was nationally
ranked No. 2 in its classification for its study
abroad program.
The International Student
Center continued collabora-
tion with the Wang Founda-
tion to support their
service-learning program in
China called “Poverty Allevi-
ation Through Education.”
In July 2010, a group of
SDSU students went to
China to live and work with
450 students in rural
e-learning centers in China’s
poorest regions.
The International Student
Village, an extension of the
International Student Center,
was completed, thanks in
part to a generous donation
by Larry and Gigie Price.
The 53rd annual International
Peace Village was held by the
International Student Center in
collaboration with the Associ-
ated Students. This international
diversity festival allows interna-
tional students to share their
culture with more than 1,100
participants through cultural
displays, music, song, dance,
costumes and performances.
More than 100 international students received
tutoring or mentoring from 80 volunteers each
semester through the International Student Center
Tutor/Mentor Program, led by volunteer directors
Larry and Gigie Price. The NAFSA Association
awarded the Prices as International Educators for
their outstanding community service in support of
the program.
Connection, Community and Civic Responsibility
Globalizing the Campus
Growth of
Study Abroad
students
2000: 573
2010: 1880
Growth of International
students
2000: 11532010: 1752
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Ceremonial groundbreaking for the ISC expansion
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Connection, Community and Civic Responsibility
Diversity
A Spanish language
website was created
for the university.
SDSU was the first
university in Califor-
nia to make admis-
sions and financial
aid information
available online in
Spanish.
Diversity and social justice are high priorities for the Division of StudentAffairs. Many offices within the division focus exclusively on diversity issues. The Office of Intercultural Relations/Cross-Cultural Center promotes interculturalawareness, while the Educational Opportunity Program (EOP) helps students gainaccess to higher education and find success at SDSU. Student Disability Servicesprovides appropriate academic accommodations for students with disabilities.
Student Disability Services
held SDSU’s first Disability
Awareness Day.
The Cross-Cultural Center,
supporting the university’s
mission through a number of
campuswide diversity aware-
ness programs, was created.
Student Affairs offered
its first Alternative
Spring Break through
the Center for Com-
munity Based Service
Learning program.
Alternative spring
breaks offer students
an opportunity to
provide community
service to those in
need. SDSU students
have traveled to Mex-
ico, Africa,
Costa Rica and to
New Orleans after
Hurricane Katrina, to
lend a helping hand.
Student Disability Services
opened a new Test Accom-
modation Center for students
needing special services.
Group and individualized
facilities are now available,
and each test station can be
individually monitored via
closed-circuit video cameras.
The Residential Education Office
developed the first Week of Caring
annual event. Week of Caring is a
nationally recognized program that
SDSU residence halls sponsor during
the week of Valentine’s Day. The
purpose is to emphasize compassion
over romance, and a worthwhile phil-
anthropic organization is chosen each
year to be the beneficiary of funds
and volunteer workers.
SDSU was recognized for having
more culturally based fraternities
and sororities (including African-
American, Asian-American,
Asian/Pacific Islander, and
Latino/Latina) than any other
campus nationwide.
Student Affairs took a lead role
in implementing CSU Executive
Order 926 on Disability Support
and Accommodations, to make
all websites accessible per
Federal Section 508 guidelines.
This ensures that our students
with various disabilities have
access to SDSU information on
the web.
Student Affairs played a pivotal
role in the development and
implementation of the Presi-
dent’s Diversity Scholarship
and Gala. Each year, President
Weber awards up to 10 local
high-achieving and economi-
cally challenged students with
a President’s Diversity Scholar-
ship. These scholarships are
just one of many initiatives
that demonstrate the univer-
sity's commitment to diversity
and social justice.
The Cross-Cultural Center becomes
part of the newly named Office of
Intercultural Relations.
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Connection, Community and Civic Responsibility
Diversity
The first annual
Community Service
Gala was held.
The IR/CCC created the
Certificate of Cultural
Competency program in
fall 2009. It was the first
such program in the CSU
system, and it is now
being replicated.
The Office of Intercul-
tural Relations/Cross-
Cultural Center hosted
the first annual SDSU
Diversity Conference.
