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Office Proposal for

The Office of Student Activities and New Student Programs

Fort Defiance College

Submitted by:

Daniel W. Murphy, Director

Student Activities and New Student Programs

This proposal has been prepared as an introduction to the Office of Student Activities and New Student Programs. Within this proposal is the mission and goals of the office as well as the theoretical foundation on which the office has been created. In preparation for a successful year, a program plan is also included with additional emphasis placed on the theory used to structure the program and the Assessment Plan that will be used to measure the plan’s effectiveness.

Mission

The Office of Student Activities and New Student Programs is committed to assisting students throughout their experience at Fort Defiance College. We are dedicated to student learning and holistic development through intentional programming focused on cultivating leaders as well as increasing co-curricular activity and institutional pride. It is our mission to provide individuals with the tools that they will need to lead and interact within an ever-changing global society.

Goals

Within the Office of Student Activities and New Student Programs, it is our goal:

•To provide students entering the institution with a seamless transition, supplying them with the materials and information that is necessary to create a solid foundation on which to grow.

•To provide co-curricular opportunities for Fort Defiance students by encouraging the campus community to get involved in clubs and organizations. To achieve this, we will also recruit faculty/staff members to serve as mentors/advisors for student groups.

•To give the students a platform on which to engage the college community through democratic process and programming initiatives.

•To assist students that are going through the social transition of college.

•To provide students with opportunities to lead their peers and leave an impact of the Fort Defiance campus community and the broader society.

•To celebrate the contributions of the students, their families, and the faculty/staff of Fort Defiance through community events, traditional celebrations, and recognition ceremonies.

•To be a safe place for the free exchange of ideas, the celebration of differences, and to challenge one another to learn, change, and grow.

Organizational Structure

The Office of Student Activities and New Student Programs has a small staff of dedicated individuals committed to the previously mentioned mission and goals. The office consists of three full-time staff members, two student coordinators, and three office assistants. The office also receives help from the Program Board Executive Director, Student Government Association Executive Council, and the Orientation Student Leaders. The following section will provide a brief description of each position and the responsibilities that go with it. Attached to this document is an organizational chart that will provide a visual diagram of the office structure.

Director – Student Activities and New Student Programs

The Director is responsible for the overall management of the office. In this position, the Director supervises the Office Manager, the Assistant Director of Student Activities, the Student Coordinator for Campus Events, and the 16 Orientation Student Leaders. Programming areas that fall under the Director’s realm of responsibility include Fort Defiance Days, the college’s four-day welcome back week for new students at the beginning of each academic year. The Director also coordinates Family Weekend and Homecoming. Throughout the year, the Director oversees the Leadership Development Program for young and emerging leaders. Other duties include divisional meetings, developing the office budget, student organization discipline, assessment of office services and programming, and serving on campus committees.

Assistant Director – Student Activities

The Assistant Director (AD) is a full-time professional position requiring a Master’s degree in College Student Personnel, Counseling, or a related field. The AD works directly with the nearly 70 clubs and organizations available at Fort Defiance College. This includes the six social fraternities and sororities that are housed on campus. Responsibilities with the clubs and organizations include coordinating the club recognition process, maintaining communication with club presidents and national organizations, providing organizations with training on risk management and hazing, and coordinating the Student Activities Excellence Award Ceremony. The AD also serves as the advisor to the Defiance Program Board and the Student Government Association. This position reports to the Director and supervises the Student Greek Coordinator.

Office Manager

The Office Manager is the other full-time staff member. The Office Manager is responsible for the day-to-day running of the office. This includes event scheduling, securing event contracts with service providers, departmental purchase orders, office communication, and providing those that visit the office with excellent customer service. Student Activities and New Student Programs provide students and the community with a general email account for questions. The Office Manager is responsible for responding to these messages or forwarding them to the appropriate staff member. Recently, with the advance of technology, the Office Manager has also taken on the responsibility of website maintenance and producing office publications. The Office Manager reports to the Director and supervises the three student Office Assistants.

