Chapter 26:

 The Co-Curricular Learning Experience

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INTRODUCTION

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San Francisco State University provides many opportunities for co-curricular experiences that enhance student learning. Though these experiences are offered throughout the institution, the integrating vision regarding the role of co-curricular experiences on campus comes from the Division of Student Affairs.

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Since the WASC visit in 1992, Student Affairs has assumed an increasingly important role in fostering an integrated learning environment on this urban, public, university campus. The concept of an integrated learning environment takes, as its basic philosophy, the view that learning is not limited to the classroom. A premise stemming from this concept is that student life outside of the classroom is critical to the enhancement of a student’s ability to function responsibly in a complex world—with the university in many ways being a microcosm of that world. In practical terms, this suggests that co-curricular learning is an integral part of the total college learning experience.

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This chapter will first discuss the role of Student Affairs at the university between 1992 and 2000 and its vision of the integrated learning environment. This will be followed by an in-depth focus on five exemplary co-curricular experiences which attempt to implement that vision.

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SINCE 1992—STUDENT AFFAIRS at SFSU

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The 1992 WASC visiting team report praised the work of the Student Affairs Division and cited especially developments in the area of multiculturalism. The division staff mirrored the diversity of the student body, understood student issues, and worked hand-in-glove with student leaders. As the team stated: "The students and student affairs professionals are extremely proud of this reality (campus diversity and multiculturalism) and celebrate it as a unique strength of the campus."

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At the time, however, within the staff and under the leadership of the then vice president, there were signs that all was not as it might seem to the casual observer. The WASC report cited a "high level of concern about the division leadership and direction, accompanied by a low degree of trust and confidence among student leaders and some staff."

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The different units of Student Affairs were feeling isolated and powerless in the pursuit of whatever objectives their departments happened to be seeking. As the team stated: "…programs were scattered throughout the organization and suffered from the absence of a shared vision." It continued: "This is an unprecedented opportunity for the leadership to step forward and provide the vision and courage to chart a path through the fog to a safe harbor in the next century." That leadership opportunity took root later, in 1994, when new leadership did step forward. The hard work and solid foundation of the division’s staff has paid off as they have pursued a new vision, thereby proving the WASC team’s 1992 insight correct when it stated: "The team was extremely impressed with the commitment and dedication of those (Student Affairs staff) with whom we met."

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New Leadership and New Vision

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On June 1, 1994, Dr. Jessellyn E. Saffold was appointed into the dual position of vice president for student affairs and dean of students. Under her leadership, the Division of Student Affairs was reorganized. Additional reorganizations have resulted in the 15-unit structure that exists today. The chart below compares the division in 1992 with that in 2000.

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TIME PERIOD

LEADERSHIP

# of UNITS

REPORTING UNITS

1992

Vice President

15

Dean of Students, Activities, Admissions/Records, Associated Students, Career Center, Counseling, Disability, EOP, Financial Aid, Health Services, Outreach, Residential Life, SAFE Place, Student Center, Testing Center

2000

Vice President/Dean of Students

15

Associate Vice President for Student Affairs, Associated Students, Athletics, Career Center, Counseling, Disability, EOP/Trio, Health Services, Human Relations, Judicial/ Grievance, PEP/CEASE, Police, SAFE Place, Student Center, Student Programs/Leadership Development
 

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1992 Vice President 15 Dean of Students, Activities, Admissions/Records, Associated Students, Career Center, Counseling, Disability, EOP, Financial Aid, Health Services, Outreach, Residential Life, SAFE Place, Student Center, Testing Center
Under Vice President Saffold’s direction, Student Affairs has become a strong, contributing division at every level within San Francisco State University. Student issues are being addressed. Student organizations are growing. Student representatives serve on major committees of the administration and Academic Senate. Student co-curricular learning is being recognized as a welcome added value to the university's academic program.

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The Integrated Learning Environment

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Dr. Saffold initiated a new vision of an integrated learning environment on the campus. This model allowed Student Affairs to assume an important leadership role in the campus structure and to move closer to the main mission of the university—the learning mission. No other division was so well positioned for integrating the campus environment. Student Affairs staff work daily with all university stakeholders—students, faculty, administrators, staff, and the community. As will be shown in the following pages, partnering, integrating, connecting, and collaborating have now become the fundamental way that Student Affairs conducts its business.

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In late 1997, Student Affairs initiated a process of continual measurement and analysis of the service results and the learning outcomes in all programs. With on-going assessment, the division’s serious commitment to a truly integrated learning environment can be institutionalized for future development. (For additional information on the division's assessment endeavors, see the assessment appendix to the self-study report.)