SDSU was ranked 11th in
the nation for bachelor’s
degrees conferred to ethnic
minorities and 6th in the
nation for degrees con-
ferred to Hispanics.
The award-winning Tunnel of
Oppression celebrated its
10th anniversary with more
than 800 in attendance.
The Harambee Weekend was
created to increase the enrollment
of African American students
accepted into SDSU. More than
100 prospective students attended
with their mentors.
Student Health Services
employed technology to
enhance communications
with international students
and those for whom English
is a second language.
Student Affairs created a unique outreach collaboration with
Casa Familiar in San Ysidro, a low-income border community
in San Diego. The collaboration has resulted in a new facility
called “Casa Azteca,” located in San Ysidro.
Casa Azteca provides commuter students living in the area
with many of the same services and programs available to
students living on campus – right in the students’ own neigh-
borhood. The convenience and availability of more intensive
services has resulted in improved academic success rates for
the San Ysidro commuter student population.
The Greek community
at SDSU has raised
more than $300,000
over the past decade
for philanthropic
causes.
Ethnic
Enrollment
at SDSU
2000: 54.3%
2010: 59.5%
$SDSU
Diversity
Conference
attendance
2008: 100
2010: 300
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The first cohort of Casa Azteca commuter students
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• The right to be free from sexualharassment, and physical threats anddiscrimination on the basis of race,religion, color, sex, age, disability, maritalstatus, sexual orientation, and nationalorigin.
• The right to expect that confidentialeducational records will not be disclosedto others, except as permitted by state andfederal law.
• The right to due process in disciplinaryproceedings as described in 41301-41304of Title V of the California Code ofRegulations.
• The right to expect professional conductfrom faculty in the assignment andevaluation of academic work.
• The freedom of inquiry, conscience,responsible expression, and association.
• The responsibility to exercise the abovementioned rights and freedoms in amanner that will not violate Universityrules and regulations or infringe on therights of other students, faculty and staff.
• The responsibility to treat all membersof the campus community with civility,respect, and courtesy.
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Connection, Community and Civic Responsibility
Civic Responsibility
Residence Hall Coordi-
nators (RHCs) became
authorized as deputy
judicial officials, creat-
ing better oversight
and enforcement of
infractions in the halls.
As a result of this
increased oversight,
recorded violations
increased from 821 in
2000 to 2,374 in 2010.
The SDSU Critical
Incident Management
Team was created to
address high-risk
issues across the
campus.
SDSU’s Statement of
Student Rights and
Responsibilities was
finalized.
Student Rights and
Responsibilities provided
educational seminars to
promote academic integrity
and introduced MITT, a
software program to
provide students with
strategies to avoid
plagiarism.
The Successful Commu-
nity Living Program was
developed by Counseling
& Psychological Services
and Student Rights &
Responsibilities.
A “civility workshop,” it
was created for students
who have been man-
dated for assessment
and intervention.
A Citizenship Development
Workshop was added to
New Student Orientation
to help students under-
stand the importance of
following SDSU’s Code of
Conduct.
SDSU’s Student Rights and
Responsibilities process was
adopted by the Chancellor’s
Office as the CSU model.
SDSU hosted the Summit
on Greek Life/Affairs. This
was a collaborative effort
among 19 of 23 CSU cam-
puses to address current
issues of fraternities and
sororities.
A “Student Honor Affir-
mation” was developed
for distribution and
signing by each student
at Orientation. Each
student was provided
with the information
necessary to become a
good citizen at SDSU.
The Residential Education
Office, Student Rights and
Responsibilities, and
Counseling & Psychologi-
cal Services collaborated
to create a residential
judicial prevention/
intervention program
to reduce risk behaviors,
to increase retention,
and to educate high-risk
residential students.
Greek Life developed
the first “Fraternity and
Sorority Chapter Stan-
dards of Excellence” to
reward Greek organiza-
tions who exemplify
high standards and
provide a detailed plan
of recommended mini-
mum standards.
“I understand what is
expected ofme as a
student...”
A custom judicial data-
base was developed,
resulting in a considerable
cost savings and increased
coordination throughout
the university.