Student Coordinator for Campus Events

This student coordinator position is a one-year position that can be held by any student that has previously served as an Orientation Student Leader. The Student Coordinator for Campus Events (SCCE) assists the Director with Fort Defiance Days, Family Weekend, and Homecoming. The responsibilities associated with Fort Defiance Days include the recruitment and selection of Orientation Student Leaders, training the welcome week staff, and implementation of welcome week events. For Homecoming, the SCCE serves as a Chair of the Student Homecoming Committee and as the Office of Student Activities and New Student Programs student representative on other campus committees.

Student Greek Coordinator

In response to the changing climate regarding social fraternities and sororities nationally, we are asking for a Student Greek Coordinator (SGC) to aid the Assistant Director of Student Activities with recruitment, training, and management of the six chapters available to students at Fort Defiance College. The Student Greek Coordinator will maintain a close professional relationship with the chapter presidents and housing personnel. The SGC will be available for Risk Management and Hazing presentations, assist with Sorority Recruitment, and facilitate New Member Education. The SGC will also be responsible for holding conduct meetings regarding minor violations committed by the sororities and fraternities on campus and is a member of the on-call emergency rotation.

Office Assistants

There are three Office Assistants (OAs) in the Office of Student Activities and New Student Programs. The OAs are responsible for offering exceptional customer service in person and on the phone. They are the first people that an individual encounters when visiting the office and they also answer phones when the Office Manager is busy. The Office Assistants help with Fort Defiance Days Check-In and with many of the day-to-day functions of the office. The OAs maintain the clubs and organizations database. They report to the Office Manager.

Defiance Program Board

The Defiance Program Board (DPB) is a group of undergraduate students that are committed to providing the Defiance community with entertaining and educational programming throughout the year. The decision making body is called the Executive Committee and is facilitated by the Executive Director. The Executive Director is to be accountable for all decisions made by the DPB and will also serve as the group spokesperson. The Executive Director will meet with the Assistant Director of Student Activities once a week to provide the office with updates on current programming efforts.

Student Government Association

The Student Government Association (SGA) the voice of the student body and is invited to participate in major decisions of the college. The Executive Council is elected by popular vote at the end of each academic year and serves a one-year term. Other representatives are selected in each academic college and residence hall. There are also At-Large positions that can be filled each year. The Assistant Director serves as the SGA Advisor and is the Student Activities and New Student Programs contact person for other departments wishing to collaborate with the SGA. The SGA is given a programming budget at the beginning of each year to allocate funds to support student clubs and organizations.

Orientation Student Leaders

The 16 individuals that create the Orientation Student Leader (OSL) team are energetic, responsible students dedicated to the successful transition of new students into the Fort Defiance campus community. OSLs are available during Fort Defiance Days to assist students with move-in, help them become acquainted with the campus and the services that are available, and promote Fort Defiance Days events. They are also a customer service representative of the college and work closely with students and their families. Some of their Primary responsibilities are facilitating small group discussions and connecting new students with other students from around campus.

Organizational Theory

The Office of Student Activities and New Student Programs was created out of the idea of creating an office to support students throughout the collegiate experience. Whether it be from the first time a student sets foot on campus, or when a club is representing the institution nationally at a convention or competition, there needed to be an office on campus to develop those leaders. This idea was born out of the Theory of Transformational Leadership. J.V. Downton first introduced Transformational Leadership in the early 70s. A political sociologist James MacGregor Burns later developed the idea of Transformational Leadership in the late 70s.

This leadership theory has less to do with the organizational structure of the office, and more with how the office is managed. The general idea behind Transformational Leadership is that individuals interact with each to create a higher level of motivation and participation between the leader and the follower. It is the responsibility of the leader to be aware of the needs of the people s/he is working with in an attempt to help the follower reach his/her maximum potential. Transformational Leadership is a flexible theory that can be adapted to one-on-one interaction with others or can have an impact on an entire organization or culture. The theory uses the strengths and assets of everyone involved and requests that the leader treat each member as an individual.