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INTEGRATED LEARNING EXPERIENCES

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The university’s strategic plan recognizes the importance of co-curricular experiences with these words:

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Faculty, staff, and students who have an opportunity to plan or influence extracurricular activities should do so with a goal of increasing student learning about diversity, since extracurricular activities provide important opportunities for students to learn about individual and group differences. From films and speakers to clubs and student residence halls, extracurricular activities should be viewed as resources for such learning.

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Co-curricular learning experiences are being woven into the university’s activities and are focused on: (1) providing integrated and partnered learning; (2) fostering multicultural and inter-ethnic relationships; and (3) promoting a more user-friendly campus environment.

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The five co-curricular programs which will be discussed in this chapter have been operating with an intentional focus on the out-of-class learning opportunities afforded students as they pursue their work at San Francisco State. Learning objectives focus on fostering diversity, organization skills, communication, teamwork, and citizenship. Together, these objectives articulate a vision of the integrated learning environment which exists on a campus, in which out-of-class learning complements and enhances that occurring within the classroom. The following five SFSU experiences are illustrative of co-curricular, out-of-class learning at the university: (1) residential life; (2) organizational leadership; (3) the student center; (4) student government; and (5) athletics.

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Taken together, these experiences can be considered a significant laboratory for classroom theory, in which students apply their learning and complement their in-class curricula. These out-of-class programs offer relatively uncontrolled, real world learning—rich microcosms of the world in which most urban students are already living. What is learned from these experiences most certainly benefits them greatly as value-added features of their formal education at SFSU.

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THE RESIDENTIAL EXPERIENCE (1)

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The housing program offers a wide range of co-curricular experiences for students residing on campus. There are many opportunities for students to be involved with their residential community and to learn from these out of classroom experiences.

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(1) For the entire period of the self-study—Fall 1992 through Spring 2000—the Office of Residential Life reported to the Division of Student Affairs. It was only at the end of Spring 2000 that all housing-related offices were transferred to the Division of Business and Finance.

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Learning Leadership

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Students who live on campus have the opportunity to learn about leadership through student government, student employment, and becoming part of the residential life team. When asked in a survey, 39% of the residents felt there were leadership experiences available by living on campus.

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Student Government—The official residential student governance group, the Residence Hall Association (RHA), received the national "Commitment to Diversity" award from the National Association of College and University Residence Halls in 1995 and 1999. The RHA provides social and educational programs throughout the year.

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Student Employment Opportunities—Resident assistants (RAs) help students with community building, policy enforcement, peer counseling, and interpersonal support. In addition to on-going in-service training throughout the academic year, RAs are required to participate in a rigorous training schedule prior to the arrival of students in the fall. First-year RAs are required to take a three-unit upper division course, Counseling 325, Leadership and Student Development in a Residence Community.

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Diversity Learning

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Many students learn about living and communicating with others through their experiences of living on campus. In 1998, fewer than 43% of the residents identified their ethnicity as "white," making the residential community predominately students of color. In a Fall 1999 survey, 57% of the students felt that living on campus enhanced their cultural appreciation. This student profile of racial diversity and cultural appreciation is held to be one of the most valuable experiences of living on campus. Each term, many cultural, educational, and academic programs enhance classroom education.

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Learning Partnership

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To improve opportunities for academic success for first year students, Residential Life is working in tandem with faculty colleagues in the creation and implementation of a residence-based freshman orientation course. This first-year experience program is called FASTrack (Freshman Accelerated Success Track). This program has three elements: (1) enhanced fall orientation; (2) FASTrack room and floor assignment placement; and (3) collaboration with the all-university freshman orientation course being offered for the first time in Fall 2000.

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Academically-related programs already in place are the language tables in the international community (see below), study and tutoring tables in the residence halls, the Faculty 2000 Series, and an on-going series of programs offered by the residential life and student programs/leadership staff. Learning partnerships with faculty are especially strong. Faculty have been generous with their time and expertise and have provided many of the academic and educational programs for the community.

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International Living Community

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In a bold experiment aimed at internationalizing education at SFSU (one of the six strategic planning themes), the university established an International Living Community in the former Guest Center 120-bed facility. Students were paired—one international, one domestic—into each of the apartment rooms. This presented a major living-learning opportunity for the roommates chosen to be part of the experiment. Collaboration for the international community was shared among the staff of four vice presidents. With only three resident assistants, the international-domestic experiment thrived due to the energetic student staff and involved residents. Committed staff from the Office of International Programs also supported the residents. Unfortunately, as a result of toxic mold being found in the residence apartments, of which the international community is a part, the apartments and the international community were closed for an indefinite period at the end of the Spring 2000 semester.

