DOSA Organization Chart
In support of the academic mission, Student Affairs collaboratively seeks to provide
co-curricular activities, support services and cultural experiences in a diverse environment
that will optimize student's university experience and prepare them to serve a global
Student Affairs will be a leader in providing comprehensive and integrated campus
life programs and services. We will cultivate a student-centered environment contributing
to students becoming socially responsible global citizens with an enduring connection
to the University.
The core values for Student Affairs are based upon the Malcolm Baldridge Criteria
for Performance Excellence. The Criteria, comprised of eleven Core Values/Best Practices,
provide a dynamic framework for continuous quality improvement.
- Visionary Leadership
- Student-Centered Excellence
- Organizational and Personal Learning
- Cultural Competency
- Focus on Results and Creating Value for Students
- Systems Perspective
- Societal Responsibility
- Valuing Workforce Members and Partners
- Managing for Innovation
Student Affairs formulated a plan that emphasized the enhancement of programs and
services aimed at improving student success, student learning and the overall quality
of campus-life for all students. The development of this plan coincides with the
appointment of new leadership within the Division, and is one that is embedded in
the overall University strategic plan.
The Student Affairs leadership team firmly believes that a well-designed plan is
a living document. As such, this Strategic Goals Plan will be reviewed and revised periodically in the months and years ahead. The changing
landscape of higher education necessitates that we remain flexible with regard to
the needs of our students, university priorities, federal and state legislation, and
K-12 educational mandates to name a few. These and other demands will greatly shape
all future revisions and modifications of this plan.
Assessment is the systematic process that allows Student Affairs to answer the question,
"Are we accomplishing what we have set out to do?" Though simple, responding to this
question requires attention to multiple steps within a well-defined assessment process:
- Step 1: Articulate Mission, Goals, and Outcomes In order to answer the question we must know what we intend to do. This begins with
the recognition that we do our work as a collective whole with a core purpose, "to
optimize student's university experience and prepare them to serve a global community."
- Step 2: Implement Strategies to Deliver Outcomes Once we discern what we want to do, we must then determine how we intend to do it.
The intended mission, goals and outcomes of the departmental units are implemented
through intentionally designed programs and services.
- Step 3: Identify Tools Used to Gather Evidence Determining accomplishment necessitates that we know what it will look like when
we have achieved our outcomes. Markers of success are identified for each outcome,
and appropriate assessment methods and tools are selected to measure them.
- Step 4: Analyze and Interpret Evidence Using the methods identified above, evidence is collected and analyzed. Resulting
information is reviewed and level of accomplishment is interpreted by Student Affairs
- Step 5: Use Evidence to Evaluate Effectiveness Once results are reviewed and interpreted, this information is used to take note
of accomplishments and improve what we do. We evaluate our efforts by taking the information
collected to determine how we can make our programs and services more effective in
achieving our desired outcomes. We value students, staff, and faculty input so that
we can ensure our programs, services and activities offer a value-added component
to the overall student experience at CSU.
- Step 6: Repeat A natural component of the assessment process is to work towards the continuous quality
improvement of our Division through a systematic process of review, evaluation, and
revision to ensure that we are responsive to the needs of our student body. New and
improved programs are researched, designed, and initiated, and again, the question
is posed, "Are we accomplishing what we have set out to do?"