Almost a decade later, Bass expanded the model to focus more attention on the followers. In this model, Bass introduced four factors that were associated with Transformational Leadership. These factors included charisma and idealized influence, inspiration and inspirational motivation, intellectual stimulation, and individualized consideration.

Charisma and idealized influence was the first factor that Bass addressed. This factor discussed the position of a leader as a positive role model. There are usually high ethical and moral expectations placed on the leader that they are then held accountable to by the followers. Charisma talks more specifically about the ability of the leader to put forth a vision that the entire organization is willing to buy in to.

The second factor was inspiration or inspirational motivation. This includes the use of symbols and emotional appeal to motivate others and raise awareness and commitment to a level above an individual’s own interests. This also includes the creation of team spirit, the idea that working together, the organization can create more positive change than any individual person.

Intellectual stimulation was the third factor that Bass introduced. This factor strays away from the more emotional aspects of being a member of an organization and focuses more on the ability of the leader to empower members to make decisions and promote change. The use of individual’s creativity in problem solving and the ability to question authority as well as being willing to challenge our own beliefs and values are all trademarks of intellectual stimulation.

Finally, Bass talks about individualized consideration as the fourth factor of Transformational Leadership. Individualized consideration is a responsibility of the leader to be available to followers of the organization. The leader must be willing to listen to members of the organization and create an experience that is meaningful for everyone.

While this theory has less to do with organizational structure and more with the theory of leadership, parts of the theory can be used to demonstrate the structure with which the office was established. Within the office, responsibilities are split up between the different positions. This allows individuals to concentrate more on their selected areas of responsibility while being available to students and other administrators. A system has been established so that individuals that visit our office know that someone will be there to listen and point them in the right direction of resources when they are needed. By splitting up the responsibilities, we are also achieving more as an office than could be otherwise achieved by one person.

The separation has also created a system of accountability. The first factor, idealized influence, calls for leaders to have high standards of moral and ethical behavior. In such a visible office, it is important for the staff to be seen as role models and be held accountable for the actions within each of the respected areas.

Factor three of the Transformational Leadership model helped in the creation of our final goal – to be a safe place for the free exchange of ideas, the celebration of differences, and to challenge one another to learn, change, and grow. This aligns well with the presence of intellectual stimulation in the office.

Another reason that the Transformational Leadership model was selected is because much of the work that is accomplished through the Office of Student Activities and New Student Programs is made possible by groups of students. More specifically, the Defiance Program Board and Student Government Association were created under the belief that by working together, we will be able to create a campus culture far beyond any individual’s expectations.

One of the greatest connections between the Theory of Transformational Leadership and the mission of the office is with the cultivation of student leaders. It is the office’s mission to prepare leaders for a global society. It is by having a system in place to provide them with resources, support and guidance that we can make this happen. Transformational Leadership says that if a leader invests in the followers, that great rewards will come. It is through the Office of Student Activities and New Student Programs’ investment in students that our mission will be achieved.

Program Proposal

This office proposal was created as in introduction to the Office of Student Activities and New Student Programs. Now, with the understanding of the purpose and structure of the office, it is important to highlight a program that the office plans to accomplish. At the beginning of each academic year there is a program called Fort Defiance Days, the four-day welcome back week for new students to the institution. This section offers a deeper examination of one program that will be offered during Fort Defiance Days.

In an effort to accomplish the goals established for the Office of Student Activities and New Student Programs, “Stories From Home” was created to help students explore difference, understand each other, provide our student leaders with a chance to facilitate a group of peers, and assist students in the social transition to college. This event will take place on the second night of Fort Defiance Days and is detailed below.

Stories From Home

When: Day Two Evening – Fort Defiance Days

Where: Fort Defiance Commons (The Union)

It was important to select a central location that was large enough to accommodate groups of new students but that had space available for students to sit and discuss with room to setup craft supplies (postcards, markers, pens, etc.).

Who: Fort Defiance Class of 2010, Student Orientation Leaders, and Faculty/Staff

Objectives of “Stories From Home”:

•Upon completion of the program, students will be able to list five student support services available to them on campus.