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Assessment Results

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Monitoring students' learning satisfaction is essential to continued improvement. The struggle continues, with poor response rates. In Spring and Fall 1999, the ACUHO-I (Association of College and University Housing Officers—International) benchmarking survey was distributed to the residents. The response rate for the Spring 1999 survey was a disappointing 7%. The Fall 1999 response rate improved by nearly five times to a total of 34.8%. On the positive side, the assessment instrument revealed that, for both periods, students learned through their co-curricular experiences. The following details the frequencies of residents rating the experiences positively: ability to meet other people–63%; cooperative living–57%; conflict resolution–50%; interpersonal relationships–63%; problem solving–44%; understanding one's own sexuality–38%; values clarification–51%; cultural appreciation–57%; communication skills–57%; leadership development–39%; and volunteerism–39%.

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These results are supported by those of a recent web survey of housing applicants in which community living was one of the top two reasons students desire to live on campus. Additionally, an annual in-house resident satisfaction survey was conducted, which yielded a consistently anemic response rate, but also reflected the positive co-curricular experiences of an on-campus residential life program.

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THE ORGANIZATIONAL LEADERSHIP EXPERIENCE

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The Office of Student Programs/Leadership Development is responsible for the daily development and management of student programs, including residential life programs. These programs serve the diverse population of the campus: students, faculty, staff, and the community. This diversity is reflected in the university’s demographic data in which individuals of color, taken together, make up the majority of students. It is also reflected in the variety of categories of student organizations. According to Fall 1999 data, 89 of 238 student organizations identified themselves as "cultural," the second highest category next to "academic" at 148.

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Historical Context

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In 1992, the Student Activities Office addressed the programming needs of 155 student organizations in an overall student population of 26,530. The office also kept a hard copy file of students’ self-managed co-curricular records. The Student Activities Office developed workshops in the areas of publicity, fundraising, public speaking, and leadership styles. These workshops were conducted each semester.

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In 1998, the focus of the office changed. Student Activities was redesigned to encompass a new paradigm: (1) more partnership, (2) more inclusive, and (3) more focused on leadership development. With this redesign came a new name: the Office of Student Programs/Leadership Development (OSPLD). By the end of Spring 2000, the number of student organizations had risen to a peak of 315 in an overall student population of 27,701. Out of 315 organizations, culturally related organizations include 7 African American, 13 Asian, 6 Women, 3 Native American, 7 International, 6 La Raza/Hispanic/Chicano, 3 Pacific Islander, and 6 Middle Eastern, including both Israel and Palestine. A sample includes: Afghan Student Association, Afrikan Women for Peace and Justice, Black Students in Psychology, General Union of Palestinian Students, Hillel, Indonesian Full Gospel Club, Korean Student Association, La Raza Student Organization, Pacific Islanders Club, Persian Student Organization, Pilipino American Science Society, Student Kouncil of Intertribal Nations, and Vietnamese American Association. Among the 14 residential student organizations, 8 are related to multiculturalism.

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Leadership Learning Experience

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In conjunction with the Counseling Department of the College of Health and Human Services, the Office of Student Programs/Leadership Development offers the Emerging Leaders Leadership Institute of Student Affairs (ELLISA). ELLISA serves students and student groups as a university-wide leadership umbrella. The curriculum assists students in developing and defining leadership skills and makes them aware of leadership opportunities on campus. The program offers 4-6 courses in the fall and spring semesters. It is a unique opportunity for participants to increase their understanding of complex social and organizational issues within the community, the public and private sectors, and the university. Attendance and participation at a national and/or statewide leadership conference is a feature of one of the classes, entitled Emerging Leaders Conferences and Internship. The holistic program of leadership development classes has as one of its components a focus on diversity education. The plan is to expand this into an academic leadership minor. Leadership skills are crucial both to development within specific minority communities and to the rise of advocates for the community of diversity. The fact that course units are recorded on transcripts demonstrates to prospective employers that formal training in leadership has been completed. There is an average of 150 to 200 enrollees in these leadership classes each semester.