Student Affairs cohosted
the Higher Education Law
and Policy Conference
with the American Council
on Education (ACE), the
League for Innovation,
and the San Diego Com-
munity College District.
This nationwide event
brought in more than 500
attendees to discuss
current issues in judicial
and procedural affairs.
Ombudsmen cases increased 26 percent over the
decade. The top three categories for students filing a
complaint were grade disputes, judicial procedures,
and challenges against the university’s academic/
administrative policy. In 2010, 90 percent of cases
reached resolution through the office.
Ombudsmen
Cases
2000: 644
2010: 815
Greek students had
51 percent fewer
Code of Conduct
violations last year,
compared to the
previous year.
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citizenship
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Connection, Community and Civic Responsibility
Parent Partnerships students. Grants were provided to help alcohol and otherdrug initiatives, study abroad, leadership development,the SDSU Student Research Symposium, the SummerReading Program, Peer Health Education Training, theLeadership Institute Conference, the Faculty-in-Residence Program, and Disability Awareness Day.
Each fall, Student Affairs hosts the annual FamilyWeekend, a fun and informative weekend of activitiesdesigned for families of current SDSU students. Each year,all the events sell out.
The office of New Student and Parent Programs
(NSPP) was officially established to connect students
and parents to valuable SDSU support services and
programs. The office oversees New Student and
Parent Orientation, New Student and Family
Convocation, Welcome Week, Family Weekend,
and other events.
“The Los Angeles Times”
featured a front-page
story about San Diego
State’s parent programs,
citing it as among the
best in the nation, along
with Stanford University
and the University of
California, Berkeley.
New Student and Family
Convocation was intro-
duced by Student Affairs
for the first time at SDSU.
This official ceremony
serves to welcome all
incoming students and
their families to SDSU.
More than 6,000 people
attend each year.
The Aztec Parents Board voted
to enhance its main communi-
cation vehicle, “News for Aztec
Parents,” from tabloid format
to full-color magazine.
Aztec Parent Board members and
SDSU staff present a parent programs
workshop at NASPA, the leading organ-
ization of Student Affairs Administra-
tors in the world. More than 3,000
people attended the conference.
APA individual membership increased to 21,000 from only about
1,100 in 2000. This represents almost 13,000 households.
Academic Success Linked to Parental Involvement
(2008-2009)
The Aztec Parent Advisory Board
The NASPA conference presenters
Academic Successnon-APA students
APA students
Grade Point Average 2.43 2.71
Fall-to-Fall Reten1on 73.3% 80.2%
On Academic Proba1on 27.2% 16.8%
APA
Membership
2000: 1,100
2010: 21,000
Parents play a crucial partnership role at SanDiego State University, and successful partnerships like thisare not found at all universities. Over the years, theDivision of Student Affairs has forged strong ties with theparent community, which today works hand-in-hand withthe campus administration. The Aztec Parents Association(APA) has been recognized as one of the leading universityparent organizations in the country.
In conjunction with the Aztec Parents Association, theAztec Parents Fund raises money to create and enhancequality programs and services that directly benefit SDSU
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The International House
(I-House) opened, home
to a mix of international
and local students inter-
ested in global issues.
The Residential Education
Office became a stand-alone
department, separate from
Housing, which moved to
Business Affairs.
Templo del Sol residence
hall was demolished.
The residential judicial
prevention/intervention
program to reduce risk
behaviors was imple-
mented.
The first STAR Center opens
Fraternity Row opened. University Towers
was acquired by the
university.
Cuicacalli opened, SDSU’s
first suite-style residence
hall.
Due to strategic planning by the Division of Student Affairs, SDSU has becomeless of a commuter campus over the past 10 years, as more students live on or nearcampus. This has been a major paradigm shift on the campus and has presentedincreased opportunities for Student Affairs. This was the decade of the birth of theResidential Education Office as a separate and distinct entity from the businessoperations of Housing.
This decade also saw unprecedented growth and expansion of SDSU’s learningcommunities. Residential Learning Communities (RLCs) are designed to assistfirst-time freshmen living on campus with their transition from high school tocollege. RLCs serve as “high impact educational practices” by featuring live-infaculty, peer mentoring, in-hall tutors, academic resource centers called STAR(Students Taking Academic Responsibility), service learning opportunities, andinterdisciplinary seminars.