•Following the program, students will have a better understanding of the members of their peer group and the experiences that each person brings to the campus community as demonstrated through interaction and self-disclosure with each other and their Orientation Student Leader.

•Students will demonstrate an increase on the sense of belonging to the institution and perceived cohesion scales that will be administered during the Fort Defiance Days Evaluation.

•During the program, students will make connections with at least two students who live outside of their residence hall.

•Throughout the program, students will share at least one experience/memory of home through creation of a memory card and discussion with Peer Orientation Group.

What: The idea behind this program is to allow students an opportunity to share their personal history and some anxieties about college with other new students. The program allows students to share their experiences anonymously while still allowing them to make a connection with other individuals. The program takes place at two different times. The initial part of the program includes the creation of the post card walls and the second part of the program is when students get to interact with other postings around the room.

Orientation Student Leaders begin by brining their Peer Orientation Group (POG) into the Commons. In the middle of the room will be chairs for the groups to have a peer discussion group that will focus on the transition to college. OSLs will be trained specifically for this conversation during the Fort Defiance Days Training Week. The conversation will begin with an introduction to the activity. Each new student will be able to create two postcards to hang around the room. The postcards do not need to have any identifying information on them. On the first postcard, the students will be asked to share one of the anxieties that they have about coming to college. On the other, they will share a unique family tradition. When students have completed the task and posted their cards on the wall, the OSL will take the POG to dinner. This part of the program will be done by four groups at a time.

After dinner, all of the new students will return to the Commons. They will be given the opportunity to walk around the room looking at all of the postcards that have been created. They will be given comment sheets that they can post next to postcards that they connect with/relate to. It is a chance to identify with other incoming students and their anxieties, as well as learn about different cultures. Students will be instructed to leave a comment card with at least five postcards.

When the POGs are done, the OSLs will take the group members to a location around campus for a reflection session. The reflection will invite group members to talk about what the experience was like for them. They will be able to share what examples they thought were funny, or maybe even upsetting. Hopefully, students will have been able to connect with others, even if they don’t know who they are. They may find that many other students share those anxieties, or they may learn about a culture that they did not previously know much about. The Commons will remain open for the rest of Fort Defiance Days so that students will have the opportunity to visit and see if others could relate to their stories.

Theoretical Foundation for Program: The theoretical foundation that was used to create this program is the same theory of development that is used throughout the Fort Defiance Orientation model. Using a combination of William Bridges’ work on transitions and Nancy Schlossberg’s work on adult development, the Office of Student Activities and New Student Programs hopes to aid in the seamless transition to college and support those that experience challenges in that process.

William Bridges focused the majority of his work on trying to make the most of change. The foundation of his theory of transition is that transition occurs in three phases. The first of these phases is called the Ending. Every transition that an individual goes through begins with the end of something. It is usually the end of a significant event or time period in someone’s life. This can include leaving a job, moving away from home, graduating from high school or even college. There is a process of events that occur during an ending. Individuals begin by disengaging from their old roles and routines. People also become disenchanted at that idea of new roles, new routines and a new identity. Many become confused about what will happen next and what that means for their new person. In order to have a successful transition, there is a need to let go of the strong attachment that people have to their old identity.

The next phase Bridges calls Neutral Zones. During this time, people have left their existing roles, relationships and routines but they are not quite sure of what the future holds. They do not know what their new roles will include, what the new routines will be, and if the current relationships will change. Finally, the last phase of transition is the Beginning. After all of the uncertainty, the individual is beginning something new. This can include starting at a new school, beginning a new job, living in a new community or establishing new relationships.

This idea of transitions can be considered quite easy, but many individuals, including many of the students that come to Fort Defiance view graduation as the beginning of the rest of their life. As a campus community, it is considered that coming to Fort Defiance marks the beginning of something new. It is important to understand where in a transition an individual is before offering them services. This is where Nancy Schlossberg’s work on adult development integrates with the work of Bridges.