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Leadership Learning Assessment—A 1999 leadership learning survey investigated three areas: (1) learning leadership, (2) learning partnership, and (3) organizing or group dynamics learning. Regarding learning leadership, 76% agreed that a leader is in control; 71% understood that leadership could be developed through education; and 48% agreed that a good leader exposes flaws. In learning about partnership, 93% understood that networking is important; 59% felt that resources are best concentrated on internal concerns; and 34% felt that returning favors was squandering resources. Regarding group dynamics, 73% saw conflict as caused by miscommunication; a full 100% agreed that pre-planning was important; and only 35% felt that persistent calendaring is too thorough.

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Diversity Learning

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Since 1998, the Office of Student Programs/Leadership Development has been the primary sponsor of a diversity education program called Stop Hate. The program presents speakers/authors who have dedicated their lives to diversity issues. OSPLD was instrumental in networking with these authors, outside community help agencies, and national/local media to present programs on issues such as children of biracial families, overcoming intolerance in small and large communities, and the experience of immigrants from countries estranged from the United States.

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Outdoor Programming

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Given the shared nature of a campus environment, student events often have a complex impact on campus resources and traffic flow patterns, campus community relationships, exposure to financial risk, security concerns, individual rights, university guidelines, and legal policy. To mediate these concerns, the staff wear special jackets at all outdoor events as a visible presence to students. Staff members use walkie-talkies for increased communication among OSPLD, the Department of Public Safety, Student Affairs, and the event. The office also staffs a table throughout the year to give updates and information concerning programming. All of these measures increase visibility and accessibility.

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The number of outdoor events for Fall 1999 was 52, compared with 59 in Fall 1998. Because of the Cesar Chavez Student Center renovation/construction, a fence was erected around most of the building and closed off Malcolm X Plaza. In light of this closure, a new outdoor venue was created on the south side of the student center building. Outdoor student activism suffered the most during the construction, but has returned to normal since its completion.

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Indoor Programming

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The two main venues for indoor events are the Cesar Chavez Student Center and general university facilities. General facilities include the creative arts building, the gymnasium, and classrooms. Classrooms are generally used for meetings and small events/workshops. In Fall 1998, classrooms were used for 343 events, compared with 350 in Fall 1999. In Fall 1998, the student center was used 812 times, compared with 529 in Fall 1999. The number of creative arts events went from 120 in Fall 1998 to 143 in Fall 1999. The number of gymnasium events went from 40 in Fall 1998 to 48 in Fall 1999.

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Housing Programming

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In Fall 1998, the Office of Student Programs/Leadership Development partnered with the Office of Residential Life to provide a campus-wide perspective to student housing programs. The primary staff for this area includes three student programming assistants (one for each housing complex) and a full-time program coordinator. Each semester, OSPLD oversees the student-initiated Residence Community Gator Greeting Week. This program provides new students with a variety of daily activities to introduce them to the residence community, the campus, and the city. The week includes both educational and social programs. OSPLD is also actively involved in developing a first-year residential experience program that was described earlier in this chapter.

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Overall Assessment of OSPLD

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A survey of student satisfaction with OSPLD indicated the following: 61% responded positively to the customer service; 45% found the event planning assistance helpful; 50% responsed positively to the event information; 53% responded positively to the advisement; 38% answered favorably to the fundraising assistance; 41% gave positive responses to the group orientations; 43% found the food fair opportunity to be a rewarding experience; 43% had good memories of the recognition ceremony; 44% saw the leadership program in a good light; 60% rated overall satisfaction positively.

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THE STUDENT CENTER EXPERIENCE

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The Cesar Chavez Student Center is a non-profit corporation governed by a sixteen member, student-majority board that oversees the operation of the student center building. As an auxiliary organization, it augments the educational program of the university by providing services and learning experiences that are outside of and in addition to the classroom. All of the programs and activities of the center encourage student self-directed activity, giving maximum opportunity for self-realization and for growth in individual social competency and group effectiveness. The goal is the development of persons as well as intellects. The center’s stated mission is to "provide and maintain facilities and support services that promote and enrich the educational, social, and cultural needs and objectives of this richly diverse campus and local communities."

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The building, recognized as being at the crossroads of the campus, is the focal point of the mission. Entrance counts show that, on busy class days, more than 20,000 people pass through its doors. During the course of a semester, over 18,000 attendees participate in more than 1,700 events, programs, meetings, and conferences scheduled by student groups, faculty, and administrators. Housed within the five-story, 120,000 sq. ft. facility are an art gallery; the Depot, an entertainment venue; a games room; and an information desk, as well as offices for the Associated Students, Legal Referral, EROS, the Women’s Center, AS Performing Arts, and student organizations. Various locations in the building are leased to the Bookstore and food service providers.