A True Living LearningExperience
Residential Education
began infusing
academics into the
residence halls
through the expansion
of residential learning
communities.
Integration into the
Community
Student Success andExperiential Learning
Connection, Community andCivic Responsibility
Health, Safety and Access
10 Years of
Student Successand Experiential
Learning
At the third level of the Student Development model, student success
and experiential learning opportunities provide the foundation for expanded
intellectual growth and scholarship.
SDSU and the Division of Student Affairs provide an environment of enriching
experiences inside the classroom and beyond, meeting students’ higher order
intellectual needs as they strive to achieve their academic goals.
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Additional residential
learning communities
added:
• Women in Science and
Engineering (WiSE)
• Health and Healing
Professions
• Leadership
• Physical Fitness
• Business
• Honors
Living and learning on campus: All first-time Honors students
were housed in the new Honors Residential College. An ROTC/
Military Science Residential Learning Community is being planned
for implementation next year.
The Residential
Education Office
and Office of Hous-
ing developed the
nation’s first on-
campus veterans’
house residential
unit.
Academic success of residential learning communities
Retention to Sophomore Year Academic Probation
The Resedential Edu-
cation Office places
special emphasis on
sophomore outreach
to improve retention
for this “critical”
year.
The Educational
Opportunity Program
(EOP) developed its
first Student Advisory
Board.
Aztec Corner
apartments acquired.
Recognizing the special needs of transfer students, the Office of
New Student and Parent Programs developed SDSU’s first Transfer
Student Reception. The reception was held immediately following
New Student and Family Convocation, providing students and their
parents a chance to interact with college deans and department
chairs prior to the start of classes.
4-Year
Graduation Rate
On Campus: 17.1%Off Campus: 8.0%
Growth of Residential Learning Communities2000: 420 students2010: 900 students
Students living on campus enjoyed a “Lunch and Learn”
mini-presentation series by employers and alumni on
career and networking topics. All took place during
lunch and were sponsored by Faculty-in-Residence
(FIRs), Residential Education, and Career Services.
Student Affairs analyzed high-risk Latino students who live on campus and
compared them to high-risk Latino commuter students (same grade point
averages, test scores, background). The difference was remarkable: not only
were the students who live on campus more academically successful, but
they had significantly higher graduation rates.
Transfer Student Orientation was revamped to provide more
specific and detailed information relevant to transfers.
5-Year
Graduation Rate
On Campus: 65.6%Off Campus: 53.2%
Student Success and Experiential Learning
A True Living LearningExperience
Student Success and Experiential Learning
Unprecedented Support forServing Targeted Populations
Student Affairs recognizes the unique needs of certainpopulations of students. Additionally, each student is anindividual who brings various experiences, emotions,strengths and weaknesses to the higher education journey.Student Affairs strives to provide services to help each oneof them flourish on that path.
During the past decade, the Division of Student Affairstook a hard look at how it serves students who are bright,deserving and capable — but who face unique challenges thatcould impact their ability to get the college education theydeserve. Student Affairs worked hard to develop or expandprograms within the division to help those in need — fromlow-income students, to youth in foster care, to the veteranswho selflessly serve the nation — to achieve their dreams ofacademic success.
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Student Success and Experiential Learning
Unprecedented Support forServing Targeted Populations
EOP implemented a
Student Volunteer
Program to provide
prospective student
outreach and guided
tours by current EOP
students.
A new Honors Residential
College opened, providing
students in the University
Honors Program a unique
community. Highly motivated
students encourage each
other to excel as they share
experiences both inside and
outside of the classroom.
The SDSU Guardian Scholars
Program was created – a compre-
hensive system of support services
to help meet the academic, social,
career, emotional and financial
needs of former foster youth as
they pursue higher education at
San Diego State.
The Educational
Opportunity Program
(EOP) improved the
retention rates of its
students and grew to
comprise the largest
class in its history at
SDSU.