Schlossberg’s theory was created from counseling adults that were in transition. The subject group of her research was much older than our target audience of traditional aged college students, but many of the ideas are compatible with the services and support that are being offered within the Office of Student Activities and New Student Programs. The name of her theory is The 4 S System. The 4 S’s include Situation, Self, Support and Strategies. These are the preliminary factors to take into account when assisting students through a transition.

Understanding the situation involves an assessment of the transition and what has taken place to produce the given situation. This involves eight factors, which can either increase the amount of stress associated with transition, or decrease it significantly. These factors are a Trigger Event, Timing, Control, Role Change, Duration, Previous Experience, Concurrent Stress, and Assessment. Trigger events encourage individuals to look at their life in a new way. Something has happened in that person’s life that has raised to question how everything is going. The stress associated with a transition can be associated with the timing of the event. A question to consider is if the individual was expecting the transition to take place, or was the transition a surprise. Along with this, the variable of control comes into play. Many times with unexpected transitions, individuals feel as if they have no control over what is going on around them.

One of the most notable variables with students transitioning to college is the idea of role change. Traditional students that are coming to campus from high school are leaving the power position in their schools and entering college with little to no experience. The duration of the transition can be an important variable to understand. Will the event cause continued stress over a long period of time or is there an end to the stress within reach? One variable that can be helpful with transfer or adult students is an individual’s previous experience with a situation. Individuals that have experienced the transition before are usually more comfortable with the anxiety associated with it. For people that have never experienced a transition before, it can be hard to understand that this to will pass. A significant factor to consider is what concurrent stress is also being experienced. If there are many transitions occurring at the same time, it can increase frustration and anxiety exponentially. Finally, an assessment of how the individual views the situation is important. Does the individual view the situation as a negative or positive experience? A person that sees the situation as beneficial will have an easier time getting through the transition.

The second S stands for self. The first step in assisting adults through transition is understanding the transition itself. The second allows for the exploration of the person going through the transition. It is important to understand all of the influences that contribute to the individual’s reaction to the situation that they are in. Schlossberg discusses two aspects of self: personal/demographic characteristics and psychological characteristics.

As a greater emphasis is put on individuals to be comfortable interacting with diverse groups of people, a new awareness of cultural differences is being presented in our every day interaction. It is important to understand what personal characteristics affect an individual’s ability to cope with change. These can include the socioeconomic status of the individual, sex and gender, the age of the individual, a person’s state of health, and their ethnicity. Those with more money are often times in a better position to access resources and services. They are also able to meet the most basic needs as outlined by Maslow’s Hierarchy. These basic needs include food, water and oxygen as well as shelter and security. Men and women are also given very different socially accepted ways of dealing with stress and in seeking help. Men are expected to keep their anxieties to themselves, whereas it is more acceptable for women to share their feelings. The same can be said for different ethnic groups, which can be grounded in deep cultural traditions that have been passed on for generations.

The other aspect of understanding self looks at the psychological characteristics of an individual. Psychological characteristics include an individual’s maturity, their outlook on life, and the person’s commitment and values. A person’s level of maturity is important in understanding what that person expects from the helping profession. Those that focus on satisfying immediate goals and problems may have added difficulty in being patient throughout the transition, whereas a person that has a long-term view of the situation may miss smaller accomplishments along the way. Outlook describes how the person views the situation and is similar to the idea of assessing the situation that was already discussed. Finally, commitment and values can be a significant factor in stress management. An individual committed to a certain set of ascribed beliefs may have difficulty when a transition calls that into question. In contrast, a religion or spirituality can be an outlet for comfort and expression through a hard situation.

The third S is support. Schlossberg considers social support to be a key component in a successful transition. Once you are able to understand the situation and the aspects that a person brings to the situation look for the different forms of support that are available to the individual. To begin the conversation on support, it is important to talk about the four types of support that are considered. These include intimate relationships, the family unit, a network of friends, and the communities that an individual belongs to. Each of these can be found in different capacities on a college campus. The atomic family can be hard to find, but the access to immediate family on campus is an important factor to be aware of. These support systems can sometimes offer unconditional love and support that can be hard to find anywhere else. Some students create a family unit in other areas – including involvement in a fraternity or sorority or with a religious group. For the purposes of Schlossberg’s theory however, the last two examples would be considered support communities.