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Governance and Leadership Learning

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The student-majority board continues to pursue as one of its primary objectives the "empowerment of students to effect change within the context of the university." Self-governance is the first step toward achieving this objective. Board composition of eight students, four administrators, one faculty, one staff, and an alumnus reflects both the various constituencies of the university and the strength of the student presence.

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Chaired by student board members, the board’s six standing committees (executive, vendor services, finance, human resources, master plan, and community relations) provide a means for interested members of the campus community to participate in the center’s decision-making process. The committees recommend policy, give direction to the board, and coordinate programs and projects with the center’s staff.

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Through its diverse complement of members and the complex responsibilities of overseeing the operation of a $3.5 million dollar budget, students who participate in board governance establish identity, develop competence and integrity, and learn tolerance and respect for differences. Administrative and faculty representatives on the board serve as role models who advise on policy and procedure, and offer counsel and direction on issues.

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Diversity Learning

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Historically, student board members have reflected the rich diversity of the campus community. Since 1992, the number of seats held by people of color during any given year has ranged from 62% to 75%, while the number of seats held by women has ranged from 38% to 56%. Of the 75 people elected or appointed between 1992 and 2000, 27% have been Latino, 14% Asian, 5% Pacific Islander, 23% African American, and 1% Native American.

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Student groups are strongly encouraged and supported in their efforts to honor respected community members that are seen as role models. This commitment to community strengthened the student voice in naming the building after Cesar Chavez and the plaza at the building’s main entrance in honor of Malcolm X. Rosa Parks and Rigoberta Menchu were honored in a similar fashion. Student supported programs celebrating the accomplishments of each are scheduled annually.

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Business Management Learning

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Business management learning is an integral component for students on the governing board and in the center’s student manager positions. An objective of the governing board directly related to business management is to "maintain a premier quality facility and provide the best services at affordable prices."

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Committed to offering a diverse complement of services, the board oversees the leasing of fourteen retail spaces to small local independent operators that provide revenues to the center in excess of $1.1 million annually. To ensure that these leases are entered into under a professional business relationship, the board uses a request for proposal process that targets thirteen major selection criteria and then works with counsel to write its lease contracts.

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The board continually strives to improve services. It partnered with the Bookstore to construct a new textbook section, a new plaza, and a separate entrance. The dining areas have been renovated over the past five years to include new acoustical ceilings, lighting, and tables and chairs. The service counters have been rebuilt to meet accessibility requirements and provide better visual aesthetics. The vendor services committee reviews quality and value received using customer valuation of product taste, quality, appearance and pricing, facility appearance, and service received. A broader evaluation of all the center’s services is also conducted annually using an assessment tool developed in collaboration with the university's Public Research Institute. The results of these surveys are used as a basis for discussions with the operators on improving the services they provide the campus.

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Recognizing space shortages and wanting to improve the function of existing spaces, the board committed itself to renovating and expanding the building. Using the results of a student needs survey conducted in December 1991, the board presented and the student body passed a fee increase referendum to enclose the terrace level and add 25,000 sq. ft. of programmable space to the existing building. Design goals included a multicultural center, accessibility and safety improvements, improved interior and exterior aesthetics, and a marketable meeting and conference center with a new 500-seat theatre/auditorium.

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The board formed a renovation and expansion committee that included representation from faculty, students, student government, the Bookstore, the Disability Resource Center, Student Affairs, and Capital Planning, Design, and Construction. The committee selected the architects and participated in twenty months of design meetings that culminated in the approval of a $13,000,000 upgrade of the building. With a twenty-month construction schedule having come to completion, the new areas of the building were made available for use during the Fall 2000 semester.

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The student center is committed to providing learning through management opportunities. Students manage seven of the center’s thirteen departments. Each student manager is responsible for hiring, training, scheduling, and evaluating student positions within his/her department. They are also given the responsibility for developing and managing the department’s annual budget. To assist in developing management skills, the center offers in-house training by full-time managers in association with the center’s human resources manager. Additionally, student managers are included in the center’s staff development program, allowing them to attend management development seminars conducted by organizations such as the American Management Association.

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The student center is currently reviewing the potential of developing a program that promotes student entrepreneurs through a capital investment program. Student-developed business plans will be reviewed by a committee comprised of students, business professors, and selected representatives from banks and regional businesses. Those plans meeting the necessary criteria for potential success will be candidates for receiving start-up capital. Return on the investment from successful start-ups will provide continued funding for the program.

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Study-Related Learning

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Many students receive job experiences related to their course of study. A student curator who oversees four student positions manages the day-to-day operation of the center’s art gallery. The students select and install four exhibits each semester. The exhibits, promoted to the campus community and the San Francisco Bay Area, are often critiqued in the San Francisco Chronicle and local arts-related newsletters.