The Compact for Success Program moved from the
College of Education to Student Affairs in 2010. The
Program has a 10-year track record in educational
reform in the Sweetwater Union High School District,
creating a college-going culture in this large and
diverse school district. Students who sign a pact and
meet the five benchmarks outlined are guaranteed
admission to SDSU.
In continuing to grow services
for the university’s Veteran’s
Program, Career Services
offered its first Veteran’s
Career & Resource Fair.
To encourage new
veteran students to
attend orientation,
NSPP provided a
50 percent discount.
SDSU ranked as one of the top 20
most LGBTQ*-friendly campuses
in the nation, according to
CampusPride.org.
*Lesbian, Gay, Bisexual, Transgender,
Questioning
The annual 7th grade visit is a popular
event for both students and parents.
SDSU was ranked as the No. 30 veteran-
friendly university in the country by
Military Times Edge.
EOP six-year graduation rate1996 cohort:
33.4 %2003 cohort:
61.8%
SDSU opened the country’s
first university residence
hall for student veterans.
It became a gathering place
and a symbol of SDSU’s
commitment to veterans.
Sweetwater
students
enrolled at SDSU
needing remediation
2000: 71%
2010: 13%
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Student Success and Experiential Learning
Personal Wellness andStudent Success
University; City College of New York; and the University of North Carolina, Chapel Hill.
Other programs integrating the role of personal wellnessinto improved academic progress were provided by StudentDisability Services, Counseling & Psychological Services,Student Health Services, and Financial Aid andScholarships.
The Office of Financial Aid and Scholarships
offered financial literacy workshops to stu-
dents, to teach the valuable life skills of
personal responsibility and wise money
management.
An assessment culture was
created in Student Affairs to
expand the knowledge bases
about student learning and
development and to provide
analytics documenting the
success of SDSU’s students
and programs.
Student Disability Services served about 1,000
students with verified disabilities, and monitored
more than 4,100 accommodated tests.
Counseling & Psychological Services created the
Bounce Back Retention program, a resiliency-
based academic skills program for students on
academic probation. Data indicates that Bounce
Back participants have higher GPAs than non-
participants and are more likely to be removed
from academic probation.
The Early Start Summer
Remediation Program, led by
Student Affairs, had a signifi-
cant impact in retention. Prior
to its implementation, approx-
imately one third of students
requiring remediation were
disqualified by the end of
their first year. For freshmen
in 2009 who participated in
the program, only about one
fifth were disqualified.
“@State” — SDSU’s first official student
online newsletter — was launched.
Connecting students with information
on programs and services offered by
Student Affairs and Associated Students,
“@State” also provides positive, healthy
tips for increased academic success.
Student Affairs initiated several new programsto integrate individual wellness with improved academicachievement. One such program, Bounce Back, made asignificant impact by helping students on academicprobation to strengthen personal resilience in adversity,improve their grades, and continue their studies. Publicityabout this program led to national recognition, and to theprogram’s adoption at other universities, including Tulane
Student Disability Services continued to provide
alternative format materials for students with visual
impairments or reading disorders. This year, new
software helped manage and track alternative
media, and utilize existing CSU-housed materials,
avoiding duplication of efforts to convert textbooks.
1UNIT
Bounce Back
participants
earned one unit
of course credit
for completing
this award-winning
program.
Students on academic probation who continued
their studies at SDSU:
Previous First Year Disqualification Rates
(for students requiring
remediation)
Fall 2006: 35.1%
Fall 2007: 32.0%
Fall 2008: 31.4%
Initial Cohort of Early Start ParticipantsDisqualification Rate
Fall 2009: 22.9%
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Student Success and Experiential Learning
Student Transitions Student Affairs recast the initial interactions it has with newstudents from largely ceremonial to purposefully instructional. The divisionbroadened Orientation activities to incorporate participants from acrosscampus, including academic deans and faculty. Career Services guidedstudents through many transitions during their years at the university — and after graduation. Departments throughout the division helped toleverage teaching moments during each student’s transitional phases.
What had been known as
Student Life Orientation, a
one-day event, was trans-
formed into Welcome Week,
which initially ran longer than
one week.