It is not just enough to have a system of support. Critical to the support structure is the presence of the four functions of support: affect, affirmation, aid, and honest feedback. People have a desire to feel that other people in the support system like them. It is also important that those in support networks share admiration, respect and love for the individual. This is called affect. Affirmation is about the understanding of one’s experience and the acknowledgment that what is being said is appropriate. Aid is an exchange of services or supplies necessary to help with a transition. Services can include money and goods, but can also be as simple as time to listen or help with a problem. Finally, providing honest feedback about a situation is important to the individual in transition. It can be difficult, but is necessary to help the person assess their situation and understand how others view the consequences of the situation.

The fourth and final S is strategies. More specifically this refers to the coping strategies that are employed by an individual to traverse through the transition. Coping Strategies can be grouped into three types of responses. There are individuals that attempt to modify the situation. This is an attempt to alter the source of the stress and can include a series of negotiations or seeking advice from others on how they handled the situation. The second type of coping response is to control the meaning of the problem. To do this, people will often choose to look at other areas of their life, where less stress is occurring or simply not pay attention to the problem at hand. The last coping response is to manage the stress after the event has occurred. The individual may need to express what they are feeling, or they may be very aggressive about the situation. Understanding how an individual is coping can make a huge difference in the approach that is taken.

The combination of William Bridges and Nancy Schlossberg is the perfect compliment to the mission and activities of this office. I think one of the key elements to consider when selecting a theoretical base is that it be rooted in counseling theory. One of the goals of the office is to be a safe place for the free exchange of ideas, the celebration of differences, and to challenge one another to learn, change, and grow. Using, and understanding, counseling theory prepares the office for interacting with students and meeting their needs. Another goal of the office is to assist students that may be facing challenges in the social transition to college. Schlossberg’s focus on the personal characteristics an individual brings to the table provides the office with a set of questions that can help staff members understand a student’s concern better. Ultimately, it supports the mission of the office with a focus on holistic student development. Schlossberg illustrates that it is the combination of many factors that can impact an individual’s transition, not just one.

More specifically, Bridges and Schlossberg were appropriate for the “Stories From Home” program during Fort Defiance Days. The program provides students with the opportunity to share their anxieties with each other. We greet the new students at a critical point in their transition to a new set of roles, expectations and relationships. Offering programming that connects an individual’s past to a new, undetermined, future will help in creating that seamless transition to college. The program also provides an opportunity to be each other’s support network, although through anonymous interaction. Students begin to understand that they are not alone with their fears. Also, through reflection with the Orientation Student Leader, students become more aware of support resources available to them on campus.

Assessment Plan

As the Director of Student Activities and New Student Programs, it is my responsibility to perform assessment and evaluation on the services that we are providing the students of Fort Defiance College. The Assessment Plan will take place in three phases. The three phases are detailed below.

Phase One: Orientation Student Leaders

In order to best assess this new program to Fort Defiance Days, it is necessary to split up the assessment effort to focus on the different outcomes of the program. Two of the outcomes rely on our Orientation Student Leaders to provide assessment data. Those two outcomes are:

•Following the program, students will have a better understanding of the members of their peer group and the experiences that each person brings to the campus community as demonstrated through interaction and self-disclosure with each other and their Orientation Student Leader.

•Throughout the program, students will share at least one experience/memory of home through creation of a memory card and discussion with Peer Orientation Group.

To assess these outcomes, the OSLs will be given feedback cards during their Fort Defiance Days Training Week. The Office of Student Activities and New Student Programs will create the card to be distributed. The card will be completed by the OSLs following the program and returned to the Student Coordinator for Campus Events at the evening reflection meeting. The card will contain yes/no questions such as:

•Did the students in your group learn more about each other as a result of this program?

•Did each student in your group participate in self-disclosure?

•Did each student share at least one experience/memory of home?