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The student manager of the center’s Depot entertainment space schedules weekly entertainment that includes live bands, poetry readings, and films. The manager’s responsibilities include performer review and selection, negotiation of contract terms, contract administration, coordination of performance technicians, acting as house manager during events, calendar development, and advertisement.

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The student audio-visual technician manager oversees eighteen student technician positions that provide technical assistance to approximately forty events each week. The events range in complexity from microphone set-ups for speakers to full stage set-up for concerts.

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Other student positions provide opportunities for enhancing educational pursuits with personal development in a working environment. Students in the center’s publicity and marketing department developed the center’s web site, gaining valuable experience in merging design and function. Students pursuing a degree in business assist in the development of the center’s business plan and annual budget. Students pursuing majors such as radio and television gain experience by providing technical support for concerts, conferences, and events with noted speakers such as the Rev. Jesse Jackson and Dr. Betty Shabazz. The evening building managers are responsible for ensuring that activities adhere to the center’s policies and procedures. The manager of the information counter oversees a student staff of fourteen providing information on events, programs, and courses throughout the campus.

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Assessment Objectives

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A student center learning assessment survey has been designed to be administered in Fall 2000. The survey will cover:

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Campus Issues: Understanding and appreciating cultural pluralism; value clarification; university administrative dynamics; value of out-of-class learning experiences; importance of an education/work-related experience.

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Theory and Practice in the Major: Group decision making techniques; interpersonal effectiveness; ability to organize and plan; oral and written communication skills; creative problem solving skills; understanding and appreciating cultural pluralism.

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Personal Skills: Communication skills; creative problem solving skills; group decision making techniques; interpersonal effectiveness; making clear and concise presentations; team building skills; leadership skills; conflict resolution skills.

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THE STUDENT GOVERNMENT EXPERIENCE

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Associated Students Inc. is a student-run, non-profit corporation that administers its programs and budget through the AS Board of Directors. The board determines the policies and conducts the financial affairs of the corporation. Student officer elections are held in March of each year. The term of office for the elected students is from May of one year through April of the following year. The Board of Directors consists of twenty-three elected individuals. In addition, the board includes the AS business manager, two representatives from the administration, and a member of the faculty.

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Associated Students is the group that appoints students to various campus boards and committees such as the Academic Senate, Student Fee Advisory Committee, Instructionally Related Activities Committee, Student Center Governing Board, and SFSU Bookstore Governing Board. Whenever there is a need for official student representation on campus committees or groups, the Associated Students is notified and asked to make a student appointment.

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Associated Students has an annual budget of approximately $2.9 million. The primary source of funding is the collection of mandatory student fees. The Associated Students staff numbers 21 full-time professionals, 13 of whom are employed at its children’s center. In addition, approximately 140 part-time students are employed on a semester-by-semester basis.

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Associated Students is, in most situations, the primary source of funding for campus student organizations/clubs. For fiscal year 1999-2000, the board funded 138 student organizations/clubs for approximately $74,000. Approximately $60,000 is set aside for special events that the students have traditionally funded such as a graduation celebration and cultural events.

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Student voter turnout typically has been only 1,400 to 1,800 per year. Every year, Associated Students looks into increasing voter turnout by doing more advertising, posting more flyers, having more candidate debates, etc.—all to no avail. In the 1997-1998 fiscal year, Associated Students decided to experiment with using the touch tone class registration system for electing the student officers and board, thinking that it would reach more students. As it turns out, that year student voter turnout was the lowest ever.

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A major highlight of Associated Students’ history is the recent partnership with the SFSU Foundation, Inc. and the Bookstore. The partnership enabled Associated Students to issue revenue bonds to build a $3 million children’s center. This state-of-the-art children’s center is operating at full capacity and has already received national recognition and awards.

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Learning Leadership

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Associated Students offers excellent opportunities for students to gain valuable skills as future leaders through involvement in the student government. Members of the AS represent students and officially attempt to assist in and resolve student issues. Students who elect to run for office learn leadership skills such as conflict resolution, time management, and public speaking skills—all through their elected responsibilities.

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Also gaining valuable learning experiences are students who are selected to represent the student government on official university committees and boards. These students are offered opportunities to interact and exchange ideas with administrators and faculty members on academic issues as well as issues dealing with the general campus environment.