Welcome Week was
condensed into one
week. One of the
highlights for students
is Aztec Bash, during
which Vice President
Kitchen hosts a barbe-
cue on campus for
new students.
Student Affairs spear-
headed the first San
Diego Leadership Con-
sortium. Participating
universities included
the SDSU Imperial Valley
campus, CSU San
Marcos, Point Loma
Nazarene University,
UCSD, and USD. The
universities met
bimonthly to discuss
leadership development.
Student Affairs and Academic Affairs
developed the 2009 Summer Program
for incoming freshmen with remedial
needs, those most at risk of attrition.
The program included resiliency-based
methods of time management, effec-
tive study skills, and peer coaching.
The Aztec Career Connec-
tion website was launched
to enhance connections
between employers and
students, giving students
24/7 online access to
Career Services.
Career Services initiated a
“Speed Networking Series”
for each of the colleges. The
program allows juniors and
seniors to develop their net-
working skills by meeting with
professionals in a rotational
format during a three-hour
event.
As part of the EOP BEST
Summer Bridge Program,
a Transfer Student Bridge
program was developed
to provide comprehen-
sive benefits for incom-
ing transfer students.
The first New Student
and Family Convocation
was introduced to SDSU.
This event officially wel-
comes new students and
their families to the
university.
In response to the economic downturn,
Career Services offered “Career University
2010” to recent graduates to help them
manage the challenges of a tight job market.
Aztec Career Connection
Usage
2000:7,000 students,
5,000 employers
2010: 18,000 students,
11,000 employers
Student Disability Services and Career
Services continued their partnership with
the WorkAbility IV Program, an ongoing
interagency collaboration with the Califor-
nia State Department of Rehabilitation
that matches SDSU students with disabili-
ties to career positions in their majors.
This year, in comparison with other par-
ticipating universities, SDSU ranked No. 1
in all categories.
Orientation Participation
Freshmen Transfers
2000: 79% 35%2010: 93% 85%
New Student and FamilyConvocation Attendance
2003: 4,000
2010: 6,000
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Developing Strong Academic Collaborations
Student Affairs, in
conjunction with
Academic Affairs,
initiated computer-
based testing which
not only saved the
university both time
and money, but also
streamlined the
testing experience
for students.
Student Affairs
worked with Enroll-
ment Services to
develop e-mail
communications as
the official means
of communicating
with students. This
has meant speedier,
enhanced connec-
tion and communi-
cation across
campus.
In collaboration with Under-
graduate Studies, Student
Affairs helped to establish the
Summer Reading Program.
The Summer Reading Program
involves continuing students,
new and transfer students,
faculty and staff in a common
literary experience, as every-
one reads the same book. The
experience allows the entire
campus community to share in
the orientation of its newest
members as they transition
into university life.
The Test Office
Web Enabled
Registration
(TOWER) elimi-
nated student
wait times in the
Test Office.
In collaboration with
the College of Educa-
tion, Student Affairs
co-created the Master
of Arts degree program
in Postsecondary
Educational Leadership;
seven students joined
the program in its first
year.
The mission of Student Affairs is tosupport the academic success and personalgrowth of each SDSU student. To this purpose,the division has worked to forge thoughtfuland strategic collaborations across theuniversity. Such collaborations provide SDSUstudents with a variety of ongoing educationalopportunities and enriching personal growthexperiences.
Integration into the
Community
Student Success andExperiential Learning
Connection, Community andCivic Responsibility
Health, Safety and Access
10 Years ofIntegration intothe Community
At the final stage of the Student Development model, students have reached
a level of self-actualization, with full integration into the academic
community. Ideally, students will attempt to reach their full potential, and
Student Affairs strives to help students achieve just that.
Through strong academic collaborations building programs and services
that encourage personal growth, Student Affairs provides experiences both
inside and outside the classroom to help students as they transition into
their final years at the university and onward toward a career.
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Integration into the Community
Developing Strong Academic Collaborations
Integration into the Community
Personal Growth
Aztec Career Connection
was launched to provide
greater interactivity
between employers and
students.
Dr. James R. Kitchen, the
new Vice President for
Student Affairs, forged a
closer working relationship
with Associated Students.