•Did the activity raise awareness of differences between members of your group?

•Did you feel adequately prepared to facilitate this program?

Along with each question will be a space available for comments. That way, we are collecting both quantitative and qualitative data to be used in assessing the program. This will also help in developing adequate training for facilitators in the future.

Phase Two: Fort Defiance Days Evaluation

The second phase of the Assessment Plan will be executed during the Fort Defiance Days evaluation process. At the completion of the welcome week, each student will be invited to participate in an evaluation of the orientation program. This will be done electronically, through Web Surveyor. Students will be emailed individually and there will also be a link posted on the New Student Programs page of the Student Activities website. The outcomes that will be assessed during this phase include:

•Upon completion of the program, students will be able to list five student support services available to them on campus.

•During the program, students will make connections with at least two students who live outside of their residence hall.

On the evaluation, students will be given a scenario regarding a student’s difficult transition to college. At the conclusion of the scenario, the student taking the evaluation will be asked to list five services available on campus to support the student in transition. The other outcome will be answered through a yes or no question.

•During “Stories From Home” did you meet at least two students who live outside of your residence hall?

Results from this evaluation will be extracted and used in our final assessment report to be presented to the division at the first meeting during the spring semester. To encourage participants to respond, students that complete the evaluation will be entered to win a bookstore gift certificate.

Phase Three: Longitudinal Study

The final step in the Assessment Plan involves a longitudinal study of new students. There will be three data collection points throughout the process. The first will take place during the Freshman Survey that is completed after a student is admitted to the college. The second data collection point is on the Fort Defiance Days Evaluation immediately following the welcome back week. The third, and final, data collection point will be during the first week of November. The remaining outcome to be assessed is:

•Students will demonstrate an increase on the sense of belonging to the institution and perceived cohesion scales that will be administered during the Fort Defiance Days Evaluation.

In order to be successful, it is our goal to demonstrate an increase in sense of belonging and group cohesion between the Freshman Survey and Fort Defiance Days Evaluation. The two scales will be developed in partnership with the Office of Student Activities and New Student Programs and the Institutional Data Office on campus. The instrument will be based off of the Perceived Cohesion Scale created by Kenneth Bollen and Rick Hoyle. The long term plan calls for the introduction of Phase Three in two years. In the meantime, the other outcomes will be assessed beginning this year.

Works Consulted:

Bollen, K. A. & Hoyle, R.H. (1990) Perceived cohesion: a conceptual and empirical examination. Social Forces, Vol. 69(2).

Bridges, W. (2003) Managing transitions: making the most of change. (2nd Edition) William Bridges and Associates, Inc: Cambridge, MA.

Northouse, P. G. (2001) Leadership. (2nd Edition) Sage Publications, Inc: Thousand Oaks, CA.

Schlossberg, N. K., Waters, E. B. & Goodman, J. (1995) Counseling adults in transition: linking practice with theory. (2nd Edition) Springer Publishing Company, Inc: New York, NY.

Office of Student Activities and New Student Programs

ORGANIZATION CHART

-----------------------

DIRECTOR

Fort Defiance Days, Family Weekend, Homecoming, & Leadership Development Program

ASSISTANT DIRECTOR –

STUDENT ACTIVITIES

Clubs and Organizations, Greek Life, Defiance Program Board, & Student Government Association

OFFICE MANAGER

Event Scheduling, Contract Services, DPOs, Website Maintenance & Publications

STUDENT COORDINATOR FOR CAMPUS EVENTS

Fort Defiance Days, Family Weekend & Homecoming

OFFICE ASSISTANTS (3)

Customer Service, Phones, Database Maintenance & Fort Defiance Days Check-In

STUDENT GREEK COORDINATOR

Risk Management and Hazing Training, Sorority Recruitment & New Member Education

ORIENTATION STUDENT LEADERS (16)

Fort Defiance Days

DEFIANCE PROGRAM BOARD

On Campus Entertainment & Educational Programming

STUDENT GOVERNMENT ASSOCIATION

Elected Representatives of Student Body & Funding for Student Groups

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