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Learning Partnership

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Partnering has recently become a buzzword in business and industry but has long been a priority of Associated Students. Participating students establish beneficial working relationships with faculty and administrators. These cooperative relationships create environments that enable students to pursue their career goals and objectives within the course of their schooling.

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The Associated Students’ childcare facility provides students with class-related experience in an accredited early childhood program. For the past ten years, faculty from the following programs have sent over 200 students annually to the children’s center for observation and participation: child and adolescent development, family and consumer sciences, counseling, elementary education, communicative disorders, speech and communication studies, special education, nursing, psychology, recreation and leisure studies, broadcast and electronic communication arts, journalism, raza studies, and the community involvement center.

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Another partnership is AS Performing Arts. A major jazz festival and a few smaller events are jointly managed with the College of Creative Arts. Performing Arts has also jointly worked with the dean of human relations and the Office of Student Programming and Leadership Development to produce the Carnivale event. Performing Arts offers students a variety of programs including concerts, sneak movie previews, lectures, films, and cultural events and provides interested students with behind-the-scenes, hands-on experience in performing arts productions.

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Diversity Learning

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Associated Students offers excellent diversity learning opportunities to participating students. AS programs offer employment as well as volunteer positions to numerous students through its activities. Over the past ten years, the employment and volunteer makeup of participating students has been approximately 35% Latino, 30% African American, 20% Asian, 5% Pacific Islander, 1% Native American, and 9% White. Whether students are employed or volunteering, each gains career skills by becoming actively involved with the operations of his/her program. Some examples of Associated Students programs that provide diversity learning are:

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• Women’s Center—The Women’s Center sponsors many on-going support groups, workshops, and special events related to women issues. The center has resource files, a referral service, and library available to all students.

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• Education and Referral Organization for Sexuality—EROS provides peer counseling, referrals, and a lending library, and serves as a resource center for the campus community.

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• Student Empowerment and Involvement Center—SEIC provides valuable centralized information to the campus community in order to bring about awareness and further education to prepare students for the challenges ahead.

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THE ATHLETICS EXPERIENCE

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The athletics experience at SFSU builds on initiatives and policies that have facilitated student athlete co-curricular learning, particularly in the areas of life skills/career learning, citizenship/fairness, teamwork/dedication, and sport theory/technique. Additional attention is paid to those events that affect the department’s mission to provide a broad based and equitable NCAA Division II athletic program. Athletics at SFSU fosters the physical, intellectual, social, and emotional development of diverse and highly skilled student athletes.

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The Athletics Department currently employs 30 coaches servicing a diverse contingent of approximately 320 student athletes on 16 teams (9 for women and 7 for men). When WASC last visited in 1992, 250 student athletes were involved in competitive sports.

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Historical Context

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There have been a number of changes in the Athletics Department between 1992 and 2000, including having three athletic directors. As a result of a statewide budget crunch, funding for athletics was significantly reduced following the 1992 season. In Summer 1992, a NCAA audit revealed problems with the manner in which the university was determining "satisfactory progress" for student athletes. As a result, the university was placed on NCAA probation for three years before being reinstated in good standing. In 1994, the Athletics Department was administratively reassigned from Academic Affairs to Student Affairs effective with the 1994-95 academic year; and in March 1995, the football program was eliminated.

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In February of 1994, the CSU system entered into a consent decree with CAL-NOW as a remedy for a gender equity lawsuit. Women’s Indoor Track and Women’s Tennis teams were added in order to comply with the CAL-NOW agreement. At the conclusion of the 1997-98 academic year, SFSU left the non-scholarship NCAC (Northern California Athletic Conference) to join the CCAA (California Collegiate Athletic Conference), a conference that does grant athletic scholarships. In February 2000, the CSU monitoring committee and CAL-NOW announced that SFSU was one of eight (of 19) campuses to fully comply with the decree on time. A Chronicle of Higher Education survey ranked SFSU among the top ten universities in the nation in three important gender equity categories: participation, salaries, and operating budgets.

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Accomplishments 1992-2000

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Academic advising is now provided for all student athletes. A new position manages the NCAA Life Skills/Career Learning program and supervises the Student Athlete Advisory Board. Additionally, the academic coordinator teaches a course for student athletes: COUN 325, Athlete’s Survival Skills. All of these activities are complementary to the learning mission of the university. Another new position is responsible for all aspects of university, conference, and NCAA rules compliance and is an advocate for women athletes. The student athlete handbook and code of conduct statements are administered by this office and help to teach responsibility and ethics.