More than 50
students were
enrolled in the
Master of Arts
degree program in
Postsecondary Edu-
cational Leadership
as it entered its
tenth year.
Each office in Student
Affairs provided a student
internship, which furthered
participating students in
their career path. A new
master’s program in Post-
secondary Educational
Leadership with a Special-
ization in Student Affairs,
required graduate students
to complete an internship in
at least one area within the
division.
A minor in Leadership
Development was imple-
mented in collaboration
with the College of Educa-
tion. SDSU became only
one of a handful of other
universities that offer
interdisciplinary programs
specifically designed to
nurture leaders.
For students nearing the end of their undergraduatestudies, a transformation takes place as they begin to clarifytheir leadership styles, define their career plans, and cementtheir values. Student Affairs remains actively involved duringthis period of change to help students find the path that isright for them.
WPA
508
Student Testing, Assessment
and Research, in collabora-
tion with Enrollment Serv-
ices, Undergraduate Studies,
Rhetoric and Writing Studies
and other academic pro-
grams, reformatted the Writ-
ing Placement Assessment
(WPA) test to meet CSU
standards.
A CSU Executive Order
mandated web accessibil-
ity, and Student Affairs
took a lead role in ensur-
ing Federal 508 compli-
ance for the university’s
websites.
Previous First Year
Average GPA
(for students requiring remediation)
Fall 2006: 1.75
Fall 2007: 1.85
Fall 2008: 1.85
Early Start Participants
Average GPA
Fall 2009: 2.05
Student Affairs led the
effort to develop the 2009
Early Start Summer
Program for incoming
freshmen with remedial
needs, who are most at
risk of attrition.
The program proved very
successful. Grade point
averages increased enough
to keep a significant num-
ber of remedial students
from being placed on
academic probation.
Standards of Excellence award winners from 2009
Fraternity men and sorority women consistently have
higher GPAs than non-Greeks
Average GPA of Fraternity Man: 2.87
Non-Greek Undergrad Male: 2.20
Average GPA of Sorority Woman: 3.06
Non-Greek Undergrad Female: 2.90
Fraternity and Sorority
Standards of Excellence
were completed.
The division
began develop-
ment plans for a
Center for Lead-
ership to be
housed in Aztec
Center when it is
revamped in the
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Career Services initiated a “Speed Networking
Series” for each of the colleges. The program
allows juniors and seniors to develop their net-
working skills by meeting with professionals in
a rotational format during a three-hour event.
Student Life & Leadership resur-
rected the former Leadership
Conference into a new regional
Leadership Summit. The event
included a nationally renowned
speaker and drew more than
260 student participants.
Career Services increased the number
of its annual Career Fairs to nine events,
including the first-ever Veterans Career
and Resource Fair.
A record number of 961 EOP students applied
for graduation. Seven of these were Guardian
Scholars, former foster-care youth who
received special help with needed resources
such as health services, career planning,
disability services or financial aid.
Student AffairsOffices
Office of the Vice President
Departments
Assistant Deans for Student Affairs
Career Services
Communications Services
Compact for Success
Counseling & Psychological Services
Educational Opportunity Program/Ethnic Affairs
Financial Aid and Scholarships
Information Systems Management
Intercultural Relations/Cross-Cultural Center
International Student Center
New Student and Parent Programs
Ombudsman
Residential Education Office
Student Disability Services
Student Health Services
Student Life & Leadership
Student Rights and Responsibilities
Student Testing, Assessment and Research
The Peer Leadership Consultants
Program was initiated to develop
and promote leadership to SDSU
students.
The Aztec CORE,
a leadership
training retreat,
was developed
as an off-campus,
values-based
event.
In response to the economic down-
turn, Career Services launched “Career
University 2010” to recent alumni to
help them manage the challenges of
a tight job market.
Fraternity men and sorority
women engaged in 35,000
hours of community service
between 2008-10.
Integration into the Community
Personal Growth 2
00
9
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10
A Decade of
Accomplishment
and Student Success
2000 - 2010
SDSU Student Affairs
10-Year Report
Produced by Student Affairs Communications Services
10/10 (100)