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The department developed a long range strategic plan in 1996-97 which included academic, competitive, and compliance goals, as well as goals for personnel, marketing and promotions, facilities, and equipment. In 1997-98, a campus-wide task force was created for recruitment and retention of student athletes. With the goal of providing superior service, the athletic recruiting and retention team was formed, partnering with admissions, registrar, housing, outreach, testing, financial aid, EOP, bursar, student health services, and some faculty representatives. The committee has been successful in accelerating the recruiting process for potential student athletes and providing important data helpful for retention.

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The department initiated a development effort to fund athletic scholarships. Teams individually, and the department collectively, began actively pursuing revenue streams. In two years, department projects such as an annual golf tournament, auction, and celebrity comedy night generated approximately $200,000 for the recently-created Athletic Scholarship Endowment fund. Additionally, coaches pursued grants, alumni contributions, and sport-specific projects.

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Co-curricular Learning

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The Department of Athletics offers a number of programs that enhance student co-curricular learning. The life skills program, GATORS (Guiding Athletes Toward becoming Organized, Resourceful, and Successful), teaches skills and techniques useful in daily life and features outreach and volunteerism. Over forty SFSU student athletes give back to the community by (1) teaching sportsmanship to elementary school students; (2) providing tutoring to youth involved in the partnership with the Youth Tennis Association; and (3) providing instruction in sports and recreational activities to local elementary school students. All of the students involved report this as a favorable learning experience.

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The Student Athlete Advisory Board is composed of two representatives from each team (approximately 30 student athletes). The board’s primary purpose is to advise the athletics administration on issues of student athlete interest. In so doing, they are involved in student government, committee work, and leadership opportunities. They initiate and participate in projects ranging from social events to campus political action. Additionally, they assist the SFSU Disability Resource Center with its Special Olympics. There is a strong learning component associated with the functions of this group.

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The academic year begins with a mandatory student athlete orientation that presents learning opportunities on topics such as drug and alcohol education, sexual harassment, NCAA eligibility, conduct, judicial affairs, and academic advising. Additionally, the academic coordinator’s office provides support services such as tutoring, study hall, study skills, and career planning workshops. Instruction and learning also take place in athletic team classes, for which the student athletes receive two units of academic credit. For each sport there is a course in off season conditioning and varsity sport participation. Inherent in participation in these classes, and in the actual competition associated with them, are learning experiences in sport skills and techniques, teamwork and dedication, sportsmanship, diversity education, cooperation, and life-long fitness concepts. Gender equity as a programmatic tenet teaches sports appreciation and fairness.

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Assessment

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In 1999, the Athletics Department designed its "Half-time Report," surveying student athletes regarding their learning in the athletics program and their satisfaction with program activities. Overall, 67.5% expressed satisfaction with the athletic program.

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In regard to the department’s learning objectives, on average better than 87% felt they experienced learning in the areas specified: 91.8% of the respondents felt that they had learned the values of dedication, teamwork, goal setting, and work ethic; 89% experienced learning in sportsmanship, fairness, and civility; 84.4% noted learning in sport theory, technique, and strategy; and 83.3% felt they had acquired learning in life skills.

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CONCLUSION

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Recent history indicates that the partnership/integration model used by Student Affairs is successful. It allows the division to be a major player in the student learning process on this campus. Dedication to diversity and the commitment to user-friendliness strengthen the division's developing role. Needing further attention is the measurement, assessment, and research necessary to keep progressing in regard to the university's six strategic planning themes. The five co-curricular learning experiences noted in this report are just the beginning of what could become a widely visible signature for SFSU within the developing profession of student affairs. The division appears to be on a successful path toward implementing the vision of the current vice president of student affairs. Co-curricular learning has emerged as an important component of a student’s educational experience at SFSU. It would appear poised to gain momentum among willing and committed campus personnel.

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There are three recommendations that will enhance the future of co-curricular learning at this university.

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1. Continue the core integration/partnership model. The integrated learning environment should remain the central philosophical principle and practical programmatic guideline for Student Affairs and the university.

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2. Continue with strategic plan-oriented objectives. Projecting into the future, Student Affairs could pursue four CUSP-related objectives: develop more campus-wide, proactive partnerships; use the strength of its diversity to impact the total campus; work on continual redefinition of out-of-class, co-curricular learning outcomes; contribute to a growing user-friendly environment.

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3. Strengthen Student Affairs assessment and learning measurement. Beginning steps have been taken toward a solid assessment foundation for programming and learning in the division. Now, consistent follow up should be pursued. Better developmental use could be made of existing university-wide surveys. Also, selected departmental measures could be tapped for useful division research that could, in turn, benefit the entire university.

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